ESSAY WRITING Dr Jeunese Adrienne Payne
When we teach children to write, they also learn to think. Bruner, 1973 Applebee, 1984
When we teach students to write critically, they also learn think critically. Berthoff, 1981 Ellis, 1994 Gleichsner, 1994
Newspeak A fictional language where the number of words and synonyms is drastically reduced, and the intensity and emotion behind the words is suppressed, allowing The Party to limit the population’s perception of the world. Supported by research in linguistics and psychology, e.g., Bruffee (1986)
Thought Outcome Writing Express Precise Understand Learn Conceive Concise Evaluate Retain Critical
Session O Overview Handout O Overview (What to do) (How to do it) ■ Before Beginning ■ Essay Terms Explained ■ Essay Structure ■ Essay Structure Diagram ■ Writing Style ■ Examples ■ Term-Time v. Exam Essays ■ Advice on Forming Arguments ■ Practice and Checking ■ Writing Style Tips ■ Exam Essay Example
Common c criti ticisms: Goals Go s of a an es essay: : 1. Demonstrate critical t thinking a and w writing • No Not enough c critical wr writing ( ≠ regurgitation; > description/summary) • To Too de descriptive 2. Make it easy for the reader to navigate Poor structure • Doesn’t answer the question through the points towards the conclusion • Includes unnecessary info • Answer the question ! 3.
Common c criti ticisms: Goals Go s of a an es essay: : 1. Demonstrate critical thinking and writing Not enough critical writing • ( ≠ regurgitation; > description/summary) • Too d descriptive 2. Make it easy for the reader to na naviga gate • Poor s structure Doesn’t answer the question • through th th the points t towards t the c conclusion Includes unnecessary info • Answer the question ! 3.
Common c criti ticisms: Goals Go s of a an es essay: : 1. Demonstrate critical thinking and writing Not enough critical writing • ( ≠ regurgitation; > description/summary) Too descriptive • 2. Make it easy for the reader to navigate Poor structure • through the points towards the conclusion • Doesn’t ’t answer t the qu question • Includes u In unnecessary i info question ! 3. To answer t the q
Question: Examine the usability and security of passwords. Establish key facts relevant to password usability and security • Justify why these facts are important, in context • Give a verdict about password usability and security based • on evidence you provide
Question: Examine the usability and security of passwords. Argument: It is the proliferation of passwords across multiple devices and services, rather than the nature of passwords themselves, that makes them unusable, which threatens the security they offer.
Before Beginning “To what extent” Section 3 3 of h f handout “Compare” • Make sure you UN UNDERSTAND the question “Explain” • Formulate your AR ARGUMENT to “Analyse” decide on essay structure “Critically evaluate” • Create a PLA PLAN and OUTLIN INE your essay
General Ge al Structure Introduction In Specif Spe ific ic Section 3 3 of h f handout State A Argument • Point 1 1 • Research, organise notes, and plan • Suppor Su pports an outline be before you start • Point 2 Po Body P Paragraphs • Su Suppor pports • Structure your essay points around • Point 3 Po your main a argument • Suppor Su pports Restate A Argument • What qu questions might the reader Specif Spe ific ic have about you argument? Co Conclusion General Ge al
Structure: Introduction Aim = = In Introduce y your c central a argument Ge General al Approaches: Ap • Te Tell the reader what your argument will be • Turn your argument into a hy hypothesis • Indicate the di direction of argument Specif Spe ific ic • Frame your argument as a qu question • State the ob objective of the essay State A Argument • State the fo focus/what the essay will cover
Structure: Introduction Section 3 3.1. . of h f handout Some s starting p points: • Re-write/ ex explain how you interpret the question/show your understanding of the task set • Challenge or (re-) de define the i issue /topic ons of terms • Engage with de definiti tion • Establish the historical/social/economic/political co context • Summarise/ de desc scribe the starting/common position, relevant theory, or other perspectives how you will answer the question in your structure • Indicate ho mmary of the main issues/themes • Give a su summa why the question is important/interesting/relevant ( so w • Tell the reader wh what ?) • St State ar argum ument nt: t : topic + + p purpose
Caution! An i introduction s should: ■ Avoid information that is too general (“ Security is important” ) ■ Avoid too much general information (quantity) ■ Get to the point quickly ■ Provide a mini outline
Structure: Body In Introduce argume ar ment Section 3 3.2 .2. . of h f handout State T Thesis Each main i idea/point in the bo body of the essay is a Paragraph 1 1 separate section (paragraph), for example: Develop & & • Paragraph 1 1 : Security demands are not ideal Paragraph 2 2 refine t the ar argume ment for usability, but manageable in themselves • Paragraph 2 2: : Security demands + proliferation Paragraph 3 3 of services means users can’t remember them Restate T Thesis • Paragraph 3 3: : Users develop “hacks”, which reduce the level of security passwords offer Make t the argume ar ment
Structure: Body Section 3 3.2 .2. . of h f handout ■ An essay is not a record of everything you know ■ An essay is not a list (like this is) ■ An essay requires selectivity ■ Descriptions and facts don’t speak for themselves ■ Organisation is key!
The whole is greater than the sum of its parts Kurt Koffka, Gestalt Psychologist
Sum of Parts The Whole Gestalt [ɡəˈʃtalt] "shape, form"
A strong essay is one that develops an argument Be Between par parag agraph aphs: ■ Consider how the or order of paragraphs helps you progress your argument ■ State the pr progress of your argument ■ Pay attention to tr transi nsiti tions ns between paragraphs le: “[…] Passwords are only as secure as the mechanisms Ex Example users rely on to generate a store them. and s When it comes to generating a and s storing passwords, users are told to pick a password that is new and unguessable, and then not to write it down […]”
A strong essay is one that develops an argument With Within in par parag agraph aphs: Introduce ■ Use clear si signposti sting ng with a topic Point sentence (key idea/point) ■ Don’t just state your point, Support Point de demons nstrate it with ex examples/evidence ■ Explain how this contributes to your Summarise Point argument in a co comment at the end
Structure: Conclusion Section 3 3.3 .3. . of h f handout State A Argument • Answer the question by restating the ar argum ument nt in a single statement. Spe Specif ific ic sing and • Support this statement by sy synth thesi sisi evaluating the content of your essay. ev • Bring to a cl close : what’s the significance of the General Ge al argument, in context?
“In summary, …” Caution! “And another thing!” A c conclusion i is no not: “We must…!” ■ A hit-and-run ■ Just a summary ■ A place to introduce new “That’s all folks!” evidence or information ■ A copy of the introduction ■ A place to voice sentimental or “I think …” emotional appeals
What an essay conclusion is: ■ A place for an anal alysis (rather than description) ■ Based on re reasoning/evi vidence pr presented in the main body of the essay ■ Where you present your final a answer to the essay question ■ Where you round i it u up , for example: • Create a sense of closure; link last point back to first point • Put into larger context • Consider the implications • Identify gaps/future directions • Redefine a key term/assumption in essay question
Writing Style: Academic Voice Tip Tip Ex Exam ample “This essay aims t to show that a has an impact on b ” Be confident (but not à “This essay shows that a has an impact on b ” arrogant!) à Or even just: “ a a has an impact on b ” Be critical (but not Ask ‘how’, ‘why’, ‘what if’, and ‘so what’ (objectively) judgemental or dismissive) Contractions, phrases/expressions, aphorisms, clichés, Avoid colloquial (informal) everyday abbreviations, regional language, certain language words ( section 5 5.1. o . of h f handout ), etc. Spell out the acronym the “The practical is to program a Subscriber Identity first time it is used Module (SIM) card on the user’s phone”
Writing in 1 st Person “You will see…” Section 5 5.3 .3. . of h f handout “I will show…” Avoid w writing i in f first p person i in e essays Bu But! “S/he claimed...” • Depends on the reader • Common in papers and articles “We found…” • Common in computer science • Know your audience “They demonstrate…” • Does it make your sentence easier to read?
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