1. art and entertainment
2. books and literature

Essay Outline Guide
St. Theresa Catholic Secondary School
English Department
Title Page
Title:
 centre of page
 the name of the published work used
in your title should be underlined
or put in italics
 title should be specific to the topic and
reflective of the content
Character Analysis of Atticus from
the Novel To Kill a Mockingbird
Style:
 student and teacher name along with
course code and date should be placed on
the right hand side of the page
 name of the school indicated along
the bottom of the page, centered
 no graphics, colour or images used
 staple goes on upper left corner of the page
 no binders, duotangs or plastic covers
 font-Times New Roman
 size-12 point
Student Name
Teacher’s Name
Course Code
Date
St. Theresa Catholic Secondary
School
Introductory Paragraph
The introductory paragraph of a literary essay must include the following in the designated order.
Samples are indicated within the brackets.
1. Topic Sentence--This sentence states the name of the literary piece being discussed,
along with the author’s name and includes the basic focus of the essay.
(In Lee’s novel To Kill a Mockingbird, Atticus Finch is a brave person.)
2. Define Terms--This sentence contains a brief explanation of the characteristic, or concept
being discussed.
(A brave person is someone who is not afraid to take a stand against something that he or
she believes in regardless of the consequences.)
3. Topic Details--This is a very brief outline of what will be discussed in the essay.
4. Thesis Statement--The thesis statement is always the last sentence in the introductory
paragraph. The thesis clearly states the purpose of the essay and or what will be proven.
(The way in which Atticus helps and defends Tom regardless of the consequences
demonstrates bravery.)
The Body
Each paragraph in the body of the essay must include the following. Note the samples within the
brackets.
1. Topic Sentence--This sentence outlines what will be proven or discussed in the
paragraph.
(Atticus Finch is brave when he defends Tom Robinson at his trial.)
2. Connecting Sentence--Topic sentences after the first paragraph in the body are
connecting sentences. The connecting sentence introduces the current paragraph and
connects back to the previous paragraph.
(Atticus not only showed bravery when he defended Tom, but also when he stood up to
Bob Ewell.)
3. Background Details--These are the necessary and relevant details that lead up to the
direct proof.
4. Direct Proof--This is the evidence that is required to support the thesis. Prior to the direct
proof, it is important to introduce the speaker. The name of the speaker is stated followed
by a colon.
(Atticus says to Tom: ____.....)
5. Parenthetical documentation--This follows the direct proof indicating the last name of the
author and the page number. The period goes after the closing bracket.
(Lee 97).
6. Discussing The Direct Proof--How does this support the thesis? Explain how the direct
proof proves the point being made in the body of the essay.
7. Concluding Sentence--This is a summary statement that reflects back to the main point of
the body of the essay. It should always be linked back to the thesis.
(Therefore, Atticus demonstrated bravery when he defended Tom during the trial when
he knew it would cause hardships for himself and his family.)
Conclusion
1. The concluding paragraph of the essay contains summary statements from each
paragraph from the body of the essay. If there are four paragraphs in the body of the
essay, there should be four summary statements.
2. The final sentence of the conclusion must reflect the thesis of the essay.
Use of Quotations
Format:
Examples are indicated within the brackets.
 Always introduce the quotation by identifying the speaker. The name should be
followed by a colon. (Atticus says:)
 Quotations must be copied exactly as shown in the text
 Quotation marks are used at the beginning and the end of the quotation (“….”).
 For a quotation within a quotation, single quotation marks are used inside the
regular quotations (“’…………’”).
 Punctuation for the end of the sentence goes after the documentation brackets.
 No different script is required for quotes
 If your quotation is more than three typed lines, you must create a new margin on
the left side of the page only. In keeping with the rest of the essay, the longer
quotation will be double spaced. No quotation marks are used, unless someone is
speaking. Parenthetical documentation occurs after the last word of the quote.
An example of this is as follows:
While in the courtroom during his closing arguments Atticus says:
“I’m no idealist to believe firmly in the integrity of our courts and in the
jury system-that is no ideal to me, it is a living, working reality.
Gentlemen, a court is only as sound as its jury, and a jury is only as sound
as the men who make it up. I am confident that you gentlemen will review
without passion the evidence you have heard, come to a decision, and
restore this defendant to his family. In the name of God, do your duty”
(Lee 205).
Use of Formal Language
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Use third person (he/she) not first person (I, me). Avoid the use of personal pronouns.
Never use contractions.
Write out numbers (except those referring to dates or large numbers).
Italicize titles of books or plays. Use quotations marks for works from within a text.
Use 12 point font.
Use Times New Roman or a similar script.
Double space entire work.
Incorporate transitional words and sentences, (however, similarly) but avoid firstly,
secondly, thirdly.
Use the present tense if possible, but do not change tenses within a quotation.
Use formal diction, no slang, short forms or contractions.
Do not use colloquialisms or euphemisms.
Indent each paragraph.
Title of the essay should be on the title page only.
Do not refer to your own essay (In this essay… or This quote proves…).
Be consistent with singular and plural (students –they or student – he/she).
Use editing sheet.
Use essay planning sheet.
Editing Checklist For An Essay
Introductory Paragraph
When editing, remember to check that the:
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introductory sentence identifies the literary work being discussed and the name of the
author.
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introductory paragraph clearly states the purpose of the essay.
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terms used are clearly defined in your own words.
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thesis statement clearly states the purpose of the essay.
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thesis statement is the last sentence of the introductory paragraph.
The Body
When editing, remember to check that the:
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introductory sentences/connecting sentences state the purpose of each paragraph in the
body of the essay.
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appropriate background information is provided.
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direct proof is introduced and proper punctuation used. (:)
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direct proof is written properly/proper format has been followed.
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there is parenthetical documentation/proper format has been followed (Lee 37) or
(Shakespeare 1. 2. 23-25)
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direct proof has been explained.
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concluding sentences summarize key points made in paragraph. This sentence may begin
with thus or therefore.
Concluding Paragraph
When editing, remember to check that the:
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main points of the essay made have been summarized.
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thesis statement has been reflected upon and a statement has been made.
Other Things To Consider
When editing, remember to check that the:
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spelling and grammar have been checked and corrected.
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each paragraph has been indented.
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tense is either past or present.
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numbers have been written out.
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periods have two spaces after them, commas have one space.
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there are no personal pronouns used.
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there are no contractions used.
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there is consistency between singular and plural.
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good copy is double spaced.
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proper title page format has been used. The title states the purpose of the essay and the
name of the literary work being discussed. It is also centered on the page.
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proper font has been used.
Essay Organizer
Introductory Paragraph
-Introductory sentence:
-Define terms used (if applicable):
-Details relevant to topic:
-Thesis statement:
Body-First Paragraph
-Introductory sentence:
-Background information:
-Direct proof and parenthetical documentation:
-Discussion of direct proof:
-Concluding sentence:
Body-Second Paragraph
-Connecting sentence:
-Background information:
-Direct proof and parenthetical documentation:
-Discussion of direct proof:
-Concluding sentence:
Body-Third Paragraph
-Connecting sentence:
-Background information:
-Direct proof and parenthetical documentation:
-Discussion of direct proof:
-Concluding sentence:
Concluding Paragraph
-Summarize key points made in the body of the essay:
-Reflect on thesis statement:
Rubric for Essay Writing
Categories
Below Level 1
Knowledge/
Understanding
The student:
-knowledge of the
elements of
expository writing
Level 2 (60-69%)
Level 3 (70-79%)
Level 4 (80 100%)
The student:
The student:
The student:
The student:
-shows every
limited knowledge
of the elements of
expository writing
-shows limited
knowledge of the
elements of
expository writing
-shows some
knowledge of the
elements of
expository writing
-shows considerable
knowledge of the
elements of
expository writing
-shows thorough
knowledge of the
elements of
expository writing
-understanding of
information and
ideas
-shows very limited
understanding of
information and
ideas
-shows limited
understanding of
information and
ideas
-shows some
understanding of
information and
ideas
-shows considerable
understanding of
information and
ideas
-shows thorough
understanding of
information and
ideas
Thinking
The student:
The student:
The student:
The student:
The student:
-critical thinking
skills
-uses critical
thinking skills in
producing
expository writing
with very limited
effectiveness
-uses critical
thinking skills in
producing
expository writing
with limited
effectiveness
-uses critical
thinking skills in
producing
expository writing
with some
effectiveness
-uses critical
thinking skills in
producing
expository writing
with considerable
effectiveness
-uses critical
thinking skills in
producing
expository writing
with a high degree
of effectiveness
-inquiry skills
-uses inquiry skills
to gather
information with
very limited
effectiveness
-uses inquiry skills
to gather
information with
limited
effectiveness
-uses inquiry skills
to gather
information with
some effectiveness
-uses inquiry skills
to gather
information with
considerable
effectiveness
-uses inquiry skills
to gather
information with
high degree of
effectiveness
Communication
The student:
The student:
The student:
The student:
The student:
-communication of
information and
ideas
-communicates
information and
ideas with very
limited clarity and
organization
-communicates
information and
ideas with limited
clarity and
organization
-communicates
information and
ideas with some
clarity and
organization
-communicates
information and
ideas with
considerable clarity
and organization
-communicates
information and
ideas with a high
degree of clarity and
organization
-use of elements of
expository writing
-shows very limited
command of
elements of
expository writing
-shows limited
command of
elements of
expository writing
-shows some
command of
elements of
expository writing
-shows considerable
command of
elements of
expository writing
-shows extensive
command of
elements of
expository writing
Application
The student:
The student:
The student:
The student:
The student:
-application of
language
conventions
-uses language
conventions with
very limited
accuracy and
effectiveness
-uses language
conventions with
limited accuracy
and effectiveness
-uses language
conventions with
some accuracy and
effectiveness
-uses language
conventions with
considerable
effectiveness
-uses language
conventions with a
high degree of
accuracy and
effectiveness
-application of the
writing process
-uses the writing
process with very
limited
effectiveness
-uses the writing
process with
limited
effectiveness
-uses the writing
process with some
effectiveness
-uses the writing
process with
considerable
effectiveness
-uses the writing
process with a high
degree of
effectiveness
Comments/next steps:
Level 1 (50-59%)
Persuasive Essay Writing Rubric
Criteria
Level R
Level 1
Level 2
Level 3
Level 4
Knowledge/
Understanding
-shows an
insufficient
degree of
knowledge of
elements of the
essay form
-shows a passable
degree of
knowledge of
elements of the
essay form
-shows a
moderate degree
of knowledge of
elements of the
essay form
-shows a
considerable
degree of
knowledge of
elements of the
essay from
-shows a high
degree of
knowledge of
elements of the
essay form
Thinking
-interprets/
analyses ideas
and information
with insufficient
effectiveness
-interprets/
analyses ideas
and information
with passable
effectiveness
-interprets/
analyses ideas
and information
with moderate
effectiveness
-interprets/
analyses ideas
and information
with considerable
effectiveness
-interprets/
analyses ideas
and information
with a high
degree of
effectiveness
-provides
evidence that
supports thesis
with insufficient
effectiveness
-provides
evidence that
supports the
thesis with
passable
effectiveness
-provides
evidence that
supports the
thesis with
moderate
effectiveness
-provides
evidence that
supports the
thesis with
considerable
effectiveness
-provides
evidence that
supports the
thesis with a high
degree of
effectiveness
-communicates
persuasively to a
specific audience
with insufficient
effectiveness
-communicates
persuasively to a
specific audience
with passable
effectiveness
-communicates
persuasively to a
specific audience
with moderate
effectiveness
-communicates
persuasively to a
specific audience
with considerable
effectiveness
-communicates
persuasively to a
specific audience
with high degree
of effectiveness
-shows an
insufficient
degree of
command of the
essay form
-shows a passable
degree of
command of the
essay form
-shows a
moderate degree
of command of
the essay form
-shows a
considerable
degree of
command of the
essay form
-shows high
degree of
command of the
essay form
-uses language
conventions with
insufficient
accuracy and
effectiveness
-uses language
conventions with
passable accuracy
and effectiveness
-uses language
conventions with
moderate
accuracy and
effectiveness
-uses language
conventions with
considerable
accuracy and
effectiveness
-uses language
conventions with
high degree of
accuracy and
effectiveness
-uses the writing
process with
moderate
effectiveness
-uses the writing
process with
considerable
effectiveness
-uses the writing
process with high
degree of
effectiveness
Communication
Application
-uses the writing
process with
insufficient
effectiveness
-uses the writing
process with
passable
effectiveness
Comments and or next steps: