MLA Format

MLA Format Guidelines (How your paper should look)

Your name

Instructor’s name

Course

Date

Your Title Goes Here. Centered. No Underline, Bold or Quote Marks. Title Case.

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Thesis statement: the essentials

THE THESIS STATEMENT

The thesis is the ONE sentence that contains

the foundation, the premise, the argument

you are presenting to your readers.

It is the core of the essay.

Strive to make it strong and clear.

ELEMENTS OF THESIS:

• It must be ARGUABLE.

This means it presents an opinion, an argument, or an illustration of a view or experience.  It is not a mere statement of fact. 

• It must ADDRESS the TOPIC.

While this element seems obvious too, writers often get going and one thought leads to another and another and the topic gets left behind. Re-read the prompt several times to make sure you haven’t gone off topic beyond the parameters of the assignment. 

• It must be specific enough to be covered in the paper.

What is the length of the assignment: two pages? ten pages? The length determines how broad or narrow the scope of your thesis will be. Adjust accordingly. 

• It must MAKE SENSE.

This is the catch-all element that asks you to re-consider your wording, syntax, diction, and grammar. Make changes as you see fit.

Essay 1: Rough draft (and final) check list

English 101

Rough draft checklist for composition 1

1. Thesis statement _______   _________  ________

2. Topic sentences (each paragraph) _______  ________ _______

3. Strong support evidence to build upon topic sentences _______

4. Logos______Ethos______Pathos_______Kairos______

5. Paragraphs in correct place (correct order) _______ _______ ______

6. Verb tense consistency _______ ________ _______

7. Subject verb agreement ________ ________ _______

8. Quality sentences (short and sweet) ________ _______ _______

9. Clarity (sentences make sense) _______  _________ _______ 

10. Conclusion (linked to thesis statement) _______ ______ _______

Handout: Topic Sentences

TOPIC SENTENCES
Topic sentences are the “thesis statements” of paragraphs; therefore, they are both a part of keeping the promise made by the thesis, as well as a sub-promise that should be kept by the paragraphs. They are usually the first sentence in the paragraph. The reader expects topic sentences to provide proof of one aspect of the thesis sentence as well as to provide an indication of what will follow in the paragraph.
A topic sentence is NOT simply a statement of fact. A fact does not contain any controlling ideas that can be easily explained, described, illustrated or analyzed.
There are two kinds of topic sentences:
A statement of opinion contains some form of judgment and the paragraph will support the opinion in the topic sentence.
Example:
The computer is the greatest invention of the twentieth century.
A statement of intent contains no opinion; instead, it informs the reader of what will be objectively explained in the paragraph.
Example:
The common seasoning monosodium glutamate (MSG) has negative side effects.
Topic Sentence Functions
An effective topic sentence:
Relates to the thesis.
Sets up a claim, assertion, argument, evaluation, analysis.
Contains controlling ideas about the topic that need to be developed in the
sentences that follow.
Is the most general sentence in the paragraph. Orients the reader.
Provides a context for understanding what follows. Explains the relationships among elements. Summarizes the rest of the paragraph.
Promises what will follow.
Guidelines for Topic Sentences
A topic sentence must be a complete sentence to perform all the necessary functions.
Weak: Some types of birth control should be provided by schools.
Better: Topreventunwantedpregnanciesandsexuallytransmitteddiseases,schools
should provide every form of non-prescription birth control available.
A topic sentence must predict or promise what follows, so it cannot be a question.
Weak: Should schools provide free computers for their students?
Better: Sinceschoolsshouldassiststudentsintheirstudiesandpreparethemfortheir future careers, they must offer students the technological advantage of free and easy access to computers.

Phrases such as “I think” or “in my opinion” may muddle or weaken topic sentences. Your writing is always your opinion, so you don’t need these phrases unless they are central to the idea that you are trying to convey.
Weak: I think that it is important for every woman to carry mace or pepper spray.
Better: Asviolentcriminalstakeoverthecitystreets,womenmustcarrymaceorpepper
spray to protect themselves.
The topic sentence should provide clear relationships among all of its elements so that it can provide a framework for understanding the rest of the paragraph.
Weak: Historians record only dry statistics; we should read novels.
Better: Accuratehistoricalnovelsgiveusadeeperunderstandingofthepastthandothe
dry collection of facts and statistics that pass for history texts.
A topic sentence needs to be clear and specific, so that it can predict and summarize the rest of the paragraph for the reader.
Weak: Public transit is terrible.
Better: Incapableofprovidingreliable,comfortableservice,theSanFranciscoMunicipal
Transit system is failing its ridership.
A topic sentence must be coherent so that the reader can use it as a key to the rest of the paragraph.
Weak: The differences of their socioeconomic classes, indeed, were not more potent than the already inherent differences among the population.
Better: Bosniaissplitapartnotbyanyeconomicclassdifferences,butbyracialand ethnic conflicts.
Because the topic sentence is a reference for the rest of the paragraph, it needs to be exceptionally clear. If there is figurative language in a topic sentence, the wording should be such that the reader does not need to understand the allusion to understand the sentence.
Weak: The Surgeon General must be the Hercules that slays the Hydra of chemical addictions.
Better: AsHerculesslewHydra,theSurgeonGeneralmustdefeatthemany-headed monster that is chemical addiction.
Supporting Sentence Functions
The supporting sentences (the rest of the paragraph) must:
Fulfill the promise set by the topic sentence.
Be on the same topic.
Relate to each other and the topic sentence in a manner established by the topic
sentence.

EXERCISE: Below is a hypothetical essay assignment. With this assignment in mind, determine if any of the topic and thesis sentences for the following three “essay skeletons” would lead to an effective essay. If not, why?

Essay Assignment:
We all have in our lives certain types of people we tend to avoid: aggressive types, “nosy” types, people who monopolize every conversation with talk about themselves, people who always seem to be bad-tempered. Identify one type of person you tend to avoid, and then, in a well-organized and well-developed essay, explain why you avoid that type of person.
Essay Skeleton # 1
Thesis: After having dated several of them, I have discovered that I want to avoid possessive boyfriends at all costs.
Topic Sentence: This kind of man always wants to set limits on how much time I can spend socializing with my female friends.
Topic Sentence: Possessive boyfriends can be counted on to display annoyance whenever I talk to my other male friends.
Topic Sentence: Besides being possessive, such males can also be incredibly stingy with money.
Essay Skeleton # 2
Thesis: Over the years, I have learned to avoid strict teachers because they give too much homework, show no understanding when a student turns in assignments late, get impatient instead of helping when students don’t understand the subject matter, and often yell at the class.
Topic Sentence: At age six, I entered school.
Topic Sentence: Later on, I got into the sixth grade. Topic Sentence: Eventually, I went on to high school. Topic Sentence: Finally, I went to college.

Essay Skeleton # 3

Thesis: Without a doubt, narcissistic people are the types most vociferously to be avoided; whenever I happen to encounter one, I will automatically try to discontinue having to have any contact with that individual.
Topic Sentence: Narcissistic people always think that no one else could possibly be so physically stunning in appearance as they are.
Topic Sentence: It would seem that narcissistic people would like to believe that there are no other persons in the world who could win beauty contests and attract mates as easily as they could.
Topic Sentence: These people show in every way that they believe their beauty is more impressive than anyone else’s.
Thesis: I’ve learned from experience that people who have short tempers never change, and their short tempers can end up making your life miserable.
Topic Sentence:
Topic Sentence:
Topic Sentence:

EXERCISE: Now create your own topic sentences for the following thesis statement.

Reading Analysis Fiction

Guidelines for Reading Analysis Presentation

Sign-up for one of two chapters on the presentation calendar. Make a note of the article title and presentation date that you sign up for below.

Reading analysis 1 article: __________________________  Presentation date: _______________

You will be presenting your analysis in class along with two to five of your classmates. The class will be counting on you to be on top of the article you are covering, so please be prepared!

This assignment is worth 40 points – to receive credit, you must participate in the presentation of your analysis. You will be graded primarily on your written analysis (breakdown of scoring below), but outstanding presentations will be rewarded.

Read the chapters that you will be analyzing carefully. If possible, read them twice. On your first reading, just try to identify the main idea(s) and get a feel for the writer’s approach and the flow of the chapter. On your second reading, go over the text more carefully; notice how the writer creates characters and tells the story. 

To prepare your written analysis:

Identify the author’s name and the title of the article. Answer the following questions. Put your answers in outline form (see sample analysis on the reverse side of this sheet).

1.     What is the central theme of the selection? Your answer should be a complete sentence in your own words (not a quote!). Be as specific as possible, but remember that your claim should cover the whole chapter(s). 

2.     What are the concerns of the characters in the chapter(s) you have read? This book is fiction. Do you think the events in the books could happen in real life? Do you think the way the characters act is believable. If the events in the book are exaggerated by the author, does it make the book less effective? If the behavior of the characters are exaggerated, does it make the book less believable or effective?

3.     Is the central theme expressed explicitly or implicitly? The claim is explicit if the writer spells out what it is. The claim is implicit if the writer only implies the claim but does not state it outright. 

4.     What is the tone – the feel – of the chapter(s) you read?

5.     What things in the story give the most insight into human nature?

6.     Does the writer leave the opinions and feelings to the readers? If so, why? Is this approach effective?