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2. Write three “prewriting” paragraphs about the poem you have chosen. Begin each paragraph with a main idea sentence, and
use transitions between points so that your reader can easily follow your logic.
1) A brainstorming paragraph that answers these questions:
Why were you drawn to this poem? What did you like about it?
What thesis about a theme do you see for an essay about this poem? Remember that your thesis is grounded in the literary
elements that support a theme in your poem. You may have more than one idea about a thesis on a theme. Review what a
theme and a thesis are in Unit 2.
2) An evidence paragraph that includes the following:
Include the poetic elements/terms a New Critic looks for to derive meaning from the structure of a poem.
Match the lines or phrases of your poem to the elements you will use and write them together in this paragraph.
Use MLA format (backslashes) to write the lines you have matched.
3) A conferencing paragraph in which you ask at least: two questions about your ideas and fully explain why you have these
questions. Any aspects of the poem (lines not understood, etc.) or essay writing (theme, thesis, structure, etc.) are appropriate
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This kind of activity helps build background knowledge for ELLs, helps students who are new to the work, and makes for an interesting way to read as writers. (For more information on writing personal essays check out my website. Click the ‘Tools’ button and look for .)
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3. Once enough ideas have been generated, the writer steps back to see how these ideas are coming across to the reader. As phase 2 tends to produce incoherent, mismatched content - perfectly normal, as the creative part of the mind is chaotic - quite a bit of sorting and ordering is needed. For example, you might have the whole thesis argument summarised in one paragraph, but the ideas have to be teased out (with supporting evidence) to fill the whole scope of the thesis. This is a highly interactive phase, where the writer hops back and forth between being writer and reader. The flip/flop between phase 1 and 2 is a powerful mechanism for producing thesis content, as reader accommodation generates further content (e.g. preambles, introductions, explanations, bridging passages, recaps and summaries). Supervisors and colleagues might help you to understand your readers’ needs (but if they start correcting your grammar now, back off and read it yourself: this is the right stage for that kind of feedback, unless your writing is so incoherent that they really don’t know what you mean.) Careful structuring takes the place of turn-taking in a spoken discussion, and here you can seriously start deciding what content goes in which chapter (this is more negotiable than you think, because new discoveries take place as you write). Headings help with reader accommodation, but may change later. It is not a good idea to finalise your decimal numbering until you can see the whole thesis in perspective, right near the end.
Throughout your academic career, you will often be asked to write essays. You may have to work on an assigned essay for class, enter an essay contest or write essays for college admissions. This article will show you how to write, and then revise, all types of essays. Then, we'll explore how to write narrative, persuasive and expository essays. Read on to learn how to write essays like an expert!