Intro
The purpose of an
introduction: the purpose of an introduction is to establish your understanding
of the essay question (SAQ) and to outline your point of view in response to
the question and how it relates to both the world and the nominated text.
Teachers look for the following in marking a TEEL essay introduction:
- Does the student understand
what the SAQ is asking.
- Has the student defined an
interpretation of the SAQ.
- Has the student outlined an
answer to the SAQ (The Contention).
- Has the student provided three
arguments to support the contention.
In
the year 10 Text Response criteria sheet the above points are assessed
primarily through the Introduction criteria under 'Content
and structure' and additionally through the development of the
student's response through the body paragraph. This will be particularly
relevant in the 'Detailed discussion of ideas' and 'clear and simple
topic sentences.' Non the less a well structure introduction will
provide an excellent springboard for a student to develop upon
throughout the body of the essay.
4 critical steps in writing an introduction:
1. Paraphrase the SAQ: (One sentence) Place the SAQ in your own words.
This ensures that you have demonstrated a clear understanding of the essay
question and indicates that you understand what the SAQ is asking.
2. Define your understanding of the key word: (One/two sentences) Define
your understanding of the idea central to the SAQ. This allows you to
develop a personal interpretation and demonstrate a complex understanding of
the SAQ. You are NOT making an argument here- you simply need to outline
what you think the main words/ideas mean and to place them within the context
of the text.
3. Outline your contention: (One Sentence) This is YOUR answer to
the SAQ, it must be clear and concise and directly respond to the question.
Imagine your are trying to summarise your response in one sentence.
4. List your three (3) supporting arguments: you must outline
how you intend to support your contention. This comes in the form of three
supporting arguments. these must be ideas and NOT examples (Don't list scenes
from the text but rather the ideas that the scenes represent).
The Body
Paragraphs
Now you need to support your contention through outlining three arguments and providing evidence in the form of quotes from the text. When marking your Body Paragraphs assessors will look for the following- Has the student provided realistic supporting arguments for their contention?
- Has the student explored each argument in a unique and complex way?
- Are the body paragraphs outlined in a clear way that is easy to understand?
- Has the student included relevant evidence to support their point of view
- Has each body paragraph been link to the author’s intention or symbol?
Body
Paragraph 1,2,3
A very
clear way of communicating your body paragraphs is through using TEEEL
T
is for topic sentence
·
Outline what the supporting argument is
going to be for the body paragraph.
·
Your topic sentence
must support the contention
·
Your topic sentence must be an idea and not a
scene from the novel.
·
Must be short, clear and concise.
E
is for elaboration
•
Expand on your topic sentence and
elaborate on what you mean.
•
Should be 1-3 sentences and directly expand
what you mean in the topic sentence and explain how the idea supports the
contention.
E
is for evidence
•
Introduce evidence, in the form of
quotes to support your idea.
•
The quotes you use must be short and sharp and should fit into your body
paragraph
E is
for explanation
•
Explain your evidence and how it relates
to the essay question.
•
The explanation should be not more than 2
sentences.
•
The explanation should explain what the
author is saying about society or explore how symbolism is employed by the
author
L is
for link
Conclusion
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