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					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’

MOTIVATION IF YOU WANT TO DO ANYTHING WELL, YOU NEED STIMULUS. How about these?
• FREE MONEY • FREE STUFF • SAVE $$$$$ • EFFECT CHANGE • GOOD GRADES

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…

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

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)

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)

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?

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)

ARGUMENT,
• WHY NOT?

CONTINUED

– WHAT ABOUT THE AUTHOR’S ARGUMENT DOES NOT MAKE SENSE? (PARAPHRASE)
• PROVIDE REASONS WHY THE ARGUMENT FAILS • SCHOLARLY SUPPORT?

COMPARE & CONTRAST
DIVIDE NOTE PAPER INTO TWO PARTS TO TRACK BOTH TEXTS

• TEXT ONE
– ARGUMENT – SUPPORT – CONCLUSION
A B A B

• TEXT TWO
– ARGUMENT – SUPPORT – CONCLUSION
A Use either format for your essay… A B B

CONCLUSION

CONCLUSION

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.”

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?

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?

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

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.*

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

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.

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

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

• THANK YOU


				
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