This document provides an outline for writing a 5 paragraph essay, including sections on introductory paragraphs, body paragraphs, and concluding paragraphs. Key points include introducing the topic and author in the intro, stating a contentious thesis, using specific examples and quotes from the text to support the thesis in each body paragraph, and restating the thesis while tying together the main points in the conclusion. The document aims to guide students in developing a structured essay with a clear introduction, body, and conclusion focused on effectively analyzing a text.

1. The
Essay
Eastdale Collegiate
English Department
ENG 3U1
ENG 4U1
Table of Contents

2. I Essay Structure & Style
• Introductory Paragraph page 1
• Body
Paragraph(s)
pages 2-3
•
Concluding
Paragraph
page 4

3. II Outline for Student Writing
•
Introductory
Paragraph
page 5
• Body
Paragraph
page 6
•
Concluding
Paragraph
page 7

4. 5 Paragraph Essay Writing
Introduction:
1) Introductory Phrase(s)
• Key components include introduction to the topic (ie. Fate) and should
be rendered in general terms,
“There seems to be a resurgence in people’s
beliefs that fate or some unseen power plays a role in our daily lives”
• Introduce the author and text(s) to be discussed
“In William Shakespeare’s plays, among them Romeo and Juliet, the
presence of Fate appears to play a central role in driving the plot
towards its tragic end.”
2) Directional Sentence(s)

5. • Key components include suggesting the essay’s method of development
ie. compare/ contrast, sequential, cause/effect.
• Statement of issues or ideas (from the text) relating to the subject matter that will be
used
in order to persuade the reader that the forthcoming thesis has validity and is inherent in
the pages of the text being studied
“However when one compares the actions of the main
characters (at this point students who require spelling out which main
characters and which actions they are to be discussing could be included. For
those who do require it they should be encouraged to either write out each
character and action or combine them with the appropriate punctuation)
it is clear that in spite of blaming Fate for their
misfortune that it is their actions that lead to their problems”
Thesis:
• The key component of any thesis is that it takes a contentious stand
on the subject matter and its presence in the text. Therefore it is not enough
to say that “Hamlet dies and so is a tragic figure” rather one needs to argue
something like “one is given a view of Shakespeare’s vision of Hamlet’s tragic
future through the text’s seemingly obsessive fascination with death” This is contentious
because it suggests that the author gives us clues to Hamlet’s tragic end throughout the
text. What makes this contentious is that what one person sees as a clue another person

6. sees as just another line of dialogue and so we need the text to support the contention.
Body Paragraphs:
• Key components include the reader needs to see and understand that the issues
to be discussed/ argued in each of the body paragraphs are the ones introduced in
the directional sentence(s) of the Introductory paragraph.
• Each issue must have the support of the text being studied
• Each issue must support the view presented in the thesis
ie. “The first indication the reader has that Shakespeare envisioned a tragic end
for Hamlet comes from his dealings with his own mortality”
• Following the statement of the issue to be discussed the writer needs to provide
context in the form of a specific textual example.
ie. “For example following Claudius’ rejection of Hamlet’s request to leave Elsinore the
young Dane in a state of hopeless despair contemplates taking his own life”
• In order to strengthen/ support the example the accompanying quotation is required.
In many cases because a text like Hamlet does not provide (easily anyway) brief and
to the point quotes for such a purpose the writer may in their own words paraphrase

7. what the character says specifically and cite the source text accordingly.
ie
O , that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
or, “Following his uncle’s rebuke Hamlet desires that either his flesh melt
away and bring about his death or that God would lift the prohibition
against suicide granting Hamlet freedom from a world that brings no joy.”
• Following the quotation the writer must explain how the context (in this case
the specific example and its accompanying quotation/ paraphrase) supports the
notion stated in this paragraph’s opening statement or topic sentence.
ie. “In the interests of fairness a reader of the play naturally hopes that Hamlet either
finds peace in this world or the next. And yet at this point in the play it seems clear
that Shakespeare had other ideas in mind for Hamlet most notably that his life or
for that matter his existence would only improve with his death.
Body Paragraph cont’d:
• Following the explanation of the example the writer needs to cite another example
from
the source text in order to support the paragraph’s issue.

8. For the example to work within the structure of the paragraph the writer needs to provide
a bridge or transition from the previous example - quote - explanation.
ie. “Compounding the anguish the reader knows Hamlet experiences is the...”
• Following this is the corresponding (specific) example from the text
• Following this is another quote or paraphrase of the text
• Following this is the explanation of this example and its corresponding quote
* If the assignment calls for 2 pieces of textual evidence per issue/ topic sentence/ body
paragraph then the writer of the essay needs to write a concluding statement that ties
the two examples together and shows how they support the issue and therefore the thesis.
** If the assignment calls for 3 pieces of textual evidence per issue/ topic sentence/ body
paragraph then the writer of the essay needs to follow the steps following the explanation
of the first example beginning with a bridge or transition to the 3 example followed by the
rd
concluding statement.
*** This formula or outline for body paragraphs should be followed in body paragraphs 2 and 3

9. Concluding Paragraph:
1) Re-statement of Thesis:
• key components include a sentence or sentences which remind the reader
of the main point of the paper. It re-affirms what was contended and

10. “paves the way” to the following sentence(s) which touch on the 3 supporting
issues discussed in the body paragraphs.
ie. The argument that Shakespeare provided clues to Hamlet’s ultimate fate
is clearly supported by the play’s storyline and the main character’s words and actions.
2) Re-affirmation of Issues:
• key components include reminding the reader of the points made or issues raised
in the body paragraphs.
• this re-affirmation can be done in 1 sentence (see example below) and yet given the
difficulty in doing so it is acceptable to deal with each issue individually.
ie. “For in the play one sees Hamlet as a young man consumed by depression and
fits of rage whose only solace comes from his contemplation of death and the
promise of an afterlife.
3) Concluding Sentences:
• Key
components
include
leaving the
reader with a
closing
thought to
ponder
with
respect to the topic. If at all possible this thought should provide a “bigger”

11. perspective or a more “worldly view” of the topic.
ie. “All of these elements of Hamlet’s story not only point to his death but to the
depth of
Shakespeare’
s fascination
with fate and
destiny.
Ironically,
today
fascination with these issues has led to blockbuster movies and best-selling novels.
Therefore if nothing else there is a shared desire in each of these eras to
understand the role the unseen world plays in everyday life.”
Outline for Essay Writing
Introductory Paragraph

12. Check For:
Introductory Phrase(s)
• topic or
subject matter
_____________________________________________________________ introduced in
_ general terms
• author, title(s)
of
_____________________________________________________________
_ text(s) to be
discussed
_____________________________________________________________
_
Directional Sentence(s) Check For:
_____________________________________________________________ • method of
_ development
• issues or ideas
from the text(s)
_____________________________________________________________ relating to topic
_ or subject matter
_____________________________________________________________
_____________________________________________________________
_
Thesis Statement Check For:
_____________________________________________________________ • contentious
_ stand on
the subject

13. matter &
its presence in
the
_____________________________________________________________
_ text(s)
Body Paragraphs X 3
(This outline assumes that the writer needs to incorporate 3 pieces of textual evidence
into each body paragraph)
Check For:

14. Statement of issue
• issue must be
one of those
_____________________________________________________________ introduced in
_ the
introductory
paragraph’s
directional
_____________________________________________________________ sentence
_
_____________________________________________________________
_
Specific example from text Check For:
_____________________________________________________________ • is the
_ example stated
in the writer’s
own words
_____________________________________________________________ • is the
_ example
specific (citing
names, events,
places etc...)
_____________________________________________________________
• is the
example
accurate and in
_____________________________________________________________ support of the
_ issue
Quotation or Detailed Paraphrase Check For:
_____________________________________________________________ • does the
_ quotation
support the
specific
example

15. • proper
citation of
_____________________________________________________________ source
_ text
_____________________________________________________________
_
Explanation of Textual Evidence (Example/ Quotation-Paraphrase) Check For:
_____________________________________________________________ • does the
_ explanation
focus on how
the Textual
Evidence
_____________________________________________________________
_ supports the
issue
introduced in
this paragraph
_____________________________________________________________
_
_____________________________________________________________
_
Specific Example# 2 (with transitional phrase built in Check For:
to bridge the gap from the
previous example’s explanation)
• same as
example # 1
_____________________________________________________________
_ • also is there
an attempt to
provide a
transition from
_____________________________________________________________ the previously
_ explained
example

16. _____________________________________________________________
_
Quotation or Detailed Paraphrase # 2 Check For:
_____________________________________________________________ • same as
_ quotation/
paraphrase #
1
_____________________________________________________________
_
_____________________________________________________________
_
Explanation of Textual Evidence # 2 Check For:
_____________________________________________________________ • same as
_ explanation
#1
_____________________________________________________________
_
_____________________________________________________________
_
Concluding Statement on Issue Check For:
_____________________________________________________________ • is there a
_ clear attempt to
tie the 2 pieces
of textual
evidence
_____________________________________________________________ introduced and
_

17. argued together
_____________________________________________________________ • is there a
_ clear attempt to
show how the
evidence
supports the
issue
introduced as
well as the
overall thesis
of the essay
Concluding Paragraph
Re-statement of Thesis Check For:
________________________________________________________ • reminder of the
_ paper’s main point
or unifying and
contentious idea
________________________________________________________ • is there a sense
_ that the writer is
re-stating the

18. thesis with the
understanding that
________________________________________________________ he/she has
_ succeeded in
making their point
________________________________________________________
_
Re-affirmation of Issues Check For:
________________________________________________________ • reminder of the
_ issues discussed in
the body
paragraphs
________________________________________________________ • argumentative
_ language linking
the issues together
as well as to the
thesis
________________________________________________________
_
________________________________________________________
_
Concluding Sentence(s) Check For:
________________________________________________________ • is there a sense
_ of a closing
thought on this
topic and the
contention made in
________________________________________________________ the thesis
_
• is there a clear
attempt to provide
a broader
________________________________________________________ perspective or a
_ more worldly view
of the topic