You are on page 1of 18

LEARNER GUIDE

Book One Literature Essays

English

This is an initiative of the Canberra College Literacy Plan


This booklet is designed to give you information that will assist you with writing your Literature Essay.
This is Book One in the English Learner Guide four part Assessment Items series.
This is also available on the Canberra College website and the cLc.

Table of Contents

Summary of Essay Writing Process ................................................................................................................. 3


The Process of Essay Writing ........................................................................................................................... 5
How to Write a Clearly Structured Essay ......................................................................................................... 6
Constructing Introductions ............................................................................................................................. 7
A Template for Introductions..8
Sentence Openers for Body Paragraphs..9
Language Features: Literary/Analytical Essay.............................11
Essay Planning and Drafting Sheet12
Rubric17

SUMMARY OF THE ESSAY WRITING PROCESS


In a literary essay you are required to show what you know about a text e.g. a novel, poem, film or a short story.
Generally you will be asked to explore themes and issues, symbols, characterisation or style depending on the
question. In literary essays you present arguments and evidence that you have gathered from the text to persuade
your reader that your point of view is valid. You use quotations from the text as direct supporting evidence.
Essays all follow similar conventions and are divided into three parts Introduction, paragraphs and conclusion.

INTRODUCTION
This is the important opening paragraph and provides a summary of what is to come. It is not an opportunity to talk
generally about the topic or your thoughts on the text or its ideas. You must give explicit details of the topic of each
paragraph alongside your point of view on the question itself.
Make sure you provide the text and author dealt with in the essay; indicate the topic; indicate your stance; outline
your main points. Do not use examples or expand any points.

May be written last of all as you can refer to the topics of each paragraph in the body of your essay.
Should introduce exactly what you are going to say in the essay.
Restate the essay question with your viewpoint, in the first sentence.
e.g., Literature is a valuable method of communicating important and relevant ideas.

Provide sentences that refer to the main ideas in the topic paragraphs, in the body of the essay. Each point appears
in the same order as in the essay.
Do not use quotes in the introduction.
The final sentence closes the introduction off with a link to your points and the question.

REMEMBER THE PEEC RULE

Point
Expand the point
Explore with evidence
Conclusion
Or
What is your point
Why do you think it
So what does it have to do with the question

The first paragraph of the essay should discuss the first point in the introduction and so on.
Keep the order of your points as in your introduction.

CONCLUSION
The conclusion is similar to an introduction as it refers back to your ideas and includes a summary your analysis. It
brings the essay to a convincing ending.
Refer back to the main idea of the introduction; it is a summing up of everything you have discussed.
Think about:
What was the most important point?
What do you think about the question?
It sums up your argument but is not too repetitive.
Do not use sentence starters such as: In conclusion or This essay discussed
Avoid new ideas in a conclusion.
Restate the introductory thesis/paragraph with originality. Do not simply copy the introduction.
Summarise your argument with strong commitment to your viewpoint.
This paragraph should leave your reader with no doubt as to your position or logic.
Be powerful as this is the last thought that you are leaving with the reader.
Make sure the conclusion relates to the essay question.

EDITING

Once you have completed your essay go back over it and make sure it all makes sense.

Check you have enough detail and explanation. Each paragraph should have at least six to ten well-formed
sentences and some actual examples to back up what you are saying with the use of quotations.

Make sure you have sustained you argument and that each paragraph only deals with one central idea

Check you have kept to the point

Never retell the plot (story) assume the reader knows the text.

Use formal language. Never use slang or colloquial language

Use third person at all times. Never refer to yourself or to the essay itself e.g. In this essay I Just let your
statements have their own authority.

Correct any misspelt words or awkward sentences.

Do not use abbreviations (such as e.g.) or contractions (such as cant)

When you use spell check make sure you read the choices it gives you so you do not choose a strange word

Reading your work aloud helps with editing.

COMPLETED

ESSAY
QUESTION

Linking sentences

Essay structure

Question answered?

Draft and edit

Expand

Use mind map

CHECK WORK

WRITING

Texts

Underline key
words:

PLANNING

ESSAY WRITING

OF

THE PROCESS

Media (Film, Videos etc.)

Internet

INFORMATION

Carefully read

Planning/Writing/Checking

Gathering Information

MIND MAP IDEAS

Build Up

Add more

Group Ideas

Make notes

List references

ACCESS RESOURCES

How to Write a Clearly Structured Essay


Adapted from Livingston, K, Feb 2009, Guide to Writing a Basic Essay, http://members.tripod.com/~lklivingston/essay/sample.html, date accessed: 2/3/200

STRUCTURE
Opening sentence of the introduction
addresses the question and gives a clear
viewpoint on it.
Each of the following sentences raises
ONE point which will form the basis of
each paragraphs discussions in the body
of the essay. One or more sentences per
point. They are underlined here.
The final sentence re-states the issue and
your viewpoint in a new way.

P.E.E.C. Paragraphs
The first paragraph discusses the first
point from your introduction, and so on.
They MUST appear in the same order as
they are listed in the introduction.

P Make the point and state exactly what


the paragraph is about.

E Explain and expand the point

(2-4 well developed sentences)

E Explore and give relevant evidence


(2- 4 well developed sentences)

C Comment on or conclude your point

Note the absence of a


concluding sentence here

A Word about Conclusions

Never say in conclusion


Restate the introductory
idea

What was the most


important point.

What are your views on it


rd
(remember always use 3
person)

Summarise your argument


with some degree of
authority and may repeat
what you have said but in a
new way with emphasis

Be powerful it is the last


thought your reader is left
with.
Conclusions refer back to the main
idea in the introduction. It is a
summing up of everything you have
said and should NEVER add anything
new or include quotes.

Question: Discuss whether cats, like dogs, can be a


mans best friend
The common saying a dog is a mans best friend may
contain some truth, but dogs are not the only animal
friend whose companionship people enjoy. For many
people, a cat is their best friend. Despite what dog lovers
may believe, cats make excellent house pets as they are
good companions. Cats can be very civilized members of
a household. Additionally they are extremely easy to care
for. Cats are just as much a mans best friends as dogs
are.
In the first place, people enjoy the companionship of cats.
Many cats are affectionate. They will snuggle up and ask
to be petted, or scratched under the chin. Who can resist a
purring cat? If they're not feeling affectionate, cats are
generally quite playful. They love to chase balls and
feathers, or just about anything dangling from a string.
They especially enjoy playing when their owners are
participating in the game. Contrary to popular opinion,
cats can be trained. Using rewards and punishments, just
like with a dog, a cat can be trained to avoid unwanted
behavior or perform tricks. Cats will even fetch! They are
perfect companions.
In the second place, cats are civilized members of the
household. Unlike dogs, cats do not bark or make other
loud noises. Most cats don't even meow very often. They
generally lead a quiet existence. Cats also don't often
have "accidents." Mother cats train their kittens to use the
litter box, and most cats will use it without fail from that
time on. Even stray cats usually understand the concept
when shown the box and will use it regularly. Cats do
have claws, and owners must make provision for this. A
tall scratching post in a favorite cat area of the house will
often keep the cat content to leave the furniture alone. As
a last resort, of course, cats can be declawed.
Lastly, one of the most attractive features of cats as house
pets is their ease of care. Cats do not have to be walked.
They get plenty of exercise in the house as they play, and
they do their business in the litter box. Cleaning a litter
box is a quick, painless procedure. Cats also take care of
their own grooming. In fact according to Jones-Smithson
.the self-grooming vigilance of cats is natural, reflexive
.behaviour that is vital to their hygiene, health and
.comfort. (Jones-Smithson, 2004; p1)

Bathing a cat is almost never necessary because under


ordinary circumstances cats clean themselves. Cats are
more particular about personal cleanliness than people
are. In addition, cats can be left home alone for a few
hours without fear. Unlike some pets, most cats will not
destroy the furnishings when left alone. They are content
to go about their usual activities until their owners return.
Cats are low maintenance, civilized companions. People
who have small living quarters or less time for pet care
should appreciate these characteristics of cats. However,
many people who have plenty of space and time still opt
to have a cat because they love the cat personality. In
many ways, cats are the ideal house pet.

REMEMBER:
DONT WAFFLE, JUST SAY IT!
6

INSTRUCTIONS
INTRODUCTION: Is highly structured. This
is the first thing your audience reads so it
should be clear and easy to read.
It sets the tone for the essay makes the
reader want to read on, It tells the reader
what YOU think.
It should contain everything you are going
to say like a table of contents.
You should work on using creative, but
not flowery, expression which draws out
the ideas and your viewpoint.
An introduction: has no discussion of
evidence and contains no quotes.
It focuses entirely on the question and
your viewpoint
Uses third person, no use of questions or
chatty, colloquial tone

P.E.E.C PARAGRAPHS
Try to find new ways of saying things do
not simply copy the expressions from the
introduction.
Each paragraph discusses ONE point only
Eliminate irrelevant content save new
points for a new paragraph.
Do not summarise the plot assume the
reader knows the text you are discussing.
Always use THIRD PERSON
DO NOT refer to yourself, others or the
essay itself e.g. In this essay I will
discuss
Never use QUESTIONS
Use a variety of sentence types and
sophisticated language and expression.
An essay is a complex argument,
explanation or debate on an issue and
should be written with care and attention
to expression.
Text titles should be in italics.
Try to be original in your exploration of
the topic do not just churn out clichd
ideas and phrases.
Make sure you in text reference all quotes
with (Name date, p ) or (Name date, cf
p); remember that you can slightly
change the grammar of quotes if you
need to so long as you use [..] square
brackets around the changes you have
made.
Quotes should be kept short and to the
point make sure they contain the idea
you are discussing. Long quotes, if entirely
necessary, should be written on a
separate line and tabbed in. Quotes ARE
NOT part of the final word count

CONSTRUCTING INTRODUCTIONS
Often students find that the first sentence is the hardest to write, so here are some examples for you. Once
you have got the hang of essay writing use your own words, not these. These examples are just a little helper.

The text is a complex exploration of

While some of the hold the view...., it is more accurate to argue...

There are some crucial episodes in this text that reflect/demonstrate...

The text/author warns that...

The text supports the idea that...

The focus of the text is...

The historical/political/cultural/social context of the text is...

A central dilemma/crisis is...

At the centre of the text is the question...

At the very beginning, it is established that...

The author/director/text challenges us to...

In the text, the author explores many versions of...

The text explores the themes/issues/questions...

The text is a response to...

The text presents the view that....

The world depicted in the text is characterised by...

The text questions...

Keep in mind that there are many different words to use instead of text

A TEMPLATE FOR INTRODUCTION

CONTENTION

FIRST PIECE OF EVIDENCE


The character used to express these values...
The author draws a parallel between...
The experience of [character] shows us that...
This idea is portrayed by...

SECOND PIECE OF EVIDENCE


Similarly...
Furthermore...
In comparison to this...
The author/director further demonstrates this...
This is juxtaposed with...

THIRD

FOURTH
FINAL SENTENCE
As a consequence...
Therefore...
This results in...
This leads the audience/reader to the conclusion...

SENTENCE OPENERS FOR BODY PARAGRAPHS

In this text, images of...are used to highlight

The narrative is organised as a series of juxtapositions between...which imply...

The author illustrates...

The images of ...widen the readers understanding of...

The authors point of view emerges when...

The text promotes the values of...

[The character] is used to express the values of...

The author has constructed this character to show us...

The author manipulates our emotions by...

The title suggests that...

The theme of...is made explicit through...

A crisis emerges when..demonstrating that...

The incident where...suggests that...

Evidence such as...

The character is forced to adopt new values when...

From the outset of this text, it is clear...

Readers of this text are invited to see...

The world of the author gives us an insight into...

A SERIES OF LINKING WORDS TO CONNECT SENTENCES AND IDEAS IN BODY PARAGRAPHS


*As a consequence

*In comparison

*Despite

*Furthermore

*However

*In addition

*In support

*Meanwhile

*Moreover

*Nevertheless

*On the contrary

*On the other hand

*Thus

*Whereas

*Yet

*Conversely

*For this reason

*Finally

PHRASES FOR INTRODUCING AN EXAMPLE IN A BODY PARAGRAPH

The(character) says

We see this when

An example of this is

PHRASES FOR ANALYSING EXAMPLES IN BODY PARAGRAPHS

The reader can see from this that...

We can see from this that...

One of the most important moments in the text is when (a character says or does). This shows us that

What is important about this (example) is thatFurthermore

What is important about this (example) is not justbut also

CONCLUSION

On the whole...

On balance the reader can see...

In the final analysis...

The constructed world of the author leads us to...

These examples all demonstrate how...

The imagined journey of this character...

At the core of this text is...

In the end, a close reading of this text...

While there are no easy answers...

The reader of this text is left with the overwhelming suggestion of...

While the events in this text seem at times...the authors message is one of...

The author of this text leads the reader to see...

10

LANGUAGE FEATURES: LITERARY / ANALYTICAL ESSAY


(Refer to the model essay about whether cats or dogs can be mans best friend, provided to you in this handbook)

Language Feature
Vocabulary

Commonly Used
Subject specific language
Words that convey precise
meaning

e.g., Despite what dog lovers


may believe, cats make excellent
house pets as they are good
companions.
Verb Form

Present tense: to discuss


what is happening now.

e.g., In the first place, people


enjoy the companionship of
cats.

Avoid Using
Avoid general, imprecise,
unnecessary vocabulary or
slang.

e.g., Well, I reckon cats are the


best to have cause they are good
to have around even though some
reckon dogs are better.

Avoid using tenses


inappropriately.

e.g., Now, people had enjoyed the


company of cats.

Words include: is, are, being

Past tense: to discuss


what has already
happened in the past

e.g., In ancient Egypt, cats were


worshipped.
Words include: was, had, were,
had been
Point of View

The third person objective is


used without revealing your
own thoughts.

Avoid the first person (I or


me).

e.g., I think cats are the ideal house


pet.

e.g., In many ways, cats are the


ideal house pet.
Words include: they, he, she

11

ESSAY PLANNING AND DRAFTING SHEET

PLANNING
Choose your question and write it here Decide if the question has more than one section within it. Identify all the
separate sections within the question. Write down exactly what you think the question is asking in your own words.

Jot down all the ideas you can think of that relate to the question. Choose a position do you agree or disagree
with the question and why

Create and itemise three or four main points that you think you will address. Identify and write down evidence for
each one. Remember to record the page numbers (if necessary) so you can find the reference again when you are
writing your essay. Dont forget to reference everything you quote or refer to in the body of your essay. Use the
table on the next page.

12

POINT

EVIDENCE

1..
....
....
....
.
2.......
.
....
....
.
3..
....
....
.
.
4..
.
.
.
.
5.
...
......
...
13

Drafting: Never refer to yourself or to the essay itself eg In this essay Just let your statements have their own authority.
Your essay should have a minimum of FIVE paragraphs Introduction, three PEEC paragraphs, conclusion
Structure

Planning and Drafting

Introduction. This should


introduce exactly what you
are going to say in the essay.
DO not use quotes in the
introduction.
The first sentence says what
you think about the topic
The next sentence(s) gives a
brief explanation of the
three (or more) points you
will make in your essay.
Each point appears in the
same order as in the essay
The final sentence closes the
introduction off.

Paragraph One. This is a


discussion of the first point
you mention in your
introduction
The opening sentence gives
a description of what your
point is.
The following sentence(s)
give details and evidence to
back up your point of view.
You must provide references
for all evidence you use
The final sentence concludes
what you have said and
sums up the argument

Planning - Jot your examples and ideas here

Draft Begin forming your actual paragraph here

In this box give your main idea and write your evidence to
support the idea for the paragraph remember page numbers

Begin the first draft of the paragraph using the evidence as the major focus to support what you are saying

Paragraph Two.
This is a discussion of the
second point you mention
in your introduction

In this box give your main idea and write your evidence to
support the idea for the paragraph remember page numbers

Begin the first draft of the paragraph using the evidence as the major focus to support what you are saying

In this box give your main idea and write your evidence to
support the idea for the paragraph remember page numbers

Begin the first draft of the paragraph using the evidence as the major focus to support what you are saying

The opening sentence gives


a description of what your
point is.
The following sentence(s)
give details and evidence to
back up your point of view
You must provide references
for all evidence you use
The final sentence concludes
what you have said and
sums up the argument
Paragraph Three.
This is a discussion of the
third point you mention in
your introduction
The opening sentence gives
a description of what your
point is.
The following sentence(s)
give details and evidence to
back up your point of view
You must provide references
for all evidence you use
The final sentence concludes
what you have said and
sums up the argument

Canberra College Learner Guide: English

Paragraph Four. (Optional0


This is a discussion of the
fourth point you mention in
your introduction

In this box give your main idea and write your evidence
to support the idea for the paragraph remember page
numbers

Begin the first draft of the paragraph using the evidence as the major focus to support what you
are saying

The opening sentence gives


a description of what your
point is.
The following sentence(s)
give details and evidence to
back up your point of view
You must provide references
for all evidence you use
The final sentence concludes
what you have said and
sums up the argument
Conclusion.

The conclusion is a little like an introduction although it sums up the ideas. Do not put quotes or new ideas in it.

This should refer back to the


main idea of the
introduction; it is a summing
up of everything you have
discussed. You must NOT
put any new ideas in a
conclusion.

Canberra College Learner Guide: English

Student ID number:

LITERARY ESSAY
Understanding of the Text
How well have you understood the
thought and feeling expressed in the
text?

Interpretation of the Text

Unit:

Grade/Score:

Little Evidence

Some Evidence

Demonstrated

Established

Advanced

Little understanding of the text


little understanding of the
thought and feeling expressed in the
text

Some understanding of the text


superficial understanding of the
thought and feeling expressed in the
text

Adequate understanding of the text


adequate understanding of the
thought and feeling expressed in the
text

mainly irrelevant and/or


inappropriate references to the text

some relevant references to the

adequate and appropriate

text

references to the text

Good understanding of the text


good understanding of the
thought and feeling expressed in the
text as well as some of the subtleties
of the text
detailed and pertinent references
to the text
Good interpretation of the text
your ideas are clearly relevant
and appropriate
your analysis is generally
detailed and well illustrated by
relevant examples

Excellent understanding of the text


perceptive understanding of the
thought and feeling expressed in the text
as well as some of the subtleties of the
text
detailed and persuasive references to
the text
Excellent interpretation of the text
your ideas are convincing,
appropriate and considered
your analysis is consistently detailed
and persuasively illustrated by carefully
chosen examples

Adequate understanding of the


requirements of the question
Knowledge of the text and an
adequate understanding of those
aspects most relevant to the
question
A generally focused and developed
argument
adequate structure to the
response
ideas are generally presented in
an ordered or logical sequence
supporting examples are
sometimes appropriately integrated
into the body of the response
sources acknowledged but not
accurately

Good understanding of the


requirements of the question
Detailed knowledge of the text
and good insight into those aspects
most relevant to the question

Excellent understanding of the


requirements of the question
In depth knowledge of the text and
very good insights into those aspects
most relevant to the assignment

A clearly focused and welldeveloped argument


clear and logical structure to the
response
ideas are presented in an
ordered or logical sequence
supporting examples are
appropriately integrated into the
body of the response

A clearly focused, well-developed and


persuasive argument
purposeful and effective structure to
the response
ideas are presented in an ordered or
logical sequence
supporting examples are well
integrated into the body of the response
accurate and consistent
acknowledgement of sources

The language is generally clear


and coherent
adequately clear and coherent
use of language
only a few significant lapses in
grammar, spelling and sentence
construction
some care shown in the choice of
vocabulary, idiom and style
the register is generally
appropriate for literary analysis

The language is clear, varied and


precise
clear, varied and precise use of
language
no significant lapses in
grammar, spelling and sentence
construction
effective and appropriately
varied use of vocabulary, idiom and
style
suitable choice of register

The language is clear, varied, precise


and concise
clear, varied, precise and concise use
of language
no significant lapses in grammar,
spelling and sentence construction
precise use of wide vocabulary and
varied idiom and style
effective choice of register

Little interpretation of the text

Some interpretation of the text

How relevant are your ideas about


the text?
How well have you explored those
ideas?
How well have you illustrated your
claims by using quotations from
the text?

your ideas are mainly weak

Response to the
Question/Topic

Little understanding of the


requirements of the question
Knowledge of the text but little
understanding of those aspects most
relevant to the question

paraphrase of the text


Some understanding of the
requirements of the question
Knowledge of the text and some
understanding of those aspects most
relevant to the question

Presentation

Little sense of a focused and


developed argument
little evidence of a structure to
the response
little attempt to present ideas in
an ordered or logical sequence
word limit noticeably short

Some sense of a focused and


developed argument
some evidence of a structure to
the response
some attempt to present ideas in
an ordered or logical sequence
word limit excessively long

The language is rarely clear or


coherent
the use of language is not readily
comprehensible
many lapses in grammar,
spelling and sentence construction
vocabulary is rarely accurate or
appropriate

The language is only sometimes


clear and coherent
some degree of clarity and
coherence in the use of language
some degree of accuracy in
grammar, spelling and sentence
construction
vocabulary is sometimes
appropriate to the discussion of the
literature

Have you actually answered the


question posed?
How discerning is your response?

How well have you organized the


essay?
How effectively have your ideas
been presented?
To what extent are supporting
examples integrated into the body
of the response?
Have you kept to the required word
limit?
Have you acknowledged and
accurately cited any sources used?

Formal Use of Language

How accurate, clear and precise is


the language used by you?
How appropriate is your choice of
register and style for this task?
(sensitivity to vocabulary, tone,
sentence structure, idiom)

and/or irrelevant

your ideas are sometimes


irrelevant

your response consists mainly of

your response consists mainly of

narration and/or repetition of


content

unsubstantiated generalizations

limited acknowledgement of
sources

Canberra College Learner Guide: English

Adequate interpretation of the text

your ideas are generally relevant


your analysis is adequate and
appropriately illustrated by some
relevant examples

your response is mainly a

You might also like