Power Point on how to write an essay

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  • 1. IF I AM REQUIRED TO WRITE AN ESSAY, HOW DO I MAKE THE PROCESS EASIER? A STEP-BY-STEP GUIDE TO WRITING ESSAYS PRESENTED BY ‘red’
  • 2. MOTIVATION IF YOU WANT TO DO ANYTHING WELL, YOU NEED STIMULUS. How about these? • FREE MONEY • FREE STUFF • SAVE $$$$$ • EFFECT CHANGE • GOOD GRADES
  • 3. THE BASICS • READ THE SYLLABUS TO KNOW WHAT TYPES OF PAPERS YOU WILL COMPOSE AND WHEN THEY ARE DUE. • QUESTION THE INSTRUCTOR ON WHAT EXACTLY IS REQUIRED, i.e., page/word count, citation style, etc.. • PLAN YOUR ATTACK – BRAINSTORM – RESEARCH(?) – DREDGE UP MEMORIES (NARRATION) – WRITE A PAGE A DAY…
  • 4. WINNING REQUIRES PREPARATION • READ THE TEXT WITH THE ESSAY IN MIND! – WHAT IS THE RHETORICAL FUNCTION OF YOUR ASSIGNED ESSAY? • SUMMARY • REVIEW • ARGUMENT • COMPARE AND CONTRAST • NARRATION
  • 5. WHAT THE HECK IS A PARAPHRASE (PUT QUOTE INTO YOUR OWN WORDS)? • ORIGINAL TEXT: “A man who views the world the same at fifty as he did at twenty has wasted thirty years of his life.” ~Muhammad Ali~ • PARAPHRASE: The human who carries the identical beliefs today, as an old man, that he did as a young man, squandered those years in between. (Muhammad Ali) (you still need to cite source)
  • 6. SUMMARY • TITLE OF TEXT • AUTHOR’S NAME & DATE TEXT WRITTEN • AUTHOR’S ARGUMENT (THESIS) • PREMISES USED TO SUPPORT – WHAT STATEMENTS DOES THE AUTHOR USE TO SUPPORT THE ARGUMENT? – PARAPHRASE THEM IN YOUR NOTES (CITE PAGE NO#S)
  • 7. REVIEW • INITIALLY THE SAME AS A SUMMARY • QUESTIONS TO ANSWER FOR YOUR CRITIQUE – HOW DOES THE TEXT RELATE TO CLASS CONTENT? – DOES THE AUTHOR’S ARGUMENT MAKE SENSE? – DO YOU AGREE WITH THE ARGUMENT? – IS THERE A COUNTER-ARGUMENT THAT IS BETTER? – WHAT ARE THE AUTHOR’S CREDENTIALS?
  • 8. ARGUMENT/PERSUASIVE • WHAT IS THE AUTHOR’S ARGUMENT, STAND OR STANCE? • DO YOU AGREE? – WHY? • WHAT PREMISES DOES THE AUTHOR PROVIDE THAT YOU AGREE WITH? (PARAPHRASE THEM) • ARE THERE OTHER SCHOLARS WHO SUPPORT THE CLAIMS? (FOR THOSE ESSAYS THAT REQUIRE MORE THAN ONE REFERENCE.) • WHAT IS YOUR OPINION NOW THAT YOU HAVE DONE THE RESEARCH? DO YOU AGREE OR NOT? (SAVE FOR THE CONCLUSION)
  • 9. ARGUMENT, CONTINUED • WHY NOT? – WHAT ABOUT THE AUTHOR’S ARGUMENT DOES NOT MAKE SENSE? (PARAPHRASE) • PROVIDE REASONS WHY THE ARGUMENT FAILS • SCHOLARLY SUPPORT?
  • 10. COMPARE & CONTRAST DIVIDE NOTE PAPER INTO TWO PARTS TO TRACK BOTH TEXTS • TEXT ONE • TEXT TWO – ARGUMENT – ARGUMENT – SUPPORT – SUPPORT – CONCLUSION – CONCLUSION A A B Use either A format for A your B B essay… B CONCLUSION CONCLUSION
  • 11. NARRATION • UNCLE RED…, WILL YOU TELL ME A STORY? “ONCE UPON A TIME A BOY FOUND THAT IF HE USES VIVID DESCRIPTIONS, I.E., ADJECTIVES, METAPHORS, ALLEGORIES, ETC. THAT AROUSE THE READER’S SENSES— TOUCH, SIGHT, HEARING, SMELL, AND IMAGINATION—AND CONVEYS A LESSON ABOUT HIS LIFE HE LEARNED, THE TEACHER WRITES AN “A” ON HIS PAPER.”
  • 12. WRITERLY V. READERLY • WHAT DO YOU MEAN BY WRITERLY RED? – YOU DID THE RESEARCH, WROTE THE PAPER, AND KNOW WHAT YOU MEAN… – YOU KNOW THE INFERENCES – YOU KNOW THE INNUENDOS – YOU KNOW WHERE THE INFORMATION IS GOING DOES YOUR AUDIENCE KNOW WHAT YOU MEAN?
  • 13. RED, I GET IT NOW! YOU MEAN THAT I SHOULD WRITE WITH MY AUDIENCE IN MIND. • WHO IS YOUR AUDIENCE? – IT IS NOT JUST YOUR INSTRUCTOR! – HAVE YOU PROVIDED ENOUGH INFORMATION THAT WILL ANSWER ANY QUESTIONS THE READER MAY HAVE? – WILL YOUR AUDIENCE “FEEL” YOU? – OR WILL YOUR AUDIENCE BE CONFUSED?
  • 14. COULD YOU PROVIDE AN EXAMPLE OF AN OUTLINE? I. WHAT IS AN OUTLINE – PROVIDES A SKETCH OF HOW AN ESSAY SHOULD PROCEED – A BASIC OUTLINE PARES DOWN THE AMOUNT OF REVISION NECESSARY II. THE 1ST SUPPORTING PARAGRAPH – ORGANIZES ARGUMENT WITH THESIS – MAKES WRITNG THE ESSAY A STRAIGHT FORWARD PROCESS III. JUST FILL IN THE BLANKS – A FEW QUOTES – A FEW EXAMPLES – CONCLUSION
  • 15. A FEW WORDS ON QUOTES… • A WRITER USES QUOTES TO DO THREE THINGS: – INTRODUCE SOMETHING HE OR SHE IS GOING TO EXPLAIN. – PROVIDE SUPPORT FOR THE AUTHOR’S (YOUR) ARGUMENT. – TO LEGITIMIZE THE WRITER’S STATEMENT. *FOR MORE INFORMATION ON CITING SOURCES SEE THE ACADEMIC RESOURCE PAGE ON THE STUDY HALL COMPUTERS’ MAINPAGE.*
  • 16. SUMMARY, REVIEW, ARGUMENT, & COMPARE AND CONTRAST (C&C) • PARAPHRASE THE ARGUMENT AND ITS PREMISES IN YOUR NOTES • MAKE AN OUTLINE OF THE ARGUMENT(S) (FOR C & C) AND THE SUPPORT. • WRITE PAPER • READ PAPER AGAIN (AND AGAIN?) OR BETTER KNOWN AS; REVISE/PROOFREAD
  • 17. RED, YOU WANT ME TO READ THE PAPER OVER BEFORE I HAND IT IN? • FIRST DRAFT IS USUALLY JUST AN ARRAY OF GOOD IDEAS THAT ARE NOT ORGANIZED. • GRAMMAR AND SPELL CHECK ARE NOT THAT EFFECTIVE. – DOES NOT KNOW WHICH WORD YOU INTENDED: THERE OR THEIR? – MISSES FRAGMENTS, RUNONS, ETC.
  • 18. ONE CAREFUL PERUSAL OF YOUR PAPER WILL INCREASE THE GRADE ONE LETTER! (USUALLY) • GOOD IDEAS POORLY PRESENTED • BAD ARGUMENT WELL WRITTEN • HAVE BOTH: BOOYA!! • PROFs RECOGNIZE A POORLY WRITTEN PAPER AND GRADE APPROPRIATELY • WHAT’S 1 HOUR OF YOUR TIME? • READ THE DRAFT OUT LOUD
  • 19. SUCCESS IS IN YOUR PREPARATION FOR THE TASK AT HAND • USE YOUR RESOURCES – SEE THE PROFESSOR – IF YOU CAN REVISE FOR A BETTER GRADE, DO IT! – USE THE WRITING CENTER (KUY 402 FOR APPT) • START EARLY, DO A LITTLE EACH DAY, & REMEMBER YOU CAN WRITE IF YOU PRACTICE • IF YOU NEED HELP SEE: – RACHEL – RED
  • 20. • THANK YOU