Elements of Writing: The Formal Essay

1. Elements of Writing:The Formal Essay Format and Content

2. Introductory Paragraph (take note) • The introductory paragraph sets up the material to be used in the development of a complete, formal literary analysis. It must contain the following: • Title (how is the title of a novel indicated when the essay is handwritten?) • Genre • Author • Brief Summary (2-3 sentences) • Thesis Statement

3. The Thesis Statement (take note) • In a short literary analysis, the thesis statement should be the final sentence of the introductory paragraph. This sentence, must contain a Subject and what will be Proven / Argued in regards to the subject. • [After this initial essay, I will expect an even stronger thesis statement which will include How the argument will be developed]

4. Sample: One of William Shakespeare’s best known dramatic works is the tragedy of Romeo and Juliet. Within this play, Shakespeare examines the joy of love as it competes with destructive power of hate. While hate takes the lives of the title characters, and others, it is only through their annihilation that their love can begin to heal the hatred that has plagued their families for generations. Shakespeare is able to use the violence in the play to demonstrate a simple truth; if people cannot change, they must pay a terrible cost. This concept is developed in the play through the fight scenes involving Mercutio, Tybalt, and Romeo.

5. Second Sample Set during the Great Depression, Harper Lee’s fictional novel, To Kill a Mockingbird addresses the changes that take place in a small, Southern, town due to social customs and race relations. When a black man is wrongfully accused of raping a white woman, it is up to the voice of reason, Atticus Finch, to defend innocence and restore a sense of balance to his community. Throughout the text, Atticus Finch demonstrates that he is a fierce proponent of justice for all people.

6. Third Sample: The epic poem, Beowulf, as translated by Burton Raffel, defines the role of an Anglo-Saxon warrior, and later that of a king, through the fantastic battles of the title character, Beowulf. Within this ancient world, the dangers brought by the conflicts of men are not the worst challenges a hero must face; it is the creatures who are the monstrous embodiment of evil that truly test the spirit of men. It is in this way that Anglo-Saxon heroes are created, and with the passing of Beowulf, only one man is suited to the task. Wiglaf rises to the status of warrior, and king, and hero as his actions lend credence to his words.

7. Form and Content (follow up) • The previous introductions contained all of the mandatory components. Please note that they were short—did not contain wasted words and useless ideas, and each ended with a clear thesis which contains an argument (something to prove) and the reason to prove it (demonstrate and develop a theme in 1 and 2; analyze a character in 3). • The introduction also used a convention of MLA writing—an indentation. Please remember, in MLA, paragraphs are indented rather than separated by entirely skipped lines. [just a note, format problems will cost the writer to lose points.]

8. Body Paragraph(s) (take note) • Body paragraph(s) is/are used to develop and explain the validity of the argument set up in the thesis statement. A body paragraph must contain the following: • Topic sentence which needs to connect the content of the body paragraph directly to the thesis statement. The topic sentence must contain: • The subject of the body paragraph • What component of the argument (thesis) will be proved to provide support. • One or more direct quotes [with lead-ins] from the literature to provide support / evidence for the thesis statement • Analysis / explanation of the quotations to show How, Why, What About the quote proves the thesis is true.

9. Sample Tension among Romeo, Tybalt, and Mercutio illustrates an opportunity to change for the better and for peace that fails. In the opening scene of the third act, Romeo attempts to avoid an argument and escalating sword fight with Tybalt; even though Tybalt attempts to bait Romeo, Romeo sets up the possibility for change when he replies, “I do protest, I never injured thee, / But love thee better than thou canst devise, / Till thou shalt know the reason of my love: / And so, good Capulet,--which name I tender / As dearly as my own,--be satisfied” (82-86). Romeo is very careful to speak kindly to Tybalt; his repetition of the word “love” and referencing Tybalt as a “good Capulet” help to create a calm and conciliatory atmosphere. A further compliment to Tybalt is paid when Romeo specifically states that he values Tybalt’s name (and therefore family) as equal to his own. The elevation of his enemy to a place of honor is Romeo’s attempt to quell violence and begin a pact of peace between the families.

10. Paragraph Continued Despite Romeo’s efforts to calm tempers and mediate the violence, Mercutio desires action and perceived honor. Mercutio taunts Tybalt when he draws his sword and calls after him, “O calm, dishonourable, vile submission! / . . . .Tybalt, you rat-catcher, will you walk?” (87 and 89). Mercutio’s word choice is inflamatory and insulting. He accuses Tybalt of being cowardly and less than a man. “dishonorable, vile, submission” all show a lack of will and worth due to a willingness to put away his sword. He further taunts Tybalt by asking him if he is choosing to “walk” away from the fight. Mercutio’s feels disdain towards a nonviolent resolution, and his intent is to force Tybalt to fight or be called out publicly for lacking honor. This would continue until the entire argument has been fully developed, defended, and defined.

11. This is how the ENTIRE paragraph appears on one slide: Tension among Romeo, Tybalt, and Mercutio illustrates an opportunity to change for the better and for peace that fails. In the opening scene of the third act, Romeo attempts to avoid an argument and escalating sword fight with Tybalt; even though Tybalt attempts to bait Romeo, Romeo sets up the possibility for change when he replies, “I do protest, I never injured thee, / But love thee better than thou canst devise, / Till thou shalt know the reason of my love: / And so, good Capulet,--which name I tender / As dearly as my own,--be satisfied” (82-86). Romeo is very careful to speak kindly to Tybalt; his repetition of the word “love” and referencing Tybalt as a “good Capulet” help to create a calm and conciliatory atmosphere. A further compliment to Tybalt is paid when Romeo specifically states that he values Tybalt’s name (and therefore family) as equal to his own. The elevation of his enemy to a place of honor is Romeo’s attempt to quell violence and begin a pact of peace between the families. Despite Romeo’s efforts to calm tempers and mediate the violence, Mercutio desires action and perceived honor. Mercutio taunts Tybalt when he draws his sword and calls after him, “O calm, dishonourable, vile submission! / . . . .Tybalt, you rat-catcher, will you walk?” (87 and 89). Mercutio’s word choice is inflamatory and insulting. He accuses Tybalt of being cowardly and less than a man. “dishonorable, vile, submission” all show a lack of will and worth due to a willingness to put away his sword. He further taunts Tybalt by asking him if he is choosing to “walk” away from the fight. Mercutio’s feels disdain towards a nonviolent resolution, and his intent is to force Tybalt to fight or be called out publicly for lacking honor.

12. Form and Content (follow up) • The first sentence is the topic sentence. It has a clear connection to the thesis [it states what part of the thesis will be developed within the paragraph], and it guides the content of the paragraph. Nothing may appear in the paragraph that does not fit under the “umbrella” of the topic sentence. • Again, the paragraph is indented to indicate that all of the material contained within it is part of the same purpose. • The quotes have lead-ins [which function to polace the material inside of the larger body of the work AND to help set up the analysis. A strong lead-in will alleviate the need to summarize an entire scene. • The quotes also follow the form determined by—yes, that’s right—MLA.

13. Form and Content (continued) • The analysis of the quote does NOT simply restate the quoted material. • The analysis takes the quoted material apart (piece-by-piece) and asks HOW does this quote support the topic / thesis; WHY does this quote support the topic / thesis; WHAT ABOUT this quotes supports the topic / thesis? The answers to these questions provides the analysis.

14. The Conclusion (take note) • The function of the conclusion is to actually draw or come to a conclusion—in a science class this would be the final step to a lab report. What has actually been learned? How has the argument (experiment / hypothesis) been proven and successfully defended? • Do NOT begin a conclusion by writing “In Conclusion”. . .a speech may have this, but a literary analysis should not. • A conclusion should not introduce new material, AND it should not be a simple summary. • Please Note: in this class, should the writer be unable to write a conclusion due to a genuine lack of time, there will be no punishment assessed.

15. Sample Great shifts in behavior occur as a result of dramatic, often traumatic, events, and so it is with the characters in Romeo and Juliet. Shakespeare demonstrates the sad outcomes of being selfish and stubborn; moreover, he leaves the audience to wonder if the lesson learned has really been worth the cost.

16. Possible Prompts for BeowulfTopic 1: • Based on the material as contained in the text, define and develop Beowulf’s character. Does he change over the course of the text? Does his character remain entirely the same? Either way, support the selected idea with a minimum of three quotes one from each battle Beowulf undertakes.

17. Define and develop Beowulf’s character. Does he change over the course of the text? Does his character remain entirely the same?

18. Topic 2: • Using material from across the content of the text [1 per section] and three of the following traits from “How to Identify a Hero,” create a formal analysis explaining how Beowulf fits the mold of the epic hero and represents the time and place in which he lives. Provide a minimum of one quote for each of Three of the following:

19. Taken from— “How to Identify a Hero” PowerPoint [still topic 2] • The heroes, ways are beset with dangers and loneliness • Heroes are neither fools nor invincible • Heroes descend into darkness / “hell” • What a hero finds is usually no more than a symbol of what he actually seeks to obtain

20. The heroes, ways are beset with dangers and loneliness • Heroes are neither fools nor invincible • Heroes descend into darkness / “hell” • What a hero finds is usually no more than a symbol of what he actually seeks to obtain

21. Possible Essay Prompts for Grendel • Write a well-developed essay with introduction (containing title, author, genre, a brief summary and ending with a clearly defined thesis), organized and supported body paragraph(s) (quotes and in-text citations) and a conclusion. The quotes MUST come from different areas of the text [one from each: chapters 1-4; 5-8; and 9-12]Please staple the prompt sheet to the answer document. “Chilly fire. . . chilly fire. . .chilly fire”

22. Grendel’s essay topics continued • 1. Define and support that Grendel is an anti-hero. Examine the notes on the anti-hero traits, and choose three traits to support and analyze (explain how/why it matters) the difference this character makes in the text. • Deprived of the rules and consequences of society • Outlaw; has no status in society; must wander on the fringes • Rejects values, rules, attitudes of society and political establishments • A failure, crude, sometimes stupid or even dishonest • Often angry

23. Deprived of the rules and consequences of society • Outlaw; has no status in society; must wander on the fringes • Rejects values, rules, attitudes of society and political establishments • A failure, crude, sometimes stupid or even dishonest • Often angry

24. Grendel’s essay topics continued • 2. Develop a theme for the novel. Defend it using three quotes (with in-text citations) and proper analysis. You may want to consider the following themes: • Isolation (being an outsider) breeds contempt. • Not all monsters look monstrous. • Good and evil exist in all “people.” • 3. Pretend you are Grendel’s psychiatrist. Write a case history in which you explain his illness and its causes. There must be at least three quotes—pieces of evidence to support the diagnosis—with in-text citations for support. [You will take on the personality of his therapist AND allow him to answer you as if he is your patient.]

25. Grendel’s essay topics continued • 4. Analyze Grendel’s character. How does he change over the course of the novel? Who (How) is he at the beginning of the novel, who he becomes (how he changes) in the middle, and who he has become (how he has completed his existence) at the end of the novel. Establish three unique character traits and provide specific quotes and analysis for each trait. • 5. Define and defend Grendel as the Hero of the story. Based on the Epic Hero material as provided in the earlier PowerPoint, can Grendel be labeled an Epic Hero? Examine the handout and connect Grendel to three of the traits that qualify him for epic hero status.

26. The KEYS to success for any essay: • Choose wisely • Know the content and quotes which will develop the prompt • Be able to explain / define /defend the selected topics • Remain focused and oganized

27. The following prompts are NOT available for this writing assignment. . . • Thank you, • The Management

28. Topic 3: • Compare Beowulf with Hrothgar in regards to threats to their kingdoms. Both face external threats. How does Hrothgar handle the external threats to his people? How does Beowulf? In the analysis, which king is a better representative of his time and culture? Why? Again, minimum of three quotes as evidence.

29. Topic 4: • Based on the material provided in the text, develop an analysis of one of the following motifs selected. Three quotes from across the literature will be required with analytical development. • Motifs: • Good vs. Evil • Bravery • Honor through actions • Loyalty

30. Topic 5: [from page 65 of the text] Frustrated pride may lead to spite, just as loyalty may lead to vengeance, and eagerness for glory may turn into greed. Explain how each creature Beowulf battles represents an extreme and dangerous form of warrior values and behavior. [minimum of one quote with citation for each creature]

31. Topic 6 • Become the creatures: take on the persona of Grendel, Grendel’s mother and then the dragon as you compose a letter to mankind justifying your actions or reactions. [At least one quote with citation to support each creature and his / her claim.]