Five Paragraph Essay Format
This is your new favourite thing. It can be used to answer nearly any exam essay question—just memorize and apply the following outline. Remember that we usually write with the simple structure
of introduction, body, conclusion. Use the PEEL rule in the body paragraphs.
Paragraph 1: Introduction
Hook
(make the reader want to read your essay)
Thesis:
answers the question with three points
Paragraph 2 Body
Point 1
(from your thesis)
Example/evidence
(to support the point)
Explanation
(of how your example or evidence proves your point)
Link (to
the next paragraph, or back to the question. Create flow.)
Paragraph 3 Body
Point 2 (from your thesis)
Example/evidence (to support the point)
Explanation (of how your example or evidence proves your point)
Link (to the next paragraph, or back to the question. Create flow.)
Paragraph 4 Body
Point 3 (from your thesis)
Example/evidence (to support the point)
Explanation (of how your example or evidence proves your point)
Link (to the next paragraph, or back to the question. Create flow.)
Paragraph 5: Conclusion
Restate
thesis in different words / summarize 3 main points
Show
that you have finished the essay in a sophisticated way
Example:
Example essay question...
Comment closely on the
ways in which the following poem presents old age and childhood.
Childhood
Frances Cornford
I used to think that grown-up people chose
To have stiff backs and wrinkles round their nose,
And veins like small fat snakes on either hand,
On purpose to be grand.
Till through the banister I watched one day
My great-aunt Etty’s friend who was going away,
And how her onyx beads had come unstrung.
I saw her grope to find them as they rolled;
And then I knew that she was helplessly old,
As I was helplessly young.
To have stiff backs and wrinkles round their nose,
And veins like small fat snakes on either hand,
On purpose to be grand.
Till through the banister I watched one day
My great-aunt Etty’s friend who was going away,
And how her onyx beads had come unstrung.
I saw her grope to find them as they rolled;
And then I knew that she was helplessly old,
As I was helplessly young.
(from "Songs of Ourselves" -- Cambridge Anthology)
Paragraph 1: Introduction
Hook –
As a young person, I can’t drive or vote.
Thesis:
“Childhood” by Patricia Cornford
presents old age and childhood through the use of rhyme, simile, and
repetition.
Paragraph 2 body
Point 1--rhyme
Example/evidence
–lines 1/2: “hand”, “grand”
Explanation—the
rhyming structure reminds the reader of nursery rhymes; takes the reader back
to childhood.
Link –
the “hand” in rhyme is also used in a simile
Paragraph 3 body
Point
2-- simile
Example/evidence
“veins like small fat snakes on either hand,” line 3
Explanation—small
fat snakes are an unpleasant image, shows that old age is unpleasant
Link—simile
is a literary tool; another lit tool is repetition
Paragraph 4 body
Point
3--repetition
Example/evidence
“hopelessly”
Explanation
–we are not able to change our age or its limitations
Link –can
also use linking words in the next paragraph such as furthermore, in addition, on the other hand, additionally, finally,
conversely, however...
Paragraph 5: Conclusion
Therefore,
by looking at literary tools used like similes and repetition and aspects of
form such as rhyme, we can see that Cornford presents age as a trap from which
we are unable to escape. Both old age and youth can be unpleasant because of their
limitations. This poem makes me want to get as much out of life as I can, when
I am able to, before I am limited by the physical restrictions of age.
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