EFFECTIVE ESSAY STRUCTURE
For Students of Laura Anschicks
I. PREWRITING
A. Before writing, use a scratch
sheet of paper and jot down ideas. I suggest brainstorming or
clustering (LBH chapter 1) to get ideas out rapidly using free
association. It's worth getting used to.
| I
have sometimes taken as little as 10 minutes to generate enough
material for at least 10 pages using the clustering
method (straight brainstorming listing works for me too).
Some people prefer freewriting, although I find it time-consuming.
Try it at least once. |
B. After brainstorming or clustering,
circle ideas that relate. These form categories that can
be numbered to serve as an informal outline of ideas.
II. DRAFTING
A. Using the informal outline/brainstorming/clustering
as guide, write a quick rough draft of the essay just
to get everything into sentence and preliminary paragraph form.
Do not stop to edit!
B. Then go back and work on structure
first:
1. Develop the introduction. Orient readers before hitting them with your
brilliant main idea. Work up to it. By the end of the introduction,
the reader should have and "aha" experience: "so
this is what I'm reading about" (THESIS).
If thesis statements are not your forte,
make sure to include an organization
step that includes the main points
to follow, and in the order that you actually discuss them.
| See LBH 1f, noting especially "Conceiving
your thesis sentence" and "Functions of the thesis
sentence". |
2. The body of the paper discusses
the thesis points, one point/sub-topic per paragraph.
a. Paragraphs
should each begin with a clearly stated topic
sentence. A topic sentence is clear if it--
identifies the point to be amplified
limits the paragraph's subject to what
will actually be discussed. Chapter
3 in LBH gives many examples.
and includes a transition to the thesis
or to the previous paragraph; readers want relevance.
| The
topic sentence is usually first, but may follow a transitional
sentence. However, I do want to see it at or near the beginning
of the paragraph. |
b. Consider the order of the paragraphs
so that the thought supporting the thesis unfolds logically and
with greatest impact or effectiveness.
| LBH
3b discusses various models for organizing the sequence of thought. |
c. Each paragraph needs to develop
its single point in ways that will insure the deepest grasp by
the reader.
|
Explain terms and significant concepts. Defend assertions
by backing them up with facts, reasoning, and data.
Illustrate ideas with examples of how they work or to show
what you mean. People rarely remember simple statements; we recall
most when we process ideas in more than one way.
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3. Conclusion: The
chief purpose of the conclusion is to
end the line of thought in a satisfying way.
a. If the paper is complicated,
remind the reader of its purpose by echoing
the thesis idea without repeating it word for word.
b. If the points are many, summarize
the main categories that have been discussed. Avoid repeating
the obvious in short papers.
c. Whether the paper and its
ideas are simple or complex, it is necessary to finally say what you really want to say about
the topic. The final sentence has greatest impact:
|
1) underscore your purpose
by leaving the reader with something to think about.
2) avoid mere summary, or
you reveal that you didn't really have anything to say anyway;
the paper has been just an exercise for you and a waste of time
for the reader.
3) discuss only what can be concluded
from progression of thought in the paper. Any new topics
or shift in emphasis will only confuse the reader.
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D. Finally, work on mechanics and general
editing last.
1. Make sure sentences flow smoothly (16, 17, 19).
2. Make sure ideas are expressed concisely (31c).
3. Make sure ideas are expressed with clear emphasis on the
important aspects (1c, 3b, & 18).
4. Make sure ideas are expressed grammatically (10-15).
5. Make sure punctuation correctly indicates the pauses and
connections in sentences so that the reader smoothly reads the
text (20-25)
6. Make sure other mechanics are correct (26-30).
III. GRADING
A. I first read the introduction, looking
for
the adherence to the assignment,
the logic of approach, and
the effectiveness of thesis.
B. Next, I read the thesis, then the
topic sentences/transitions in each paragraph to see if
there is a coherent and logical progression of overall thought.
C. I look at conclusion to see where
you are finally leading and if it follows naturally from
the thought preceding it.
D. Then I look for how well the paragraphs
develop their topics through explanations and examples. I
want my mind engaged; after all, I consider myself an intelligent
person. I also want my imagination engaged because specific,
vivid detail sticks with me more than abstract points.
E. Finally, I look for the grammar, punctuation, and mechanics which
I can't help but notice if there are problems because I won't
be able to read smoothly. Anything that
gets in the way of the smooth progression of thought is a weakness
in the effectiveness of your communication.
Above all, think about what you demand when you read.
What turns you off? What keeps you going? Give your readers the
same thing you want.
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Copyright 1999 College
of DuPage
Liberal Arts . IC2059d . (630)942-2311
anschick@cdnet.cod.edu
Disclaimer
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