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Chapter 3 Essay writing Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 1 3-1 Learning objectives On completion of this chapter students will know how to: • prepare a research plan for an essay • prepare a writing plan for an essay • present persuasive arguments supplemented with references • write a well-presented academic essay. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 2 3-2 Why write essays? • To analyse a topic closely • To develop a point of view in relation to a topic • To persuade the reader that your position is well supported by the ideas and information you present. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 3 3-3 Steps in writing an essay • • • • • • • • • Choose the question Analyse the question Make an initial plan Locate the resources Read and make notes Write the first draft Revise and redraft Organise the reference list Proofread Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 4 3-4 Choose the question • Which topic interests you the most? • Which has good resource material available? • Which is relevant to you personally or professionally? • Which would you find easiest to write about? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 5 3-5 Analyse the question • Three main parts of an essay question: – process words • analyse, explain, discuss, compare, contrast, describe, justify, criticise, interpret, argue – content words • describe the content you will focus on in the essay – limit words • information limits (e.g. time, place, group) • academic limits (word length, due date) Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 6 3-6 Types of essays • Two main types of essays: – explain (an essay that explains a process or situation) – argue (an essay that argues a point of view). • In analysing the question, determine which type of essay you are expected to write. • Many essays are a combination of both types. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 7 3-7 Plan your essay • Do this as soon as you have analysed the question. Use the knowledge you already have about the topic. • The plan will: – help you clarify your point of view – give you direction (get you started) – point you towards resources. • Remember: this is only an initial plan and you can add to it as you progress towards the final document. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 8 3-8 Structure of an essay • Introduction (10%) Define the question and the key terms. Give a thesis statement: this is the main idea you will develop in the essay using evidence. • Body (80%) Develop evidence, information and examples for each side of the topic, with support from appropriate references. • Conclusion (10%) Weigh up the information and give your opinion based on the evidence. No new material. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 9 3-9 Locate the resources • Where to look: – university library catalogue and databases – your textbook, plus other texts – the reference list of one good resource (find one and you are on your way) – the Internet (beware! Not all information on the Web is suitable). • Always keep a full bibliographic record of sources. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 10 3-10 Research and note-taking • Organise and focus the research. • Use section headings based on the analysis of the question. – Carefully read and take notes from the readings you have selected for the assignment. – This is the beginning of your research plan. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 11 3-11 Read and take notes • • • • Revise Chapter 2 on note-taking. Scan the whole text first. Look for key words and phrases. Locate and read the thesis and topic sentences carefully. • Take notes in your own words. • Think while your read: why is this document relevant? Ask yourself questions. Be critical. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 12 3-12 Write the first draft • Based on your research, create an essay plan (what you will include in your essay). • Make sure you have enough time to write and revise the essay. • Write the main points of the essay (the body) first and then write the introduction and conclusion. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 13 3-13 Essay plan • This is different from planning your essay. The essay plan should include: – a layout of the paragraphs you will have in your essay – the main points you will discuss in each paragraph (the topic sentence) – the references you will include in each paragraph. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 14 3-14 Paragraphing • Paragraphs are the units of composition used for developing your topics. • If there is a new topic, there should be a new paragraph. • When several paragraphs are used to deal with one topic, there should be a new paragraph for each new aspect of the topic. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 15 3-15 Paragraphing (cont.) • Paragraphs assist the reader in moving from one topic to another. • A paragraph should be a tight collection of sentences that all contribute to the central idea of the essay. Anything irrelevant should be left out. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 16 3-16 Connectors • Connectors are words or phrases used within paragraphs to help show the connection between one sentence and another, or one topic and another. • Connectors should be used carefully and sparingly. A well-written essay will make the relationship of ideas clear to the reader. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 17 3-17 Connectors (cont.) • Connectors are used to: – – – – – – make comparisons or contrasts add to one idea express a result summarise illustrate or explain arrange ideas: • in order • in time, or • in space. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 18 3-18 Connectors (cont.) • Some common connectors are: for example therefore besides first, second, third afterwards next but, yet, so, and to sum up similarly thus in other words for instance consequently also meanwhile though however in short finally likewise then Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 19 3-19 Topic sentences • Paragraphs usually consist of several sentences that are arranged in a logical manner to develop a main idea. • The main idea is usually contained in a single sentence, a part of a sentence, or sometimes two sentences. • Topic sentences may appear at the beginning, middle or end of a paragraph (usually the beginning). Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 20 3-20 Topic sentences (cont.) • Topic sentences are sometimes implied, rather than stated. • Occasionally the topic sentence is the last sentence of the preceding paragraph. • Clear topic sentences are vital to the organisation and development of ideas in an essay. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 21 3-21 Paragraph checklist • Does each paragraph have a definite point to make? Is there a topic sentence? • Have you used a plan to develop each paragraph? • Have you removed unnecessary sentences? Do all sentences now relate to the main topic in each paragraph? • Have you used a variety of methods in your paragraph development? • Do your ideas move forward in a straight, uninterrupted flow from beginning to end? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 22 3-22 Paragraph checklist (cont.) • Have you made effective use of connectives? • Is the length of each paragraph consistent with the relative importance of the idea? • Are your paragraphs developed adequately? Have you given enough information and examples? • Do all of your paragraphs relate to the statement/question of the essay? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 23 3-23 Revise and redraft • Once the main issues to be discussed in the essay have been written up in paragraph format you should do the following: – Write the introduction and conclusion, placing emphasis on the main points. – Read over the paragraphs to see if they flow logically or need to be re-organised. – Check to see if the paragraphs are connected (through ideas rather than connectors). Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 24 3-24 Introduction • The introduction should be a road map for your readers. It should tell them what you will discuss in-depth later in the essay. This is why it should be written once the main points have been written up. • It should contain a thesis statement that suggests your point of view to the reader. • Supplement your views with generalised references but do not go into specifics in the introduction. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 25 3-25 Conclusion • Your conclusions should remind your readers of the significant points made in the essay. • Do not include any new arguments or references. • For most essays, one paragraph of conclusion is preferred. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 26 3-26 Organise the reference list • A reference list is a list of sources that you have cited, not just read. Read Chapter 4 for details. The reference list should include the following: – an alphabetical list of all the sources based on the first author’s last name – all details necessary for the style of referencing stated in your course. • The reference list should correspond to the in-text references. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 27 3-27 Proofread • The final thing to do before submitting your essay. • Keep a gap of at least a day between finishing an essay and proofreading it. • Check your essay for stylistic or grammatical errors. • Check the logical flow of the content. • Check for clarity in presentation. Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 28 3-28 Final checklist • Has the question/topic been addressed appropriately? • Is your point of view apparent and constant throughout the essay? • Have you paraphrased/quoted your sources appropriately? • Do the references support your arguments logically? • Are the paragraphs distinct (i.e. discuss separate points)? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 29 3-29 Final checklist (cont.) • Are the paragraphs connected (i.e. logical connections to previous and subsequent paragraphs)? • Does the introduction have a thesis statement? • Does the introduction have a map of the rest of the essay? • Does the conclusion re-state the main points? • Does the conclusion have any new ideas? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 30 3-30 Final checklist (cont.) • Are the reference list and the in-text references appropriate for the style of referencing you are supposed to adhere to? • Have you proofread the essay? • Is the presentation clear and readable? Copyright  2009 McGraw-Hill Australia Pty Ltd PPTs t/a Communication Skills, by Bretag, Crossman and Bordia 31 3-31