Essay Plan

Topic:

Key Words underline– understand their meanings

Turn topic into a question

Your answer becomes your contention

write down the ideas you will include in this essay

Think about film or writers’ techniques

Include themes and concerns in your brainstorm

Events and characters will you include in this discussion.

Brainstorm
Introduction:

 Author
 Title
 Add context and setting.
 Place and time
 Narrative structure
 Contention
 Main points you will be discussing.
 Consider including a quote

First Body Paragraph: TEEL (topic

sentence, explanation, evidence, link)
TOPIC SENTENCE:

Your first main argument should be linked

to the topic and to a major issue or concern
or theme in the text.

Add evidence from the film/ text to support

your point and analyse/ discuss. Remember
to think about the motivations for actions
and the consequences of these actions on
the person and on others. Use sentence
starters to help you
2nd Body Paragraph TEEL

3rd Body Paragraph TEEL

Conclusion:

(sum up all your arguments)

Bridge words – incorporate these words when examining/describing author intent

Highlights, symbolises, signifies, illustrates, reflects, emphasizes, epitomises, reveals, exposes, evokes, implies,
represents, proves, exaggerates, reinforces, acknowledges, conjures, unveils illuminates, embodies, demonstrates,
exemplifies, parallels, suggests, engenders, encapsulates

Cohesive Ties – help make connections between ideas within your paragraphs. They can also be useful in
introductions to connect your supporting arguments.

Furthermore, however, similarly, in a similar vein, contrary to, in contrast, on the other hand, moreover, paralleling
this….. , equally, compounding this/ compounded, while……

SENTENCE STARTERS TO USE FOR WRITING

 
 
 This creates the impression that…
 The reader/viewer is made to feel as though…
 …thus, the reader/viewer may be inclined to believe that…
 The writer/historian/archaeologist is appealing to the reader’s/viewer’s
intelligence/sympathy/fear…
 The writer appeals to the reader’s sense of justice as …
 The reader/viewer would be swayed to feel/believe…
 This creates the effect of…
 The writer/historian/archaeologist appeals to the reader’s sense of
compassion for…
 …this illustrates the emphasis of …
 The writer/ historian/archaeologist uses emotive words such as…to paint
an extremely negative/positive image of…in the reader’s mind
 This arouses a __________response as…
 The writer/ historian/archaeologist uses symbolism such as
________________ to engage the reader/to evoke feelings
of__________________ by __________________
 Here, the writer/ historian/archaeologist appeals to the reader’s thoughts
and feelings, by implying that….
 Through descriptive and imaginative choice of words, the writer/
historian/archaeologist attempts to create a scenario where the reader….
 The writer/ historian/archaeologist uses powerful, angry, provocative
words such as… to make the reader feel….
 By playing to the reader’s sympathy/fear/understanding… the writer/
historian/archaeologist tries to persuade the reader that…
 The writer/ historian/archaeologist aims to paint a picture in which…
 By using sarcasm/symbolism _______________indicates that…
 By using ______________ the writer/ historian/archaeologist is trying to
make us feel resentful towards those people who...and therefore condemn
their actions.
 Through the use of ____________ reader’s are swayed to feel a sense of
responsibility towards …