0:02 hey to those of you that tube the U I'm
0:04 Tim frus and welcome to the Garden of
0:05 English I'm thrilled you're here to
0:08 travel through the sands of time as we
0:10 continue to respond to a prompt about
0:12 the poem Oz amandus we've broken down
0:14 the prompt and we've annotated the poem
0:16 so now it's time to start writing about
0:19 it but before we do I'd like to remind
0:20 you that if you haven't watched the
0:22 first two videos in the series you
0:24 should they will give you great tips for
0:26 exam day and Beyond the videos are
0:28 linked in the description and they have
0:30 thumbnails that look like these now when
0:32 it comes to writing about poetry I do
0:34 something different than all of the
0:36 other times that I write any essay
0:38 rather than producing my thesis first I
0:40 actually produce topic sentences for my
0:42 body paragraphs first after I produce
0:44 these I then generate my thesis and I'll
0:46 cover thesis generation in my next video
0:47 you don't have to do things in the same
0:49 order that I do but I think you'll see
0:51 why I do it this way as we continue here
0:54 today so here's how I generate my topic
0:55 sentences oh that reminds me if you
0:57 don't know what a topic sentence is you
0:59 need to know that it's the first
1:01 sentence of each body paragraph of your
1:02 essay a topic sentence is kind of like a
1:04 contract between you and the person
1:06 reading your essay whatever you say your
1:08 paragraph will be about is what the
1:10 paragraph has to be about the better the
1:11 topic sentence the easier it is to write
1:13 the paragraph and each topic sentence
1:15 should fall under the broad umbrella
1:16 that is your thesis statement which is
1:18 normally the last sentence of your intro
1:19 paragraph or during a time writing it
1:21 can actually serve as your intro
1:23 paragraph like I said I'll cover thesis
1:24 statements a little bit later I want to
1:26 begin today by reminding you about the
1:28 annotations I made about the poem O of
1:30 andas they're about to show right up on your
1:35 screen what I'm going to do is I'm going
1:37 to show you how these annotations can be
1:39 easily transposed into topic sentences
1:41 what makes this process super simple is
1:43 having well- constructed templates to
1:45 put this information into so I'm about
1:47 to put up some top accented stems for
1:49 poetry right up on the screen and then
1:50 we're going to check out how to use them
1:51 here they [Music]
1:53 [Music]
1:55 are you may notice that I have four
1:57 topic sentence templates I do usually
1:59 recommend that all students strive to
2:00 produce three three body paragraphs in
2:02 each one of their essays if they're
2:04 timed body paragraphs are the paragraphs
2:05 that come after the introductory
2:07 paragraph but before the conclusion if
2:09 you didn't know anyway since there are
2:11 four top accented stems you may think
2:13 that I want students to now produce four
2:14 body paragraphs when writing about
2:16 poetry but this is actually not the case
2:18 with poetry the conclusion paragraph is
2:20 kind of like a hybrid between a
2:21 traditional body paragraph and a
2:23 traditional conclusion I'll show you how
2:25 to produce the full conclusion later but
2:26 for now let's just learn how to fill in
2:28 these templates for topic sentences if
2:29 you're looking for a copy of these
2:31 templates and the examples that go with
2:32 them you can access them in the
2:34 description right below this video but
2:36 before you actually click on those
2:37 description links make sure you click on
2:39 the Thumbs Up Button the Subscribe
2:41 button the super thanks button and maybe
2:43 even the channel membership button doing
2:44 any of those things will help push the
2:46 garden of english's content out further
2:48 into the digital world of YouTube and it
2:50 will help other students access really
2:52 strong writing tips okay in order to
2:53 fill in the templates I'm going to take
2:55 my annotations and I'm going to
2:57 chronologically correlate them with
2:59 responding to the prompt itself here's a
3:00 pro tip when whenever you write about
3:02 any literature make sure you write about
3:04 it in chronological order this will
3:07 allow your essay to make much more sense
3:08 all right back to oam indus let's look
3:10 at topic sentence template one and write
3:13 our first one the first observations I
3:14 make in my annotations about literary
3:16 elements are based on setting point of
3:19 view and Cura when I write things into
3:20 the template I can label the literary
3:22 element or I can summarize the literary
3:24 element and today I'm going to model
3:26 both with topic sentence one here's what
3:28 I'm going to write out Shelly Begins by
3:30 presenting a reflective firstperson
3:32 frame narrative and includes multiple
3:35 instances of cura suggesting that the
3:36 fractured structure of the sonnet
3:39 symbolizes the present shattered state
3:41 of the poetical monument and the break
3:43 in time between its Inception and the
3:44 Traveler's viewing you'll notice on the
3:46 left hand side of the topic sentence I
3:48 included some literary and poetic
3:50 elements and on the right hand side I
3:52 correlated it with understandings that I
3:54 had already made in my annotations these
3:56 understandings relate in some way to the
3:58 question that we have to answer about
3:59 the poem that we generated when we broke
4:01 broke down the prompt let me remind you
4:02 of the question that we have to answer
4:04 throughout our paper what is the complex
4:06 relationship between power pride and the
4:08 passing of time the language after the
4:11 word suggesting correlates with the
4:12 ideas I have to focus on based on the
4:14 question because the understanding I
4:16 make explores times relationship to the
4:18 speakers of the poem and the current
4:19 state of the Monument of the powerful
4:22 Tyrant time power Pride all covered in
4:24 this observation the understanding side
4:26 of the template also correlates with the
4:28 annotations that I originally made
4:29 you'll also want to notice of the
4:31 literary elements and the poetic
4:33 elements that this topic sentence hits
4:35 upon some clearly named some not I
4:36 looked at point of view frame narrative
4:39 Cura poetic structure symbolism and
4:42 Universal ideas whoa that's a lot now to
4:44 write this paragraph I just need to
4:45 provide examples of where the frame
4:47 narrative happens and where the cura
4:49 shows up then for the commentary I'd
4:51 have to explain how the textual evidence
4:52 Works to symbolize the state of the
4:54 monument and the breaks in the
4:55 historical time periods this is why
4:57 topic sentences are so important if they
5:00 are done well and always Ain a reference
5:01 to the textual evidence you're going to
5:03 include in your paragraph and your
5:05 understandings in relation to the prompt
5:07 you'll know exactly what to do in the
5:08 rest of your writing all right now I'd
5:10 like to move on to topic sentence number
5:12 two I'm going to go to the shift that I
5:13 noticed in line six when the speaker
5:15 moves from reflecting on the wreck to
5:17 focusing on the sculptor here's how I'd
5:19 fill in template number two the speaker
5:22 then shifts to contrasting the negative
5:24 attributes of the ruler with the power
5:26 of the artist showcasing that though the
5:28 Tyrant may have had the authority at one
5:29 point in history the artist power to
5:32 convey his message has lasted longer I
5:34 chose my second topic sentence material
5:35 based on the shifts that I originally
5:37 marked when I annotated the poem notice
5:39 that this time I didn't directly mention
5:41 any lit or poetic elements in my topic
5:43 sentence but my topic sentence still
5:45 deals with literary and poetic elements
5:47 it deals with shifts and contrasts it
5:49 deals with characterization and it deals
5:51 with universal ideas and insights to
5:52 write this paragraph I'd have to include
5:54 textual evidence about where the
5:56 attributes are contrasted and then I'd
5:58 have to explain how the contrast conveys
6:01 the artist's power lasting longer notice
6:02 too that this topic sentence has the
6:05 word though in it both the words though
6:08 and although help add complexity to your
6:09 writing so you want to consider using
6:11 them if you can you can actually learn
6:13 more about how to do this in this
6:15 particular video of course it's linked
6:17 down below as I continue to follow my
6:18 templates I'm going to write topic
6:20 sentence three about the other major
6:22 shift I found during my annotation
6:25 process when oas's quote is referenced
6:26 here's what topic sentence 3 would look
6:28 like the speaker follows this by
6:30 recounting a boastful claim revealing
6:32 the viciously arrogant and tyrannical
6:34 nature of the Pharaoh this topic
6:36 sentence discusses the single quote from
6:38 the dead pharaoh and correlates it with
6:40 how it characterizes him so we are doing
6:42 this right even without explicitly
6:45 mentioning any lit elements now to
6:46 finish this paragraph I'd have to
6:48 include the boastful claim and explain
6:50 how it makes the past leaders seem
6:51 tyrannical and arrogant now it's on to
6:53 the fourth topic sentence but you need
6:55 to know that this one is going to
6:57 actually begin our conclusion because of
6:58 this we need to create a sentence that
7:00 incorporates the whole poem everything
7:02 that happens in it there is another
7:04 video for how to write the Poetry
7:06 conclusion anyway to create the final
7:08 sentence I'm going to articulate a major
7:09 contrast or shift from the beginning of
7:11 the poem to the end and then I'm going
7:13 to finish this sentence with a universal
7:14 Insight in all of the other topic
7:17 sentences my understandings that's the
7:18 information that showed up on the right
7:20 hand side of each template have in some
7:23 way related to what was going on in the
7:25 poem but in this last sentence our
7:27 understanding side of our topic sentence
7:29 has to be entirely Universal this means
7:30 means that it won't mention anything
7:33 about the poem or the characters in it
7:34 once I get to the last part of the
7:36 sentence the understanding will be some
7:38 sort of lesson that can apply to most if
7:40 not all people so here's what our final
7:42 sentence would look like and it will
7:44 convey that we have understood the whole
7:46 poem the speaker concludes by
7:48 contrasting the Bold claims of the
7:50 memorialized Tyrant with the desolate
7:51 land surrounding the ancient ruins
7:53 illustrating that only art has the power
7:55 to overcome the inevitable destruction
7:57 that comes at the hands of time the end
7:59 of that topic sentence is completely
8:01 thematic the beginning of the topic
8:03 sentence references the monument from
8:05 the start of the poem highlights the
8:07 Bold claims explored in the middle and
8:09 references the final setting that's
8:11 actually projected at the end of the
8:13 poem thus in this last sentence the
8:16 whole poem is covered both literally and
8:18 idea wise and there you have them all of
8:20 these topic sentences for all of your
8:24 poetry paragraphs and they
8:26 Rock and now that we have our topic
8:28 sentences thesis construction will be
8:30 incredibly simple you can learn how to
8:31 write your poetry thesis statements by
8:33 checking out what's about to pop up on your
8:38 [Applause] [Music]
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