WRITING LITERARY ESSAYS DON’T HAVE TO HURT
???
FIRST, YOU NEED TO KNOW HOW TO ARGUE ...
LOGICALLY
ARGUMENT IS ESSENTIAL FOR:
- PERSUASIVE SHORT ANSWERS IN LITERATURE
AND LANGUAGE EXAMS
- ANY QUESTION IN ANY SUBJECT, WHERE YOU
HAVE TO CONVINCE YOUR READER / LISTENER
OF YOUR POINT. (A LAWYER / A BUSINESSMAN)
ARGUMENT IS ALSO USEFUL FOR GETTING WHAT
YOU WANT, LIKE ...
JOBS
... DATES
... NEGOTIATING WITH YOUR PARENTS …
GOOD
ARGUMENTS IN A LITERARY ESSAY HAVE THREE
BASIC INGREDIENTS …
1) A Point / statement that you are trying to prove
2) Evidence that supports your point
3) An explanation of how your evidence proves your
point
It’s easy to remember (PEE)!
Point
Evidence
Explanation
For example …
Ma, you should let me
go to movies.
This is the point that you need to prove!
For example …
Yeah right! When
would you finish
your homework …
As you can see, mom isn’t so sure …
Going to the movies
will actually improve
my marks.
You need persuasive evidence
I wasn’t born yesterday …
since when does
socialising result in
better marks ?
Mom still doesn’t see the connection …
Kids that socialise are
happier. Research shows that
happy kids study harder – and
get better marks. So if you let
me go to movies, I will be
happy – and my marks will
improve.
So you need to explain how your evidence proves
your point …
Now, try to put together an argument for one of
these …
1) More pocket money.
2) Borrowing something expensive from someone at
home.
3) Not having to help out at home.
4) Being able to come home an hour later than you
usually are allowed to.
In each case, use:
Point
Evidence
Explanation
Now, try the same technique for one of your set
works …
1) Make a point (statement) about a character.
2) Prove your point with some evidence from the
book.
3) Give a detailed explanation of how your evidence
proves your point.
A literary essay is simply:
A series of arguments joined together to prove one
main point (thesis)
TO WRITE A GOOD literary ESSAY …
PLAN,
PLAN,
PLAN
PLAN
SOME MORE …
BAD IDEA ...
DO NOT TO USE A “CLOUD” WHEN YOU PLAN
because even though “Clouds” help you
generate ideas …
- there is no way of organising them logically.
- there is no way of checking if your ideas are
relevant
- you are likely to repeat yourself.
Idea Idea
two one
A “CLOUD”
PLAN
Idea
three
INSTEAD … USE A BOX STRUCTURE PLAN LIKE THIS
Introduction – contains the main
statement (thesis) that you are
trying to prove
Paragraph one = Paragraph two = Paragraph three = Paragraph four =
Argument one Argument two Argument three Argument four
Point / One Point / One Point / One Point / One
topic sentence topic sentence topic sentence topic sentence
Evidence
+ Evidence
+ Evidence
+ Evidence
Explanation Explanation Explanation Explanation
Conclusion – summarise the main
reasons that the thesis in your
introduction is correct.
FOR EXAMPLE
INTRODUCTION – I should have more pocket money because I will
learn to manage money responsibly and I will be a happier person
because I will have a better social life.
For example
(add as many paragraphs /
arguments as you need)
Paragraph one = Argument one Paragraph two = Argument two
POINT: I will have a better social life and therefore
POINT: I will learn to manage money responsibly
be a happier person.
EVIDENCE: Mark Shuttleworth started his own EVIDENCE: Teenagers socialise at places like
business using his pocket money MacDonald's, shopping Malls and the movies.
EXPLANATION: Mark Shuttleworth’s parents’
small investment in pocket money has had huge
+ Going to these places costs money.
EXPLANATION: If I can afford to go to the places
returns in terms of Mark’s achievements – and where my friends socialise, I will spend time with
they spent far less than they would have on a my friends, get to know them better and form
business degree. With just a little pocket money, I good friendships. All of this will improve my
could be the next Mark Shuttleworth … social life and make me a less lonely and happier
person.
CONCLUSION – if I become a more responsible, more
financially astute and a happier person, surely a little extra
investment in my pocket money is worth while.
THE ESSAY WRITING PROCESS
1) Analyse the topic
2) Produce a box-structure essay plan
3) Write your essay out in fluent, full sentences
4) Edit very carefully
1) ANALYSE THE TOPIC
For example:
“Shakespearean texts should not be taught in
South African schools. Discuss your views on this
statement”.
Start by underlining all of the key terms. Make
sure that you understand them.
For example:
“Shakespearean texts should not be taught in
South African schools. Discuss your views on this
statement”.
DO NOT WRITE THIS ESSAY UNTIL YOU
UNDERSTAND THE KEY TERMS AND HAVE DONE
SOME RESEARCH.
2.1.) DRAFT YOUR INTRODUCTION
- RE-WRITE THE ESSAY QUESTION AS A STATEMENT
in the top box on your essay plan. This will form
the basis of your introduction.
- Make sure that all of the key terms in the question
are referred to in your introduction. Define terms
if necessary.
- Keep your introduction short (2-3 sentences)
2.1.) For example, the question:
“Shakespearean plays should not be taught in
South African schools. Discuss your views on this
statement”.
could become the following introduction ...
I believe / do not believe that Shakespearean plays should be / should not be taught
in South African schools because _________________________
NOTE!
- all the key terms (underlined) from the question are referred to in the thesis.
- If you don’t know your reasons, or aren’t sure of your opinion yet, you can
leave these unstated until you have planned the rest of your essay (as shown here).
2.2.) THE BODY OF YOUR ESSAY
- Don’t know how to start answering a question?
Start with the body of the essay.
- Read through your text carefully and look for
events / quotes that are relevant to your topic.
These will often lead you to points that you can
make about the topic.
- As you find information, fill in the boxes. You don’t
have to start at the top and work down. Look at
the order in which this essay plan was completed.
THE BODY: CREATE ARGUMENTS THAT PROVE /
DISPROVE YOUR THESIS (the statement you made
in your introduction).
I believe / do not believe that Shakespearean plays should be / should not be taught
in South African schools because _________________________
For example
(add as many paragraphs /
arguments as you need)
Paragraph one = Argument one
POINT: Shakespeare’s plays deal with themes that Paragraph two = Argument two
are universally important, and are still relevant POINT: Pupils find it very difficult to understand
today. plays written in Elizabethan English. There are
EVIDENCE: For example, “Romeo and Juliet” deals many excellent plays written in modern English
with the themes of forced / arranged marriage, that are far easier to understand.
teenage rebellion, family feuds, the high price of
vengeance, “Othello” deals with the impact of
racism, jealousy, and naiive trust in others.
+ EVIDENCE: The majority of students who write
the First Language Matric paper fail the
Shakespeare question.
EXPLANATION: These are just a few examples of
EXPLANATION: It would be better to teach plays
some of the themes dealt with in Shakespeare’s
that are written in modern English that students
plays, and many of them are particularly relevant
actually understand. If students are taught
in a South African context – for example the
accessible material, they are more likely to learn
impact of racism, and the theme of arranged
and to pass.
marriage.
2.2.) THE BODY OF YOUR ESSAY
- Once you have structured your arguments, you will
have a far more definite idea of what your thesis is
(for example, you might then have decided if
Shakespeare should be taught at schools, that it
shouldn’t be taught, or that there are both
advantages and disadvantages to teaching it).
- Now that the body of the essay has been planned,
look at how the introduction can now be adjusted.
Once you have planned the body, you can finalise
the introduction
I believe that there are both advantages and disadvantages to the teaching of
Shakespearean plays in South African schools. Therefore, they should be taught, but
only in moderation.
For example
(add as many paragraphs /
arguments as you need)
Paragraph one = Argument one
POINT: Shakespeare’s plays deal with themes that Paragraph two = Argument two
are universally important, and are still relevant POINT: Pupils find it very difficult to understand
today. plays written in Elizabethan English. There are
EVIDENCE: For example, “Romeo and Juliet” deals many excellent plays written in modern English
with the themes of forced / arranged marriage, that are far easier to understand.
teenage rebellion, family feuds, the high price of
vengeance, “Othello” deals with the impact of
racism, jealousy, and naiive trust in others.
+ EVIDENCE: The majority of students who write
the First Language Matric paper fail the
Shakespeare question.
EXPLANATION: These are just a few examples of
EXPLANATION: It would be better to teach plays
some of the themes dealt with in Shakespeare’s
that are written in modern English that students
plays, and many of them are particularly relevant
actually understand. If students are taught
in a South African context – for example the
accessible material, they are more likely to learn
impact of racism, and the theme of arranged
and to pass.
marriage.
2.3.) THE CONCLUSION
- This is where you illustrate that you have
conclusively proved your main point (thesis) made
originally in your introduction.
- BRIEFLY summarise your main arguments.
- Do not introduce any material that you have not
dealt with in the body of your essay.
- Look at the following example. Note how the
conclusion is clearly linked to the body of the
essay and the introduction.
THE CONCLUSION: summarise the arguments that
have proved your point.
I believe that there are both advantages and disadvantages to the teaching of
Shakespearean plays in South African schools. Therefore, they should be taught, but
only in moderation.
For example
(add as many paragraphs /
arguments as you need)
Paragraph one = Argument one
Paragraph two = Argument two
POINT: Shakespeare’s plays deal with themes that are
POINT: Pupils find it very difficult to understand plays
universally important, and are still relevant today.
written in Elizabethan English. There are many
EVIDENCE: For example, “Romeo and Juliet” deals excellent plays written in modern English that are far
with the themes of forced / arranged marriage, easier to understand.
teenage rebellion, family feuds, the high price of EVIDENCE: The majority of students who write the
vengeance, “Othello” deals with the impact of racism,
jealousy, and naiive trust in others.
EXPLANATION: These are just a few examples of some
+ First Language Matric paper fail the Shakespeare
question.
EXPLANATION: It would be better to teach plays that
of the themes dealt with in Shakespeare’s plays, and
are written in modern English that students actually
many of them are particularly relevant in South
understand. If students are taught accessible
African schools – for example the impact of racism,
material, they are more likely to learn and to pass.
and the theme of arranged marriage.
CONCLUSION: The advantages of teaching Shakespearian texts at schools are that the texts deal
with universal themes (+ any other advantages). However, the disadvantages are that pupils find
the language very difficult and they become demoralised (+ any other disadvantages). Therefore,
it seems wise to continue to teaching Shakespearean texts, but only to teach them in
moderation.
BEFORE YOU WRITE YOUR ESSAY OUT IN FULL
Make sure that:
- you have referred clearly back to the question
in each of your paragraphs.
- you have answered the whole question.
- your quotes / evidence is correct.
- you are not repeating yourself.
- your paragraphs are in a logical order. If
necessary, rearrange them using numbers or
arrows before you write.
- Keep planning until you have done all of the
above.
3. WRITE YOUR ESSAY IN FLUENT, FULL SENTENCES
You don’t have to write every paragraph in Point,
Evidence, Explanation order. In fact this can
become very boring. Just make sure that all
“ingredients” are present in your plan.
EVIDENCE: “Romeo and Juliet” deals with the themes
of forced / arranged marriage, teenage rebellion,
For example: family feuds, the high price of vengeance, “Othello”
deals with the impact of racism, jealousy, and naiive
trust in others.
this paragraph reads well
when written as Evidence, POINT: Therefore it is obvious that Shakespeare’s
Point, Explanation. plays deal with themes that are universally important,
and are still relevant today.
EXPLANATION: As many of Shakespeare’s themes are
particularly relevant in a South African context – for
example the impact of racism, and the theme of
arranged marriage, Shakespearean texts should be
taught in schools.
NB: A USEFUL WORD BANK
INTRODUCTION: It can be said / argued that _________ because … ; The statement
________ is true / not true because …. ; The idea / theory / proposition that _______
is true can be proved / disproved because …
POINTS: It can be said that / it can be seen that / it is evident that …; In the text
________ it becomes clear / obvious / apparent that ….
EVIDENCE: This is obvious because; for example; this can be proved by the fact
that; this is evident when; a good example is; for example
EXPLANATIONS: Therefore, the evidence suggests …; therefore it is obvious from
this that; from this example, it can be proved / deduced that …
CONCLUSION – As illustrated / It is clear / obvious that ... (+
the main thesis) is (not/partially) true / the case … because (+
your reasons)
4. EDIT VERY CAREFULLY
Check:
- Have you included everything from your plan – if
not, did you have a good reason?
- Did you put your paragraphs in the correct order?
- Did you refer to the question at least once per
paragraph?
- Have you avoided “storytelling”?
- Have you argued throughout?
- Have you edited spelling and grammar?
- Is your work neatly presented?
ENJOY!
