Tools for Organizing

WritingMs. Hepner

Levels of Organization: High LevelEssay level:

● Introducing the order in your introduction (thesis statement)● Order of topics/paragraphs

Paragraph level:

● Introducing the main idea (topic sentence)● Linking examples back to main idea● Tying all examples back to main idea (concluding sentence)

Levels of Organization: Low LevelSentence level:

● Clausal connections ("marked theme")

Word level:

● Lexical chains● Conjunctions● Reference items

Let's get started

Essay LevelThesis Statement

● The main argument you will prove in your essay

● The main elements you will analyze in your essay

● It is in your introduction (in literary essays, typically at the end of your introduction)

A possible structure:

Through the use of choice 1, choice 2, and choice 3, author presents theme.

Ordering Your Ideas

1. Text level → sentence level → word levela. Text level might include: structure, point

of view, setting, characterization, symbolism, tone

b. Sentence level might include: style, contrast

c. Word level might include: diction, figurative language, repetition, imagery, alliteration

2. Significance: which points best support your argument?

Take a look!Let’s say you want to analyze

● Language● Setting● Alternating point of view

You might want to organize your essay:1. Setting - since it stays the same for the

whole novel2. Alternating point of view - since it

alternates throughout the whole novel and highlights the effect of the setting

3. Language - since the labels and insults are the ‘smallest’ level

Or maybe you want to analyze how

● Parallel structure (Lynny’s suicide and Jasmine’s suicide attempt)

● Alternating point of view (views on Callum attending Heathcroft)

● Characterization (how Callum and Sephy respond to conflict)

Show how discrimination destroys relationships.

You might want to organize your essay:1. Alternating point of view (it happens 1st)2. Parallel structure (it happens next)3. Characterization (it is the result of the first

two)

Over to you!

What order are your ideas in now?

Does that order follow either of the suggestions?

If not, is there a logical reason for your order?

What order allows you to prove your argument best?

Paragraph Level:Topic Sentence

● Introduces the main idea of that paragraph

● Identifies which specific element you will analyze in this paragraph

● Links that element to your broader argument (thesis)

Concluding Sentence

● Ties all of your examples back to your main idea/argument

PEE Structure

● Make a point (related to your main idea)● Provide evidence (best: an actual

quotation or close paraphrase)○ Provide enough context so that we know

what your evidence refers to● Explain how this evidence supports your

point; how is it significant?

Over to you!

Highlight the choices and theme you identified in your thesis statement.

For each topic sentence, highlight the specific choice and theme.

How well are your topic sentences aligned with your thesis statement?

How well does your explanation of evidence link to your theme/argument?

Paragraph Level: Organizing EvidenceMost analytical paragraphs include more than one example to prove the point.

Plan out how you will organize the ideas using one of the strategies listed.

1. Chronological: If one example comes from earlier in the text than another, start with the chronologically first.

2. General → Specific: If one example is broader or used consistently and others only appear once, start with the broad example.

Take a look!Potential organization of a paragraph on red herring in And Then There Were None:

1. Marston’s thoughts before dinner (and death) - it’s the first big red herring and sets reader expectations they will be misled

2. The red herring in the nursery rhyme - characters and readers briefly think they’ve solved it, only to realize they’ve been doubly tricked

3. Wargrave’s fake death - the most important red herring, but it’s not disclosed until the final page

Chronological Organization

Or one on foreshadowing:

1. Pathetic fallacy - Christie consistently uses the weather to foreshadow negative events throughout the novel (more general)

2. Nursery rhyme - it shows up early and is repeated often (slightly more specific)

3. Vera noticing the hook in her ceiling - it occurs just a couple of times, yet foreshadows the conclusion (highly specific)

General → Specific Organization

Over to you!

Identify which pieces of evidence you will use to prove each point - write them as bullet points or a web diagram.

Choose the best organization strategy and label the order you will include your evidence.

Sentence Level"Marked Theme" - grammar term referring to sentences that start with information other than the subject. Examples:

|She ran to the bus. (Unmarked theme.)

Out of breath, she ran to the bus. (Marked theme.)

In narrative/fiction writing, you can use marked theme to draw your reader's attention to details you think are important.

In analytical writing, you can use marked theme to help with the logical flow of your ideas.

Example:Blackman uses labels and derogatory terms to consistently reinforce the widespread discrimination in society. Throughout the novel, all characters are labeled as either Crosses, members of the dominant group, or noughts, members of the non-dominant racial group. By identifying each character's race, Blackman highlights just how much race impacts all interactions in her fictional society.

Over to you!

(Start with the second sentence in each paragraph.)

Analyze how your sentences begin. Do they start with the subject? If so, can you use a marked theme to make a stronger connection to the preceding sentence?

A good rule of thumb: Your point has an unmarked theme, while sentences that introduce evidence and explain it have a marked theme.

Word Level: Lexical ChainsLexical Chains: groups of words that express similar or contrasting meanings (synonyms , antonyms, alternative phrasing)

You can use lexical chains to:

● avoid repeating the same word ● reinforce your topic/point● indicate relationships between

parts of your argument

Take a look!Two lexical chains: the choice being analyzed and the effect on meaning

Blackman uses labels and derogatory terms to consistently reinforce the widespread discrimination in society. Throughout the novel, all characters are labeled as either Crosses, members of the dominant group, or noughts, members of the non-dominant racial group. By identifying each character's race, Blackman highlights just how much race impacts all interactions in her fictional society. It is noteworthy that Blackman consistently capitalizes the term Cross, suggesting it is a proper noun, while leaving nought lower-case. This emphasizes the persistently unequal power relationship between the two groups. In addition, Blackman highlights racial tension throughout the novel by introducing racist insults. Thus, characters such as Jude use the term "dagger" to refer to Crosses as an expression of anger with the racist system (32-33). This insult suggests that the Crosses can't be trusted and stab the noughts in the back; linguistically it is similar to the n-word, which highlights just how offensive Blackman's fictional pejorative is. Noughts, on the other hand, are dismissively called "blankers," reinforcing the disparaging perception that they are "blank by name and blank by nature" (85). Blackman uses racially divisive labels and insults throughout the novel, highlighting the persistent racism that divides all levels of society.

Take a look!A paragraph with poor internal organization; see how the pattern of lexical chains differs

Blackman’s characters use language to show discrimination. Jude always called Sephy Callum’s “dagger friend” (32) and Sephy called the school protesters “Animals. No, worse than animals - blankers!” (56) when they were blocking the entrance to Heathcroft. These examples show that even the main characters believe lies about each other. Also, “dagger” means knife and this means the Crosses are dangerous. “Blankers” means the noughts don’t have any ideas or skills and are stupid. People also believe the noughts are all thieves and criminals because it was a “well known fact” that noughts would steal anything they could (111). Finally, Blackman describes their houses differently, since Sephy’s house is “clean,” “shiny” and a “pearl”, but Callum’s house is “dirty” and “shabby.”

It’s not clear in this paragraph what the writer means by ‘language’. Although there are several examples of insults and an explanation of derogatory terms, they’re not identified as the focus. Also, the writer does not consistently relate the ideas back to discrimination and the final examples are not relevant.

Over to you!

Take one of your paragraphs and analyze the lexical chains you use.

How do you refer to the choice/element you are analyzing?

How do you express the meaning/theme?

Use this strategy to check that you haven't changed topics within a paragraph & to make sure you consistently refer back to the meaning/theme.

Word Level: ConjunctionsConjunctions are words and phrases that join paragraphs, sentences, and ideas.

Conjunctions are used to

● organize large chunks of information

● link your ideas

Logical Relation Conjunctions

Addition MoreoverIn additionAlternativelyAndOr

Comparison That isLikewiseIn contrastInsteadHowever

Cause and Effect In conclusionThereforeAs a resultHoweverYetNeverthelessThusOtherwise

Over to you!

In your analytical paragraphs: When you introduce a new sub-point or example, do you use a conjunction to make a clear link?

In your topic sentences: Do you include a conjunction to demonstrate the link to the previous point?

Word Level: Reference ItemsPronouns can be used as reference items.

This means they are a class of words that allow you to refer to other information in the text.

Reference items can refer to information that has already been mentioned or that will be mentioned.

Checking your reference items carefully helps you make sure your writing is well-organized.

Main Reference Items in English

From: How Language Works, 2011.

Personal pronouns

I, me, my, mine, you, your, yours, we, our, ours, us, she, her, hers, he, him, his, it, its, they, them, their, theirs

Demonstratives This, these, here, that, those, there

Definite article the

Comparatives Older, bigger, younger

Proper Names Benito Mussolini, Il Duce

Reference Items: An ExampleIn addition, Blackman highlights racial tension throughout the novel by introducing racist insults.

Thus, characters such as Jude use the term "dagger" to refer to Crosses as an expression of anger with the racist system (32-33).

This insult suggests that the Crosses can't be trusted and stab the noughts in the back; linguistically it is similar to the n-word, which highlights just how offensive Blackman's fictional pejorative is.

(Note: these sentences are all part of one cohesive paragraph. They have been separated on to distinct lines for the purposes of mapping the reference items.)

Over to you!

Identify the pronouns and other reference items you use. Draw the links.

Do your reference items clearly refer to one piece of information? If not, use lexical chains to clarify your writing.

Do you typically use reference items to refer to future information? This can be difficult to follow, so change the order so that refer to already-mentioned and not-yet-mentioned information.

Organization OverviewEssay level: introducing your argument and ordering your information

Paragraph level: stating your point, relating examples back to your argument, and tying your examples together

Sentence level: altering your sentence structure to emphasize connections

Word level: using lexical chains, conjunctions, and reference items to maintain your focus