Essay Map

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The Analytical Essay Map

A system for successful essay writing

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Why learn this format?

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It Works!» “I feel that I am

better prepared for next year because the “MIP SIP STEWE” format will always keep my essays organized, and also it makes it a ton easier to write”

~Former 8 Gold Student

» “It all started in 8th grade when I was blessed with Mr P who prepared me for high school with MIPs SIPs and STEWEs.”

~from an SHS senior’s final exam, “My

Growth as a Reader Writer”

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What is an Analytical Essay?

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It is NOT

» A book summary

» A “book report”

» A book review

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It IS an essay that:

» Focuses on a literary part of the book (theme, conflicts, character development, etc.)

» Presents a focused argument about that literary part.

» Is supported by specific details and quotes that are explained.

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What is the Essay Map?

» It is a visual, easy-to-remember format for creating an analytical essay. EACH and EVERY SENTENCE has a purpose, and connects to the main idea of your essay. Using this format will make your writing clearer and more focused, with better supporting details.

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What are the key parts of the

analytical essay?

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Start Taking Essay Map Notes

Now!

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Key Part:Thesis Statement (TS)» This is the IDEA that your paper will EXPLORE and PROVE.» It should be ONE SENTENCE long» EVERYTHING in your paper will help prove this statement.

» It is based on the EVIDENCE you have found in the text.

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Sample Thesis Statement

» (TS) In Under the Persimmon Tree, the two main characters are deeply shaped by the events around them.

» Notice this is one sentence long, and focuses on a key literary idea – character development.

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Key Part:Body Paragraphs

I. Definition:A. A series of sentences that presents

and develops ONE main idea which supports the Thesis Statement.

1. EVERY sentence relates directly to that idea.

2. A standard essay has 2 or more body paragraphs

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B. Body Paragraph’s Key Parts

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1. Main Idea of the Paragraph (MIP):

a). This is the topic sentence.

i. It is ONE sentence long.ii.It connects directly to

the Thesis Statementiii.ALL other sentences in

the paragraph connect to it / help prove it.

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Sample MIP

» (MIP-1) Najmah’s personality and outlook is shaped by her family’s encounter with the Taliban.

ALL sentences in this paragraph will help prove that Najmah’s encounter with the Taliban changed her – the paragraph will show what she was like before, and then how she changed as a RESULT of this.

Note how it connects with the Thesis statement -read the MIP, then say “helps prove that, in Under the Persimmon Tree the two main characters are deeply shaped by the events around them.”

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2. Supporting Sentences

a) These sentences give specific information that supports the main idea.

b) There are two kinds:

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i. Supporting Ideas of the Paragraph (SIP)

(a) This is an IDEA that helps prove the MIP.

(b) It is ONE SENTENCE long.(c) It INTRODUCES specific details

that prove the MIP(d) It does not include specific

quotes or page references - those come next!

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Sample SIP

(SIP-A) Before the Taliban arrived, Najmah was – in many ways – still a child.

» This sentence helps prove the MIP by telling the reader what Najmah was like BEFORE the Taliban.

» Notice it doesn’t give any actual evidence – it INTRODUCES the idea!

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ii. Specific Text Examples with Explanations (STEWEs).

(a) These are SPECIFIC DETAILS that are analyzed to prove the Supporting Idea of the Paragraph.

(b) Each STEWE is ONE example - it should be more than one sentence long.

(c) It contains a quote / detail that can be looked up, and an explanation that connects it to the SIP.

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Sample STEWE(STEWE-1) Najmah’s child-like views can be seen in

the way she reacts to imaginary fears. Her brother Nur torments her, telling Najmah he “saw a leopard’s pug marks in the dust here last night” (5). This terrifies the girl, who admits “I am terribly afraid of leopards, although I have never seen one in my life” (6). This irrational fear – of something that she has never even seen – is clearly the product of a childish imagination.

This gives a specific example that helps prove the SIP. Read the STEWE, then say “helps prove that” and then read the SIP - see how they connect?

Note that this STEWE has specific quotes which are explained.

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3. Clincher / Concluding Sentence (CS)

(a) This is a concluding sentence that summarizes your paragraph’s main point.

(b) It is OPTIONAL - long paragraphs need one, but short ones don’t.

(c) It is ONE sentence long.

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Sample CS

» (CS) Clearly, the experience with the Taliban changed Najmah from a girl who allowed her imagination to run away with her, to a young woman who understood what real fears are.

» Notice that this connects directly to the MIP.

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How do the parts fit together?


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Body Paragraph MapT (MIP-1)

./ (SIP-A)

./(STEWE-1)

./(STEWE-2)

./ T (SIP-B)

./(STEWE-1)

./(STEWE-2)

./(CS)

•Both SIPs help prove the MIP.

•Each SIP has TWO specific examples that help prove it is true.

• Note Transition T Words!

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Key Part:Introductory Paragraph

1. Definition: This paragraph introduces your paper.A. It has THREE functions:

1. Get the reader’s attention2. Preview your main arguments3. Present your Thesis Statement

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II. Introductory Paragraph’s Key Parts

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A. Attention-Getting Generalization (AGG)

1. Is ONE SENTENCE long2. Connects to your main

topic 3. Gets the reader’s

attention - makes them keep reading

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Sample AGG

» (AGG) When Eddie from Ohio says “Not all the changes are visible,” they could easily be describing the main characters in Under the Persimmon Tree.”

Note how this connects to the thesis statement, without actually stating it.

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B. Bridge Span (BS)

1. Previews the MIP for one of your body paragraphs

2. Each one is one sentence long

3. You need one for EACH body paragraph in a short essay, but may combine them in longer works.

4. They must be in the order of appearance

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Sample BS’s» (BS-1) An Afghani girl is forced by war to grow up quickly.

» (BS-2) A chance encounter leads an American woman to leave her family – and religion - behind.

» (BS-3) Eventually, this woman and this girl will share experiences that forever change them both.

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Recognize who those BS’s are talking about?

Note how BS-1 echoes the MIP from our sample body paragraph…

**You write the introduction AFTER you write the body paragraphs - you can’t introduce someone you haven’t met!**

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C. Thesis Statement (TS)

The final sentence of your introduction is the central idea that your paper will explore and prove.

Example:(TS) In Under the Persimmon Tree, the two main characters are deeply shaped by the events around them.

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Introductory Paragraph Map

•Note the shape: the intro starts broad, and narrows to a focused thesis statement.

*Your intro is a total of FIVE sentences MAX!

(AGG)

./ (BS-1)

./ (BS-2)

./ (BS-3)

./ T (TS)

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Key Part:Concluding Paragraph

1. Definition: This paragraph concludes your paper.A. It has THREE functions:

1. Recap your thesis statement2. Review your main arguments3. Leave the reader with

something to think about

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II. Concluding Paragraph’s Key Parts

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A. Restated Thesis Statement (RTS)

1. It is a recap of the central idea that your paper explored and proved.

2. It is one sentence long3. It is worded differently from your TS,

but makes the same point

Example:(TS) Clearly, Najmah and Nusrat are who

they are because of the events that surrounded them.

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B. Bridge Span (BS)

1. Reviews the MIP for one of your body paragraphs

2. Each is one sentence long 3. You need one for EACH body

paragraph in shorter essays…4. They must be in REVERSE

order of appearance

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Sample BS’s

» (BS-3) Najmah’s view of the heavens – and her faith in people on earth – was altered by Nusrat.

» (BS-2) Nusrat herself would not have existed if Elaine had never encountered a thief.

» (BS-1) War – far worse than any thief – stole Najmah’s childhood.

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C. Ringer (R)

1. Is ONE SENTENCE long2. Connects to your main

topic 3. Leaves the reader with

something to think about.

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Sample R» (R) Events – in this novel and the world around us – have the power to transform: what role does each of us play in shaping the lives of others?

» Note how this connects to the TS, and leaves the reader with something to think about.

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Concluding Paragraph Map

•Note the shape: the conclusion starts with a narrow focused RST, and widens out to a broad statement.

*Your conclusion is a total of FIVE sentences MAX!

T (RTS)

./ (BS-3)

./ (BS-2)

./ (BS-1)

./ T (R)

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How does it all come together?

How does it all come together?

1. Based on evidence, create a thesis statement.

2. Brainstorm your BEST 3 arguments3. Draft your body paragraphs4. Use MIPs and Thesis Statement to

write an introductory paragraph5. Use MIPs and Thesis Statement to

write a concluding paragraph6. Proofread and edit!

1. Based on evidence, create a thesis statement.

2. Brainstorm your BEST 3 arguments3. Draft your body paragraphs4. Use MIPs and Thesis Statement to

write an introductory paragraph5. Use MIPs and Thesis Statement to

write a concluding paragraph6. Proofread and edit!

Education

Essay Map