Asynchronous Academy

Writing an Essay

Suggested Duration: 10 Hours

Writing an essay is a lot like telling a joke; there is more than one way to do it. Most English classes, including this one, teach a 5-paragraph essay. This is a reasonable first step but just the beginning of your writing journey. The basic idea of a 5-paragraph essay is to:

  1. Pick something about the text you can demonstrate (thesis).
  2. Find 3 pieces of evidence that you use to demonstrate the thing (one per paragraph).
  3. Use a quote to prove each piece of evidence.
  4. Attach an introduction and conclusion that preview or review the thing you demonstrated.

Focus on writing three good body paragraphs that prove the thesis. If you do that, everything else falls into place.

Thesis Statement Frameworks

A strong thesis statement is specific, arguable, and provides a clear roadmap for your essay. To avoid a thesis that is too broad ("Too Big") or too narrow ("Too Small"), you can use one of these four structured formulas:

Framework 1: The "Dual-Sided Impact" Formula

  • Best for: Literature, History, and Current Events.
  • The Concept: Instead of saying a character or event is simply "good" or "bad," force yourself to pick one positive and two negatives (or vice versa). This guarantees that you analyze nuance rather than just summarizing the plot.
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The Formula:
Although [Event/Character/Concept] initially appears to bring about [Obvious Outcome], it ultimately creates a more complex legacy by introducing [Specific Problem/Benefit A], [Specific Problem/Benefit B], and [Specific Problem/Benefit C].

Examples:
❌ Too Big: The Industrial Revolution changed the world forever.
❌ Too Small: The Industrial Revolution made people move to cities.
✅ Just Right (Framed): Although the Industrial Revolution initially appears to bring about unmatched economic prosperity, it ultimately creates a more complex legacy by introducing dangerous working conditions, severe urban overcrowding, and a widening wealth gap.

Framework 2: The "Catalyst of Change" Formula

  • Best for: Cause-and-effect essays or analyzing shifts in a text or history.
  • The Concept: It can be challenging to explain why a shift occurred. This formula forces you to isolate three specific drivers of a singular, narrow change.
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The Formula:
The shift toward [Specific Cultural or Character Trend] was not an overnight accident, but rather the direct result of [Factor 1], [Factor 2], and [Factor 3].

Examples:
❌ Too Big: Shakespeare's Hamlet is about how revenge is bad.
❌ Too Small: Hamlet delays killing Claudius because he's overthinking.
✅ Just Right (Framed): Hamlet's tragic delay in avenging his father's murder was not an overnight accident, but rather the direct result of his moral hesitation, his deep grief over his mother's hasty remarriage, and his need for absolute certainty of Claudius's guilt.

Framework 3: The "Hidden Layer" Formula

  • Best for: Rhetorical analysis, media literacy, or persuasive writing.
  • The Concept: This prevents you from simply listing facts. It forces you to state a claim (X does Y) and then explicitly outline how (using three specific techniques).
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The Formula:
In order to convince audiences of [Core Message], [Author/Text/Campaign] relies heavily on [Specific Technique 1], [Specific Technique 2], and [Specific Technique 3].

Examples:
❌ Too Big: This advertisement tries to make you buy soda.
❌ Too Small: This advertisement uses a bright red background.
✅ Just Right (Framed): In order to convince audiences that drinking Coca-Cola leads to happiness, the commercial relies heavily on nostalgic music, fast-paced editing of smiling friends, and bright, high-contrast imagery.

Framework 4: The "Compromise" Formula

  • Best for: Classic argumentative or persuasive essays.
  • The Concept: This is a built-in counterargument model. It forces you to acknowledge the opposing side immediately, which naturally narrows your scope to a specific debate rather than a blanket statement.
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The Formula:
While critics argue that [Opposing Viewpoint], a closer look at [The Subject] reveals that [Your Viewpoint] is necessary due to [Reason 1], [Reason 2], and [Reason 3].

Examples:
❌ Too Big: Phones should be banned in schools because they are distracting.
❌ Too Small: Phones are bad because kids text in math class.
✅ Just Right (Framed): While critics argue that smartphones are essential tools for student safety, a closer look at high school classrooms reveals that strict phone bans are necessary due to decreased attention spans during lectures, a rise in digital bullying, and a measurable drop in face-to-face peer socialization.

Overall Structure

An effective approach to organizing an essay, often attributed to Dale Carnegie’s How to Win Friends and Influence People, is: “Tell people what you’re going to tell them, tell them, then tell them what you just told them.”

This advice maps directly to the standard essay structure:

  1. The Introduction ("Tell them what you're going to tell them"):
    • Hook the reader and introduce the text (e.g., Shakespeare's Hamlet).
    • Briefly preview your three main body paragraph points (one sentence each).
    • State your thesis statement clearly at the very end of the paragraph.
  2. The Body Paragraphs ("Tell them"):
    • Write three separate paragraphs, each focusing on one specific sub-argument (using the PEE structure).
    • Ensure each paragraph proves a different dimension of your thesis statement.
  3. The Conclusion ("Tell them what you just told them"):
    • Restate your thesis in a new way (don't copy-paste it).
    • Summarize your main points briefly.
    • End with a final thought or broader implication of your topic.
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Write the Body First: Ensure your body paragraphs are completely finished before writing your introduction or conclusion. Until you have written the core of your arguments, you won't know exactly what you are introducing or concluding. Writing the body first prevents you from having to rewrite your introduction later when your arguments inevitably shift.

Paragraph Structure

A memorable way to explain paragraph writing is PEE: Point, Example, Explanation.

  • Point: Introduce a specific claim or sub-argument that directly supports your thesis. It should not be a simple plot summary; it must make an analytical statement.
  • Example: Introduce a relevant quote from the text that proves your point. Always frame your quote with context and cite it properly.
  • Explanation: Explain how and why your quote proves your point. This is the most important part of your paragraph; you must analyze the specific language of the quote and connect it back to your overall thesis.

To write a longer, more thorough paragraph, you can use the PEEE or PEE-PEE structure: introduce a Point, provide an Example and Explanation, then support it further with a second Example and Explanation before concluding the paragraph.

PEE Paragraph Example

Here is how a single PEE paragraph is constructed, using a thesis about Hamlet's emotional isolation:

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Point: Hamlet’s deep-seated cynicism and existential dread alienate him from those who care for him, accelerating his emotional isolation.

Example: When confronting Ophelia, Hamlet reveals his profound disillusionment with humanity, declaring, "Get thee to a nunnery. Why wouldst thou be a breeder of sinners?" (3.1.121-122).

Explanation: By dismissing Ophelia and ordering her to a nunnery, Hamlet projects his intense anger over his mother’s perceived betrayal onto all women. The phrase "breeder of sinners" reveals his disgust with the cycle of life and human corruption. Instead of seeking comfort in Ophelia's affection, his grief and obsession with revenge poison his relationship, driving a wedge between them and ensuring he must face his tragic fate entirely alone.

Introduction and Conclusion

Introduction

  1. Start with a generic statement related to your topic (e.g., “Betrayal has long-lasting consequences...”), connecting it to your text (e.g., “... as Shakespeare demonstrated in Hamlet”).
  2. Preview each of your body paragraphs in one sentence each.
  3. State your thesis clearly (e.g., “Hamlet shows that [your thesis]”).

Conclusion

Start by claiming that you’ve proved your thesis, review your points again, and end with a generic statement.

Assignment

This assignment is divided into three parts. Make sure to complete and submit each deliverable.

Part 1: Thesis & Brainstorming (Rough Work)

First, build the foundation of your essay using your chosen Hamlet theme (or a new theme from your biography selection):

  1. Develop a thesis statement using one of the four Thesis Statement Frameworks above.
  2. Identify 3 scenes from the play that demonstrate your theme (you can refer to the list from your Shakespeare theme assignment).
  3. Select a quote from each scene that directly supports your thesis (these will serve as the Examples in your PEE body paragraphs).
  4. Partner with an LLM to brainstorm thesis variants, test your arguments, and critique your outline. Save all prompts and responses in a Google Doc.

Deliverable:

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Rough Work & Brainstorming (Google Doc)

Submit a Google Doc containing your thesis, selected scenes, chosen quotes, and a log of your LLM prompts and brainstorming sessions.

Part 2: Drafting the Essay

With your brainstorming complete, write your full essay draft:

  1. Write three body paragraphs following the PEE (Point, Example, Explanation) paragraph structure.
  2. Draft your Introduction, ensuring it hooks the reader, previews your body paragraphs, and ends with your thesis statement.
  3. Draft your Conclusion, restating your thesis in a new way, summarizing your main points, and providing a final thought.
  4. Edit and refine by reading your draft out loud to ensure it flows naturally and sounds like your own voice.

Deliverable:

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Completed Essay Draft (Google Doc)

Submit your Google Doc containing your completed essay (Introduction, three PEE body paragraphs, and Conclusion).

Part 3: Reflection Video

To finalize the assignment, record a reflection video:

  1. Explain why you chose your specific paragraphs and scenes.
  2. Discuss your writing and editing strategies, and what you would do differently next time.
  3. Detail how you worked with LLMs: explain which prompts worked best, how you evaluated the outputs, what suggestions you modified or rejected, and how you ensured the final draft was in your own voice.

Deliverable:

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Reflection Video

Submit your reflection video discussing your writing choices, structural strategies, and your collaboration with LLMs.

Assessment

Pre-Submission

Before you submit, please complete the Pre-Submission Self-Assessment.

What to Turn In

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    Google Doc with body paragraphs followed by introduction and conclusion

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    Reflection video

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    Google Doc with the rough work/LLM-generated brainstorming

💡 A Different Way to Learn

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Because your discovery path is completely unique, you need a human sounding board. Enroll to submit your projects and get personalized video feedback from an Ontario Certified Teacher to guide your work.

Learning Goals

We are learning to:

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    Develop a clear, supportable thesis based on textual evidence from the play

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    Structure an essay using an introduction, PEE body paragraphs, and a conclusion

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    Integrate and explain quotations effectively to support claims

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    Reflect on writing strategies to improve future essays

Success Criteria

I can:

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    Formulate a clear and supportable thesis related to the play

    Expectations Covered: W1
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    Write body paragraphs that follow the PEE (Point, Example, Explanation) structure

    Expectations Covered: W2
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    Construct an essay with a clear introduction, body paragraphs, and conclusion

    Expectations Covered: W2
  • ✅

    Select and integrate relevant quotations and explain how they support my claims

    Expectations Covered: W1, W2
  • ✅

    Communicate ideas logically and use correct grammar and conventions

    Expectations Covered: W3

Rubric

Category Level 4 Level 3 Level 2 Level 1
Knowledge / Understanding
How well does the student demonstrate understanding of essay structure and formatting?
 Demonstrates a thorough understanding of introduction, body paragraphs, and conclusion formatting Demonstrates considerable understanding of introduction, body paragraphs, and conclusion formatting Demonstrates some understanding of introduction, body paragraphs, and conclusion formatting Demonstrates limited understanding of introduction, body paragraphs, and conclusion formatting
Thinking / Inquiry
How effectively does the student select points, evidence, and strategies to support the thesis and improve writing?
 Selects exceptionally effective points and evidence and identifies very logical strategies for improvement Selects effective points and evidence and identifies logical strategies for improvement Often selects effective points and evidence and identifies strategies with some logic Sometimes selects effective points and evidence and identifies strategies with limited logic
Application
How effectively does the essay demonstrate and develop the thesis?
 Essay demonstrates the thesis very effectively throughout Essay demonstrates the thesis effectively Essay mostly demonstrates the thesis with uneven effectiveness Essay sometimes demonstrates the thesis
Communication
How clearly and logically are ideas communicated?
 Communicates ideas very clearly and logically Communicates ideas clearly and logically Often communicates ideas clearly and logically Communicates ideas with limited clarity or logic
Knowledge / Understanding
Criteria: How well does the student demonstrate understanding of essay structure and formatting?
Level 4

Demonstrates a thorough understanding of introduction, body paragraphs, and conclusion formatting

Level 3

Demonstrates considerable understanding of introduction, body paragraphs, and conclusion formatting

Level 2

Demonstrates some understanding of introduction, body paragraphs, and conclusion formatting

Level 1

Demonstrates limited understanding of introduction, body paragraphs, and conclusion formatting

Thinking / Inquiry
Criteria: How effectively does the student select points, evidence, and strategies to support the thesis and improve writing?
Level 4

Selects exceptionally effective points and evidence and identifies very logical strategies for improvement

Level 3

Selects effective points and evidence and identifies logical strategies for improvement

Level 2

Often selects effective points and evidence and identifies strategies with some logic

Level 1

Sometimes selects effective points and evidence and identifies strategies with limited logic

Application
Criteria: How effectively does the essay demonstrate and develop the thesis?
Level 4

Essay demonstrates the thesis very effectively throughout

Level 3

Essay demonstrates the thesis effectively

Level 2

Essay mostly demonstrates the thesis with uneven effectiveness

Level 1

Essay sometimes demonstrates the thesis

Communication
Criteria: How clearly and logically are ideas communicated?
Level 4

Communicates ideas very clearly and logically

Level 3

Communicates ideas clearly and logically

Level 2

Often communicates ideas clearly and logically

Level 1

Communicates ideas with limited clarity or logic