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CLMS Formal Essay
Key Parts of the Formal Essay
| Term | Definition |
|---|---|
| Introductory Paragraph 3 Functions | 1) grab the reader's attention 2) provide background information 3) state your THESIS (hook, line, and sinker) |
| "Hook" | Use a hook at the beginning of your introductory paragraph to grab your reader's attention. |
| "Line" | This is the background information that you provide in your introductory paragraph to inform your reader about the topic/issue. "Steal the prompt!" |
| "Sinker" | This is your Thesis Statement; the MAIN IDEA for the ENTIRE essay. |
| Types of "Hooks" (5 Common Types) | 1) rhetorical question; 2) word picture; 3) anecdote; 4) fact/statistic; 5) "Off the Wall" |
| "Steal the prompt" means... | Use ALL of the key words and ideas in the prompt in your introductory paragraph, throughout your body paragraphs, and in your conclusion. |
| Transitions (What do they do?) | Transistions move the reader from one idea to another, across and within paragraphs. |
| Topic Sentence | A topic sentence is the main idea of a paragraph. |
| Thesis Statement | A thesis statement is the main idea of the entire essay. |
| Conclusion Paragraph 4 Key Components | 1) concluding transition 2) restate/revisit thesis statement 3) summarize topic sentences 4) end with a "clincher" (connect with your essay's opening hook for a "full circle" effect. |
| Body Paragraph 5 Key Components | 1) begin with a transition 2) Topic Sentence 3) content/supporting details 4) transitions between/within sentences 5) end with a "clincher" |
| Content | details, explanations, statistics, anecdotes, etc. More words = more content. |
| Focus | The degree to which your essay relates to the topic and performs the task required by the prompt. |
| Organization | The "flow of ideas" established by the use of organizational frameworks and techniques (EX: Introductory paragraphs, transitions, cause/effect pattern, etc.) |
| Style | The tone and voice in your writing; this is created by your choice of vocabulary and sentence structures. |
| Conventions | Spelling, grammar, mechanics, sentence control, etc. |
| 4 Sentence Structures | simple, compound, complex, compound-complex |
| simple sentence | subject - verb - (object) |
| compound sentence | simple sentence + conjunction + simple sentence |
| complex sentence | subordinate clause + sentence (or the reverse) EX: When in English class, you should pay attention. |
| compound-complex sentence | made from two independent clauses and one or more dependent clauses. EX: We decided that the movie was too violent, but our children, who like to watch scary movies, thought that we were wrong. |
| Independent Clause | A complete sentence; contains a subject and a verb and often some kind of object. (EX: I like cake.) |
| dependent clause | an incomplete sentence; lacks a subject or a verb (EX: Before the game,) |
| run-on sentence | A number of sentences jammed together that should actually be separated by end punctuation. |
| sentence fragment | a piece of a sentence; an incomplete sentence. (EX: Before the game. I ate dinner. THE FIRST ONE IS A FRAGMENT). |
Created by:
vsusol
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