Posts Tagged assignments
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.
“A picture is worth a thousand words”.
(No, you can’t just hand in a picture instead of pages of text for your thousand word essay).
You may not be able to include pictures in your essay (in some subjects, like marketing, this is actually allowed – or even encouraged – so check with your teacher or lecturer). However, you can include examples that will help the reader to see, hear, and feel what you are talking about. Engage your reader. The more voluntary involvement you elicit from them, the better, so use examples that are interesting and memorable. Make your essay stand out to the marker.
Examples are part of an essay for a specific purpose, though: to inform, not to entertain. Well-chosen examples can be interesting for your reader. Even in other forms of writing, many readers look forward to examples. For example, in business books (give me an example of how buying a parakeet to be a mascot improves business) – or in murder stories (just tell me what happened please! So I don’t kill myself!) NB: there shouldn’t be a connection between parakeets and murder – and definitely not between murder and business – unless someone was in the pirate business and happened to own a parakeet; that would increase the likelihood of murder getting mixed up in it.
Whoops, that convoluted example obscures the point. Examples should provide more detail, making your arguments clearer. Not harder to understand. So, in a marketing essay, for example, you could explain how a mascot improves a firm’s brand awareness among consumers because it is consistently presented to the same audience and repetition is a key to learning and remembering the brand when the consumer is considering a purchase. You could explain how a mascot gives personality to a brand that might otherwise be selling a boring undifferentiated product. This would then encourage consumers who liked that personality to be more brand loyal, and this would increase sales. See how you choose an example that is not only entertaining, but is also relevant to your essay question? Also, have a chain of reasoning attached to it that will keep it firmly grounded so it doesn’t fly away to the other side of the reader’s imagination.
In conclusion, we all know the power of a good example for making an explanation clearer. Examples can be entertaining and memorable too, which gives you better marks. Just make sure that the clear details you’re fishing to the surface of your readers’ minds are relevant. Happy fishing – and watch out for pirates!
Photo Credit: Image via Wikipedia
We’ve examined some of the main uses of connectives over the past few posts. They’re like glue that can be used in many situations. Connectives signal connections (funny that) between your essay’s various themes and techniques; and they can also signal when you’re going into more detail – so they’re very diverse and adaptable.
Speaking of going into more detail (that’s a conversational style connective), examples are a great way to do this. “A picture is worth a thousand words”. So use examples and explain them well. Together with explanations, examples make great pieces of evidence to back up your claims and arguments in your topic sentences.
Connecting to examples
Clearly signalling that a relevant example is coming up makes your essay seem more planned, and therefore more persuasive. You could do this by saying that “first this essay will examine historical implications of this practice, then second it will analyse the modern practices, and third it will discuss where the industry is heading in the future”. These sorts of sentences can work well in an introduction – just make sure you cover the topics you say you will! At the very least, use connectives just before you launch into the example. To introduce examples you can use connectives like “for example, …”; “for instance, …”; “like, …”; “consider…,”; “when this happened in the 1990s…,” – and so on. The right one for the occasion will sound right to you. Importantly, (note the connective!) sometimes other connectives help to link to an example – especially if the rest of the sentence mentions a specific example, or perhaps another one that is compared or contrasted with the coming one. The right ‘fit’ of connective word or phrase enhances the flow from argument, to example, to explanation; making the paragraph that much more compelling.
Another way to use connectives is to use adverbial phrases to link sentences together while packing in information about the emotional layers to the work. Think of words like “annoyingly, …”; “fortunately, …”; “ironically, …”. The use of time-based adverbs can also be useful. To start with, you can try using words like “temporarily, …”; “previously, …”; “persistently, …” “slowly, …”; “rapidly, …”; “immediately, …” “eventually, …”
Now it’s your turn to explore the uses of connectives further. The main thing to remember is that you’re aiming to make your essays clearer and more persuasive. If you think of another way of using connectives (or any other writing technique) to do that, then go for it! Also, there are many many words that can be used as connectives, besides the ones mentioned in these posts. How many more can you think of?
Note, here is a website I found useful because it contains a few examples. I’m sure you can come up with more on your own, though! http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching+%26+Learning+sequences/New+English+Online+units/English-Units-NCEA-Level-1/Yes-but/Connectives
Learning from examples
So now that you’ve read a few posts on connectives, take this new knowledge and see if you can apply it. First, go and do the detective work: look for connectives in this example essay – can you now see new types of connectives? Secondly, look over these past posts themselves – how were connectives used here? Which ones worked well in their contexts? Are there some you think could have been better? Lastly, apply what you’re learning. That’s when better marks will start to flow!
Photo Credit: Image via Clkr
Getting something better with less effort sounds like a dream – but that’s what we covered last week. Recap it now to revise how to grab the freedom you are given when writing essays and using that freedom to its full advantage.
So how did you go in the challenge? Did you notice examples of nuanced arguments made in real life? Or nuanced discussion points that you could’ve raised, but didn’t? I promised an example of how to use the nuanced argument strategy, so here it is. It’s an essay question that you might find in an English assignment.*
“Q: The main purpose of a film is to entertain the audience. To what extent do you agree or disagree with this statement?.”
- You can argue ‘yes, the main purpose of a film is to entertain the audience’ by using examples of humour, suspense etc.
- You can also argue ‘no, the purpose of a film is not to entertain -it’s to educate’. Or you could go as far as saying ‘the purpose of a film is to indoctrinate – or solely to make money’. Those are extreme positions, though – good luck arguing them.
A nuanced argument: elegant and sophisticated.
- one nuanced argument would be to define “entertain[ing] an audience” to include feelings of horror and pity, as well as happiness.
Tip: I thought of this idea by looking at the key word “entertain” and asking what that implies – and doesn’t imply – and what it could imply with a slight stretch of the imagination.
Another nuanced argument would be that through the emotional film techniques (entertainment) a higher purpose is achieved: conveying a deeper message about society, humans as individuals etc. [launch into an amazing thematic topic sentence here!]
Tip: this was triggered by looking at the keyword “purpose”.
It’s all about analysing the question really. Just do it in an open-minded, even quirky way.
NB: Nuanced arguments don’t have to be full paragraphs – they can be smaller points within paragraphs too, but I find they are often important enough and big enough to justify a full paragraph length of explanation.
I’m sure there are other ways you could approach that question, but it’s important to answer it in a way that’s unique to you. As long as it’s reasonable and you can back it up with evidence and express it well, of course. So let your uniqueness peep through the academic façade of your writing. Write on!
*based on a true assignment question. Some of the words may have been changed to protect the identity of the film mentioned, to comply with all relevant legislation, and to completely alter the meaning of the original question.
Welcome back, generals.
Today’s briefing covers an important lesson: effectively deploying your regiments to get more marks. This clever trick not only helps you when you’re planning your paragraphs, but it also helps you adapt as you write (as long as you’re using a word processor).
Tip: combine similar and related ideas into single paragraphs; split paragraphs that are too large.
Too many students feel that they have to write paragraphs based around the way the concepts first came into their heads and then got scribbled in a margin to make a bullet-point plan. This is not the case. Don’t be restricted by your first thoughts. You have the freedom to experiment and change how they’re put together and expressed.
For example, say your essay is about marketing and you have a paragraph on one mini-argument. It’s about how using advertising is crucial in supporting a broader marketing strategy, say. If this has ended up as a huge paragraph, you have two options:
- Cut it back
- Split in two
You could consider splitting the advertising paragraph into one about advertising in traditional media and one about online advertising, perhaps. Splitting a humongous paragraph retains more information in your essay, but it also ensures that all of that information is easier to read. I suggest “cutting back” egregious paragraphs as much as possible first, though. Cull out the unnecessary words, thoughts, phrases – and even full sentences. Make your essay clearer by removing written clutter. If you streamline your big paragraph first, you may find that you don’t need to split it after all. However, even if you still split the monster paragraph later, you have higher quality content to split.
Conversely, if you had two small paragraphs on these topics, they will probably make a stronger case together – you may have to adjust your topic sentences, but once that’s done, the new ‘super’ paragraph will be all the more persuasive with it’s ‘extra’ pieces of evidence. Here’s an example of a paragraph with opening and closing topic sentences.
Combining and splitting paragraphs gives you more flexibility when you’re planning – and writing – your essay. It’s a useful strategy to employ if you want to unlock all the potential of your writing by structuring it in paragraphs that persuade your marker.
Now, go forth and “divide and conquer”.
Okay, so we’ve covered one of the reasons why paragraphs make your essay suck less: they let the reader absorb information before moving on to the next segment. Paragraphing stops them from dreading the rest of the essay.
Q: How do you decide where to split your writing into paragraphs?
A: You’re asking the wrong question.
Since the point of paragraphs is to make your points clearer, the real question is how can you use paragraphs to make your essay easier to understand? That’s the point (no pun intended) of paragraphs. This approach subtly reshapes the way you assign thoughts to paragraphs. Instead of creating a long rambling stream of consciousness with a few arbitrary paragraph breaks, you start to think strategically.
And you should think about paragraphs strategically. In our army analogy, “Paragraphs are regiments of troops. Each deployed regiment has a specific aim – they provide developed ‘mini-arguments’ and evidence to back up the overall thrust of the essay.” Body paragraphs should form a logical chain of reasoning throughout your essay. Plan the mini-arguments in note form to make sure they support the main argument that you make through the entire essay. Only then should you begin writing if you want to win the battle.
So good paragraphs make your reader hate you less. In addition, by giving your reader a break, they can also understand what you’re saying better. That’s got to be good for your marks.
So now you understand the “macro-level strategy” to prepare an essay (analysing the question and planning your essay’s overall argument). It’s time to move on to the next layer of detail: organising your answer into paragraphs.
A good analysis of the question + solid knowledge of the topic = opportunity to write unique and persuasive arguments.
However, these elements only give you the opportunity to write a compelling essay; you must express your ideas well. The first step for doing this is to form your paragraphs.
Paragraphs are the largest building blocks of your essay, and they have two important functions:
- they separate your overall essay into digestible pieces
- they make your points clearer as you build your argument
Imagine reading screeds and screeds of text running continuously for almost a whole page with no break. Not fun. No marker (or other normal human being) wants to face that. I suggest you avoid arousing unnecessary resentment.
Since this post is about conveying important ideas succinctly and giving your reader a break, I’m going to stop this post here.
I know I’m not perfect; I often need to be reminded of this too, but “be concise!”
Answering questions well is the first and most critical part of a high-scoring essay. But there’s more to getting the “macro-level strategy” of your essay right than just analysing the question. Without this, it’s like you have really precise intelligence informing you of what to target, and state-of-the-art radar revealing where it is, but you don’t have any ammo to take the target out.
Tip: it’s really useful to have some background understanding on the topic before you write an essay on it. Some of you probably realised this when you implemented the advice in the last post. The need for research is especially high at university, but it’s a good skill to develop at high school because even this mindset alone empowers you to write stronger and richer essays.
Research is your friend
So when you get a question, do some research. You may have good notes from classes/lectures, but most subject teachers expect you to go into more detail than that. There are two ways to do this:
- introduce some unique thoughts of your own
- integrate thoughts of respected academics.
Researching existing opinions will help you form your own arguments anyway. So do some research – know the basics of the main schools of thought on the topic. This is like knowing the battle field – if you have an understanding of the terrain, you have an advantage. (Sorry to keep using war metaphors, but I’m not accustomed to writing about flowers and fairies and unicorns, so I’ll stick with this analogy for now). Anyway…
Planning – and what follows it
Once you have your basic understanding, you can begin to write a plan for your essay based on argument. In doing this, you may realise that you need more information on specific points. Pros, cons, alternative suggestions, and developments of the basic/original arguments etc. It’s fine if you go back to research at various stages of the writing process. It’s good even, because there’s a feedback loop between what you’re doing, what you can improve, and the resources that raise these questions and make the improvements possible. However, for this process to end well, you need to start early. (We can all improve on that point, I’m sure). So keep researching, and keep adding to your argument brainstorm and planning pages. The writing process is a dynamic process. These are living documents; they evolve as your ideas grow.
To summarise, here’s the process I follow:
- Analyse the question
- Research to understand the basics on the topic (the ‘battle field terrain’)
- Plan the essay’s argument structure
- Research to fill the gaps – make the plan complete
Every essay is different and every essay writer is different, so you may use a modified version of the process. It’s okay to use a different process to get to a stunning result. The main thing is that you adapt aptly, edit repeatedly, stay flexible – and allow enough time!
Let me know what you do to prepare for an essay assignment; I’d love to hear from you.
Following on from my previous post (Exam warfare (Part II): generals’ briefing), let’s begin looking at how to organise your ‘essay army’ in more detail. To start off with, let’s look at the big picture, the “macro level” of your whole essay.
There are two key things to remember when deploying your overall essay:
- Answer the question!
- Argue your case persuasively (but don’t sound like a used-car salesman; it’s an academic work).
Answer the question!
The most important thing is answering the essay question. If you don’t, you don’t get any marks! The question is powerful: this pivotal sentence (or two) directs the multitude of sentences in your essay. If you think of yourself as the general in charge of the army, the question is your directive from the sovereign. You must achieve that military objective. If you achieve this mission, you will be handsomely rewarded. If you fail, you die! So answer the question! NCEA is particularly strict on this point.
Argue your case persuasively
When you’ve written many essays, you eventually realise that essays are all about arguments – an essay defends one point of view and knocks down other points of view (but in a respectful way) – some students actually enjoy writing essays for this reason! So think about how persuasive your argument is overall.
Importantly, you should recognise opposing arguments in your essay, then show why you agree or disagree with them. This makes your essay more persuasive, because if you address opposing arguments (or ‘shoot them down’ as we like to say), then they’re no longer a threat to your own argument. But if they’re ignored, you imply that you’re either ignorant or unable to answer these challenges.
Plan the thrust of your argument before you begin writing. Launching straight into writing is like impulsively charging into a mêlée with no prior thought. Begin by analysing the question. Here are some ideas to get you started:
- Ask yourself “what are the extreme opposite of the key words in the question?” Expand on both extremes of each key word.
- Consider synonyms of words, analogous concepts and other definitions/perspectives.
- Consider words that are explicitly stated in the question, as well as words that are ‘missing’ which define sub-parts of the broader topic.
There are plenty of other ways to analyse essay questions and generate ‘mini-argument’ concepts. What do you like to do?
“We take it for granted we know the whole story – We judge a book by its cover and read what we want between selected lines.”
– Axl Rose
We do it, and so do markers. It is no different with your essays, whether they are written in an exam or done as an assignment.
First impressions are lasting impressions.
Therefore, the introduction is the most important part of your essay. From the introduction the marker is making judgements on:
- Your grasp of the subject (how much time you spent asleep in class)
- Whether you understand the essay question (if you don’t you’re stuffed)
- Your competency in English (written academic English not your version of English)
- Your level of intelligence (using a thesaurus doesn’t show you’re smart)
- Your attitude (whether you have the time of your life writing essays)
- The amount of effort you have put in (write lots of quality content; not lots of bullsh*t)
So after the first paragraph the marker can already put you and your essay in a box – it’s an A, B, C, D or N, A, M, E essay.
Make sure they are putting you in the best box because the rest of the of the essay, no matter how awesome, is unlikely to change your mark by much because:
“You never get a second chance to make a first impression.”