Check List for Essays

Correct File Name -- Directions for naming the files you email to me are given in this document. There is a ten point grade penalty for an incorrect file name.

Identification -- At the top of your writing assignment, identify yourself by giving your name, the class, the assignment number, and the title of the assignment. For example:

• Joe Jones
• Eng 241
• Assignment One -- The Explorers

Question -- Next, paste in the question you are responding to. Simply copy the question from the assignments page on my website. To do this, highlight the question and use Ctrl+C to copy it, and then use Ctrl+V to paste it into your paper.

Introduction -- Every essay should have an introduction. For some courses a primary purpose of the introduction is to define a key term in the assignment. Introductions also have other important functions which are explained and illustrated in documents linked to my glossary.

Two Sources in Definition -- Often the writing assignment will ask you to define a literary or rhetorical term. To define the term, use at least two sources. A Handbook to Literature, which is listed on the course outlines for the relevant English courses is recommended for literary terms. A grammar handbook is useful for rhetorical terms. Other sources may be found on the Internet or in reference books in the library. Begin your web search here. Look at this model. Document each source.

Parenthetical Documentation -- Whenever you quote, paraphrase, or summarize information from a reference source or from the literature you are writing about, you must use parenthetical documentation. Models are given in your grammar handbook. I have given some examples in this document.

Works Cited -- Every paper must have a works cited at the end. The works cited must include complete bibliographic information on each source you have used in your paper, including the stories, poems, or essays you have read. Whenever you have parenthetical documentation in the body of your paper, you must have a works cited entry for the same source at the end. Models for the works cited page are given in your grammar handbook. Some of the models you will need are given in this document.

Quotations Integrated -- You must provide evidence for your ideas by quoting from your reading. If stories or essays are assigned, make use of all of them in your paper unless the directions for the assignment say otherwise. The quoted material should be carefully integrated into your own writing to maintain coherence. Look at this document.

Examples of how quotations are integrated into essays can be seen in the various model papers found on my Links Page.

Quotation Marks, Commas, and Periods -- Rules for using quotation marks are given in your grammar handbook. Sentence fragments, comma splices, and fused sentences are serious errors and will cost you grade points.

Main Idea Sentence -- Every essay needs a main idea sentence. Whenever appropriate, the sentence should preview the main topics to be covered in the paper. This sentence should come at the end of the introduction. In papers where you define a literary term, the definition may be considered the introduction; therefore, the main idea sentence should come at the end of your definition. A discussion of main idea sentences and some examples can be found here.

This essay on the term "foil," and this essay on the term"irony" both show the position of the main idea sentence at the beginning of the first paragraph following the definition.

Topic Sentences -- Every paragraph needs a topic sentence at the beginning to tell the reader what the paragraph will be about. Topic sentences are discussed in your grammar handbook. They are also illustrated in the essays pointed to by the previous links.

Subtopic Sentences -- Subtopic sentences help to keep paragraphs organized. You may sometimes have a question which asks you to point out examples of a literary element such as symbols in a story . While your topic sentence may say that the paragraph will be about symbols, the subtopic sentences may name particular symbols in the story.

Unified Paragraphs -- The topic sentence tells what the paragraph will be about, and the paragraph must stick to this topic. Whenever you change topic, you need to start a new paragraph. Paragraph unity is discussed in your grammar handbook and is illustrated in the model essays pointed to by the links given above.

Sufficient Evidence -- The general statement you make in a topic sentence must be backed up with evidence from your reading. You demonstrate that you have done the reading by integrating appropriate quotations from and making specific references to the reding. Simple summaries and general references are not adequate. Document all quotations, paraphrases, and summaries. See this model and this one.

Commentary on Evidence -- The general statement you make in a topic sentence must be backed up with evidence from your reading, but this is not enough. You must explain how the evidence relates to the idea in the topic sentence. Look at this model essay and this one for examples.

I understand that some of the reading is difficult, and so I encourage you to read whatever sources you can find to help you understand the assignments. It is all right to use these interpretations in your answers, but you must document. If you don't, it is plagiarism.

Conclusion -- Just as an essay needs an introduction, it also needs a conclusion. When you have finished giving evidence from the stories, poems, or essays, don't just quit. Write a brief concluding paragraph that touches on your main idea and reiterates the ideas in your topic sentences. You can end with some general comment or evaluation of your own. See the model papers referred to above.