• The length & complexity of the essay will often determine the exact placement of the thesis; the general rule of thumb is that early placement is advisable.
• The overall organizational structure of the essay may establish the thesis’s placement.
• Readers often need a bit of context before the thesis can be understood.
• Frequently the thesis will come at end of first paragraph, but there could be many exceptions, as when the entire piece is a process of discovery (e.g., personal exploration reader response, some comparison/contrast essays, journals) or any writing that isn’t a formal, traditional treatise-style essay.

• The requirements of the assignment will indicate the best placement of the thesis.
• A "thesis question" can be just as valid as a statement.
  Listen for the needs of the audience at all stages of an essay; the thesis statement’s placement satisfies the need of an audience to see where the paper is going.

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Q: Should I use a quotation in the introductory paragraph?
A: IT DEPENDS...

• You may use a quotation if it is relevant and resonates in some important way.
• A quotation used in the introduction should be absolutely essential to the establishment of the thesis.
• Don’t force it just to slot something in.

• Whatever you quote, be sure to analyze it fully in the body of the essay.
• The essay is ultimately about what you think. Avoid stringing along quotations like popcorn string, paper chains, pop beads, or rope to hang yourself.
• The quotation better be central to your essay or it is misplaced.

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Q: How many body paragraphs should I have?
A: IT DEPENDS...

• You should use the idea rather than a formula to guide the number of paragraphs in your essay.
• The complexity of your topic and ideas–what you’re trying to say–will help determine the number of paragraphs.
• The number of paragraphs should be determined by the number of ideas you will use in support of your thesis.
• And some ideas may need to be broken down in more than one paragraph!

• Pay attention to subtle shifts in your topics – this should lead to the creation of paragraphs.
• A paragraph is there to help your reader (and you!) see the individual parts of your argument.
• Very long paragraphs tend to discourage the reader and muddy the thinking of the writer.

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• When you make a point or have an insight, you have to support it with text.
• Most times a body paragraph must have quoted evidence.
• It is necessary to have enough quoted text to show the accuracy of your argument and to convince your reader.
• You might need to draw evidence from various places in the text to build an effective argument.
• On the complexity of your argument
• On the applicability and appropriateness of your evidence

• That the text is central to the creation of ideas in an essay; the text is the source of your ideas, the impetus of your ideas
• Worry less about the number of quotations and pay more attention to what you do with the text
• Stay with the text. Analyze the quotation unpack the meaning of the text
• Integrate the quotations in a way that makes them feel like a part of your essay and not something plucked out of the sky. Quotations could be introduced by letting the reader know who’s speaking or what’s happening at this point in the text. BUT DON’T SUMMARIZE THE PLOT.
• Not all evidence is equal – some evidence is more appropriate than others
  More may not be better, but too little fails to develop and support your point

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• If there is not an obvious counter-point, it is not necessary to include an opposing evidence paragraph.
• Alternate readings need to be recognized to make your argument more convincing.
• It may be better to incorporate the idea of the opposing evidence all throughout the piece.

• A lot of literary analysis does not require opposing evidence!
• The nature of the topic will dictate the necessity of the opposing evidence paragraph
• Be honest with your reader & subject matter – if contrary ideas are present acknowledge them; anticipate a reader’s questions or objections and address them

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• The use of "I" affects the voice of the piece.
• Consider your audience, including your teacher!
• Check with your teacher’s preference for the assignment.
• Some situations call for the first person.
• Is this essay a personal response? If so, then using "I" is appropriate.
• In a more formal essay, if all you’re using the "I" for is to say "I think..." or "I believe that..." bag it; you wrote it–we know you think it.
• Do you want the more formal and objective voice that comes with avoiding the "I?"
• In drama, it is typical to use "we" as "we" are the audience.
• The "one notices" phrasing can be stilted sounding.

• The nature of the assignment may determine the use of "I."
• Do you wish to affect a more personal tone?
• Remain consistent in your voice.

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• Improper grammar affects the quality of communicated ideas.
• Some errors are more fatal than others.
• Holistic grading does allow for essays with trouble in grammar and syntax to be marked down.

• Correctable errors need to be addressed before the final draft.
• Peer/Group critiques, technology such as spell check, and your own careful editing on take-home essays should weed out a lot of mechanical errors.
• Errors in grammar, syntax, and spelling detract from whatever good ideas the writer tries to communicate.

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• Stuff
• Stuff
• Stuff

• Don’t restate, in other words, what has already been said in the body of the paper.
• Feel free to show the implications of what you’ve said.
• This is a chance for an "Ah-ha!" moment, an opportunity to answer the "So what?" question.

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