Analytical Body Paragraphs
There are many, many different forms of writing. You can write a letter, a novel, or a grocery list, and in each case the words you arrange on the page serve a different purpose. But since the study of literature is the primary focus of your high school English classes, the main form of writing you’ll do is literary analysis (which, by the way, you will certainly do in college as well).
While the basic idea of the analytical essay is simple – to present an interesting argument about some literature -- there are many skills involved in writing one: the introduction needs to accomplish certain things, the body paragraphs need to do something else, and the conclusion something else again. So, what is the best way to go about learning all these skills? I suppose you could just keep writing full papers, and with enough feedback and repetition, you would eventually improve. But that is sort of like practicing a sport simply by playing full games again and again. Just as coaches isolate and practice skills needed to have success in a game, the analytical body paragraph isolates a certain group of skills a writer needs to write a successful paper.
The “ABP,” then, focuses on the skills required in the body of a full essay. They are:
A few notes about each skill (these will be discussed more specifically in class):
#1 may seem obvious: one paragraph means one idea. But writers often fail to realize that their long paragraphs actually contain the material for two or three others.
#2 just takes practice. Students eventually realize that their reader cannot mind read. Things that seem clear and obvious to the writer, if left unclear, or implied, or simply missing can leave the reader confused. Also, the understanding and use of transitions (conversely, furthermore, however, moreover, etc.) takes practice.
#3 is the skill that requires a lot of understanding and sensitivity to the text. Why is one quotation more useful than another? When to paraphrase instead of quote? And how do you work with evidence in accordance with the MLA’s (Modern Language Association) guidelines (including a “works cited” section)? These all take knowledge and practice.
#4 is not so hard, but writers often forget to end their paragraphs on a definitive note. This final sentence needs to make it clear that a component of an argument has just been made, and that its point has been clear. This is best illustrated with examples, and we’ll look at some in class.
Finally, I am always willing to give you a formal prompt to generate an idea for an ABP; and depending on what class you’re in, I will eventually invite you to generate your own. And while it can be painful to write – and especially to START to write – you will find a lot of satisfaction in using these skills to pinpoint some aspect of a text that interests you. Writing is one of the best ways to see more than you
saw at first, and the act of discovery is always more powerful when you do it on your own.
Please ask lots of questions in class! I am always available for extra help, too.
There are many, many different forms of writing. You can write a letter, a novel, or a grocery list, and in each case the words you arrange on the page serve a different purpose. But since the study of literature is the primary focus of your high school English classes, the main form of writing you’ll do is literary analysis (which, by the way, you will certainly do in college as well).
While the basic idea of the analytical essay is simple – to present an interesting argument about some literature -- there are many skills involved in writing one: the introduction needs to accomplish certain things, the body paragraphs need to do something else, and the conclusion something else again. So, what is the best way to go about learning all these skills? I suppose you could just keep writing full papers, and with enough feedback and repetition, you would eventually improve. But that is sort of like practicing a sport simply by playing full games again and again. Just as coaches isolate and practice skills needed to have success in a game, the analytical body paragraph isolates a certain group of skills a writer needs to write a successful paper.
The “ABP,” then, focuses on the skills required in the body of a full essay. They are:
- Composing a clear topic sentence that argues a SINGLE point.
- Logically linking your sentences together so that the reader does not have to guess what you mean or lose your train of thought.
- Selecting and incorporating compelling evidence from the text.
- Ending the paragraph with a final sentence that provides closure on the point the paragraph has made.
A few notes about each skill (these will be discussed more specifically in class):
#1 may seem obvious: one paragraph means one idea. But writers often fail to realize that their long paragraphs actually contain the material for two or three others.
#2 just takes practice. Students eventually realize that their reader cannot mind read. Things that seem clear and obvious to the writer, if left unclear, or implied, or simply missing can leave the reader confused. Also, the understanding and use of transitions (conversely, furthermore, however, moreover, etc.) takes practice.
#3 is the skill that requires a lot of understanding and sensitivity to the text. Why is one quotation more useful than another? When to paraphrase instead of quote? And how do you work with evidence in accordance with the MLA’s (Modern Language Association) guidelines (including a “works cited” section)? These all take knowledge and practice.
#4 is not so hard, but writers often forget to end their paragraphs on a definitive note. This final sentence needs to make it clear that a component of an argument has just been made, and that its point has been clear. This is best illustrated with examples, and we’ll look at some in class.
Finally, I am always willing to give you a formal prompt to generate an idea for an ABP; and depending on what class you’re in, I will eventually invite you to generate your own. And while it can be painful to write – and especially to START to write – you will find a lot of satisfaction in using these skills to pinpoint some aspect of a text that interests you. Writing is one of the best ways to see more than you
saw at first, and the act of discovery is always more powerful when you do it on your own.
Please ask lots of questions in class! I am always available for extra help, too.