Archive for May, 2011
Last week we expanded on the purpose of examples – to give evidence to the judge: your marker. Now it’s time for some judgement of your own.
To communicate your examples, you have two main choices: use quotations or citations. Quotations are when you use the exact words of the person or article that you’re referring to – it’s often called a direct quotation because you’re taking the words directly from the source. Citations, on the other hand, are where you express the example in your own words. You paraphrase it. Note that you’re still communicating the same idea – you don’t change the concept; just the words used to describe it. So when should you quote and when should you cite an example from another source?
You’ve got to use the best form of evidence at the time. Think about the situation and what applies. What do the markers want to see? For a high school English course, like Cambridge (CIE) English Literature, markers want to see you tie your analysis very closely to the text. English Literature markers measure this requirement by looking for lots of direct quotations.
University markers usually don’t. They want to see that you can think for yourself. (That’s the whole point of higher education). This means university markers usually prefer citations because if you can express an idea well in your own words, it proves that you’ve understood the concept. They can always tell if you’re on topic anyway. So, when at university, I’d probably paraphrase where possible. Anyone can be a parrot.
See how the markers want to see the same underlying skills: good analysis of a question, identifying relevant information in the text (and other literature), explaining and linking the evidence coherently and persuasively – yet they also view quotations quite differently. Another example of how being able to think in a sophisticated nuanced way is valuable – you can adjust to different assessment styles.
So both university and high school English markers want you to achieve the same thing: a close analysis of the text that proves you can think for yourself. The skills required are the same, but they lead to very different signs of success. Now you can use your judgement about whether to quote or cite ideas, depending on the emphasis of your course. If in doubt, check with your teacher or lecturer. Prove to the judges that you can analyse; and prove that you can be original and think for yourself.
All the best!
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We’ve looked at how to improve your essays with examples. Examples can be entertaining, but make sure they have explanatory value too. Since examples explain the details, detailed examples work best – be specific about the main points. We’ve also looked at a few examples of examples in an English Literature essay.
Now, giving evidence in your essay is like presenting a case at court. Now, instead of being a ninja, you’ve got to think like a lawyer. You’ve got to convince the judge – they hand out the penalty (or blessing). You do want lots of marks, don’t you?
So now it comes down to how you present the argument: the explanation part. You’ll already have begun moving into this phase by including the details of your example. Now you want to clearly demonstrate to the judge that this example proves your overall argument. A good way to do this is to relate the example to a broad concept within your subject that supports your argument. This could be a political or philosophical framework in English Literature, or an overarching theory in another discipline.
For example, to more completely integrate the (facetious) example about selling sea shells in a previous post, you could say that “this represents a 150% increase in global sales compared to last year. This means we can afford to invest in the new wheelbarrow because we’ll be able to recoup the costs and we’ll be well positioned to sell sea shells at the Rugby World Cup 2011”. If it was a marketing-focused essay, then I’d talk about the branding benefits and sustainable competitive advantage that Rugby World Cup exposure might generate. If it were a finance-focused question, I’d mention the projected value this project would add to the firm. If the example has been quite long, it’s good to restate the main point of the example briefly too. Explain the bigger implications of examples to get more marks.
By relating your example and its implications to a bigger framework, you show how it’s relevant to your audience – so these sentences should answer the essay question too. If you answer the essay question at both the big theoretical level and the detailed example level, then the judge will have to award you more marks. Go get ‘em!
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Thesaurus: a dictionary of synonyms and antonyms (dictionary.com)
It sounds like it would be perfect for paraphrasing journal articles or making your essay sound sophisticated.
However, it’s not.
Well not exactly. In order to paraphrase you need to understand what you’re paraphrasing – just finding synonyms of the key words and changing the sentence structure isn’t good enough. The reason is because replacing words with their synonyms doesn’t necessarily make the sentence say what it originally said. If you understand what you’re paraphrasing you’ll be able to pick out the bad synonyms; if not, you’re screwed – the marker will have a bad impression of you.
The same goes for trying to make your essay sound sophisticated. While it doesn’t read particularly well if you use the same word over and over again throughout your essay, it’s much worse if you use words that don’t make sense because you’ve been using a thesaurus. A boring essay which makes sense will beat a fancy sounding essay that doesn’t make sense any time.
So I should never use a thesaurus?
Never is quite a strong word – but unless you have a word in mind that you’re looking for, don’t use a thesaurus. They’re much more likely to hinder rather than help.
Especially don’t use the thesaurus in Microsoft Word!
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In the past few weeks, we’ve explored the use of examples in essays. Since examples are powerful communication devices, I will take my own advice. Below are some example paragraphs from a Year 13 level essay (written for Cambridge A2 course work).
Before we dive into them, though, note that for English Literature essays like these, the examples will usually be quotations taken from the text. At higher levels, and in other subjects, the types of examples may be case studies from various academic sources – or other sorts or evidence.
Good essay examples to use in an English Literature essay include quotations of sound devices, metaphors, personification, and various forms of imagery. This not only ensures your analysis is tied to the text (which is very important), but it means you can leverage the evocative power of the author’s work to help you explain your thematic interpretation.
Now for these examples – how many of the key elements of good examples can you identify? What things do you like about these paragraphs? What could be improved?
Q: Explore the effect on the reader of Conrad’s use of Marlow as narrator in “Heart of Darkness”.
Conrad’s literary strategy involves using Marlow’s narrative to demonstrate the reader’s incomplete understanding, which parallels the main character’s developing discernment. Marlow frequently presents his tale beginning with inexact, unrevealing descriptions. Literal observations like the “poleman… stretch[ing] himself flat on the deck” utilize emotionally neutral diction such as the leisurely verb “stretch”. Casual, nonchalant statements beguile the reader and belie the actual occurrences. “Arrows, by Jove! We were being shot at!” These snappy exclamations are all the more striking after the long, unenlightening sentences that begin the paragraph. Delayed decoding causes the reader to imaginatively experience the unanticipated situation.
Conrad has Marlow use lists of images to capture essential evocations. The ominous mood during the preparation for his voyage is created by eerie and lifeless adjectives: “deserted street” and “dead silence” appear in the list describing “the sepulchral city”. “Deep shadow” has symbolic connotations of evil and harm, “grass sprouting between the stones” signals neglect and carelessness, the adjective “imposing’ is plainly aggressive. This unnamed European city is later described metaphorically as a “whited sepulchre”. This biblical allusion* implies hypocrisy and deceitfulness. Wealth and power are often the motivating desires behind a façade of legalistic cant touting administration, advancement, illumination and civilization.
Were the examples relevant? Were they entertaining or at least engaging? (This could be because of the examples themselves and also because of the argument). Was the significance of each example adequately explained? Were they detailed enough? These are just a few of the questions that you can derive from previous posts about using examples in essays. There are other questions too – if you grasp the main points and also develop a personalised understanding of the concepts, then you’ve done really well. That’s a sign of a good example.
* cf Matt 23:27,28
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Last week I talked about the key ingredient in changing a good essay into a great one – the ‘stroke of genius’. In this post I’ll provide an example of
one I’ve written to give you an idea of what it might look like.
Note: There is no formula or template for adding a ‘stroke of genius’ to your essay. It is up to you how you phrase it and where you put it.
The example below is from the essay I used as my example for how to construct a conclusion.
This was most strongly apparent when they disagreed on the major issues of relevant daily pay and the selling of holidays. Interestingly enough, despite the employer’s unitarism, the review itself was a product of the pluralist model – it was a bargaining session. That is one of the reasons the subsequent Holidays Amendment Bill (2010) has been strongly opposed by the unions, they feel betrayed by the Government’s decision to not uphold the recommendations they bargained for during the review (“Unions urge Government to protect worker leave entitlements”, 2010). In fact, in some regards, while initially portraying a democratic pluralist approach to fixing the Holidays Act (2003), the Government has now switched to a unitarist approach to do what it feels is best for New Zealand as a whole.
That’s it? That’s a ‘stroke of genius’?
Yes it is. It doesn’t have to be in the same realm as E=mc2, all you need to do is make a few clever connections between the evidence you’ve provided in your body paragraphs. Not too hard is it?
Where, when, what
Where and When: I usually place my ‘stroke of genius’ in my conclusion as part of my twist like I have done in this example. While this is a very good place for it, if your essay’s argument is itself a ‘stroke of genius’ then you will need to make your insightful links throughout your essay – usually in your topic sentences. You need to present the evidence clearly first before you start making links and connecting dots.
What: In this example I have made connections more than just the parties’ views (unitarist or pluralist) presented in negotiations. I linked their philosophies to specific developments affecting the negotiation process itself – such as the Review of the Holidays Act – and how the parties’ responses fitted into either the unitarist or pluralist framework. Basically it boils down to:
- Unitarism and Pluralism are opposing viewpoints
- Each party discusses the Act through a pluralist mechanism – a bargaining session
- The Government, which is essentially pluralist, uses a unitarist action: doing what it thinks is best, which angers the pluralist unionists.
By pointing out these links in an eloquent way, the marker can see that you understand the subject you’re writing about and you can think outside the box. This is the secret to a great mark.
Last week we looked at the benefit of using examples to elucidate your essay’s points. We know that examples should be interesting, but still relevant to your essay as a whole, and help you to answer the essay question. Now let’s look in more detail at how examples provide more relevant details to the reader.
Give examples as details
When writers don’t give the required details, they’re tantalising the reader. Some examples and details can even make things worse – like in murder stories; finding out more details can increase the suspense even further. An essay is not supposed to be suspenseful – give the reader (marker) the satisfaction of knowing what you’re talking about by giving them an example sooner rather than later. If your argument is itself interesting, then your reader should be interested anyway. For example, would you keep reading an essay that began arguing that crop circles don’t prove the existence of aliens because the symbols depict forms that humans expect to come from aliens, which assumes that all intelligent life is like human life? Okay, maybe it’s just me. Anyway…
Give detailed examples
If the point of examples is to explain your essay’s points in more detail, you should give examples with enough detail for the marker to understand your argument. This isn’t about being verbose. Don’t stuff your example full of unnecessary words. The detail that’s required are the links to make the links in your reasoning clear. It’s often about setting the example in context so markers know how to respond. After all, what use is a picture if you don’t know where to look or what you’re looking for in the picture? A little explanation of the significance of the picture and how it relates to you (or rather, in the case of essays, to your marker), is what is really useful.
Consider standing up in a business presentation and saying “sales are expected to be $1,000,000”. That doesn’t tell me much – is that good or bad? What time frame does it relate to? If the sales forecast is for one year then the million dollar figure might be alright – if it’s Sally selling sea shells from a wheelbarrow. Not so good if it’s for Shell Oil. The size of the company matters in this case. Be specific; set the example in context. Another aspect of including an example’s critical details: state the assumptions. For example, what are the geographic boundaries that were taken into account in your sales forecast? Were you talking about global sales – or sales just from one suburb? If you want to get better marks, set examples in context and state your assumptions. Communicate the details.
Give examples as details and give detailed examples. You’ll make your essays clearer and more compelling. And probably more interesting. So you’ll get more marks. And maybe even have a little bit more fun writing too!
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You hear it a lot – that essay or assignment was hard, I did everything my teacher/lecturer want and yet I only got an average mark.
Exactly. You did everything you were asked to do, just like everyone else in your class.
You had the same essay question, same information, same teacher/lecture as everyone else. So everyone’s essay ends up roughly the same. If it’s written well, you’ll get a good mark.
So how do you get a great mark?
With what I like to call ‘stroke of genius’.
With everyone writing essentially the same answer to the same question, you need to differentiate yourself. This doesn’t mean writing an essay completely different from everyone else. Which, while possible, is nearly impossible to pull off and not necessary to achieve a great mark. Instead a ‘stroke of genius’ is usually a small but powerful point that make near the end of your essay.
While there is no specific place to reveal your ‘stroke of genius’ in your essay, a great place for it is your twist.
It’s all about connections
A twist is all about weighing up your essay’s evidence. If you want a good mark then this is where you stop – you weigh the evidence, come to a conclusion and that’s your essay.
But, if you want a great mark you need to take this weighed evidence and make some connections.
Throughout your essay you’ve talked about experts’ opinions and ideas – quoted and paraphrased your way to a solid argument that answers the essay question. Apart from the exact words on the page it is not particularly original or creative. You can’t be; you’re not an expert on the subject – even if you think you are.
However, having thoroughly researched the subject and topic you’re writing on, you have the ability to see links and make connections between the evidence, context and argument of your essay.
Here you can be creative, be original, show you’re smart – come up with a stroke of genius.
So what does a stroke of genius look like?
Well that is up to you… but next week we will look at an example to help you come up with your strokes of genius.