Posts Tagged evidence
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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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.
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.
Contractions and Colloquial language.
Finding these in your essay will annoy your marker – not something you want to do…
Contraction: a shortened form of a word or group of words, with the omitted letters often replaced in written English by an apostrophe (from Dictionary.com)
“Don’t”, “isn’t”, “didn’t”, and “wouldn’t” are all contractions.
Don’t use them.
But, why? We use them all the time don’t we?
Yes we do but an essay is a formal piece of writing and contractions are informal. They are a quick short colloquial way to write words and phrases.
Do not use you them in your essay. It makes it look like you’re lazy because you can’t be bothered writing your words out in full. If the marker thinks you are lazy then then the box you are being put in has a ‘C’ or an ‘Achieved’ on it, or worse. Markers hate lazy students.
It is however, easy to accidentally use contractions when we are writing our essay – after all, we use them so frequently in everyday language. The best technique is to use Ctrl+F to search for all the apostrophes in your essay.
Colloquial: characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal.
“What’s up?” , “gonna”, “dunno”, and “thick as two short planks” are all colloquial.
Do not use them in your essay. It makes it look like you are not particularly well-educated. Your arguments will seem less credible and your evidence weak, in the eyes of the marker. You are in that ‘C’ or ‘Achieved’ box at the very best, once again.
In fact, using colloquial language in essays is pretty much considered an unforgivable sin by markers. You might get away with an accidental contraction or two but you won’t get away with colloquial language. Some markers will instantly fail you and not bother to read any more.
It’s not worth the risk.
Hang on a second, isn’t it ironic that you’ve used contractions in this blog post (and this question)?
Yes it is.
But, whenever you write, you follow the conventions and styles of the type of writing you are doing. We write this blog in a casual conversational style to make it easy for you to read, understand, and apply what we write about, to your essays. Contractions are useful when writing in this style.
An essay is a formal piece of writing – it is not casual and conversational. Contractions therefore have no place in it.
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Welcome back, ninjas.
Connectives increase the persuasiveness of your essay’s argument – from answering the question at the biggest ‘macro’ level to the paragraph level. Connectives can even be used on the sentence level to connect smaller scale points.
NB: You can put connectives in other places besides the start of sentences, although that’s where they often naturally fit when I use them – especially when connecting together paragraphs because they help opening topic sentences introduce arguments effectively.
Importantly, using connectives explains how you reached your conclusions from the evidence. Otherwise, people could misinterpret what you wrote. The results of any ambiguity or uncertainty can be as disastrous (and amusing) as the example of incorrect punctuation in the “Dear John” letter. Don’t throw words on a page and hope the reader draws the same conclusion form them that you do!
In the last post, we looked at one use of connectives: using them to introduce more supporting sub-arguments – or looking at an alternative point of view. This sets out logical chains of reasoning – including causal relationships. Note that those are relationships between two items where a change in one causes an effect in the other – it’s not a casual relationship; that’s very different! (Another reason to proofread your essay to make sure the spelling is correct for the meaning you want to communicate).
Another way to use connectives is to focus the reader on the most important parts of the essay landscape. Just as you can use topic sentences to pause and balance, you can use connectives to carry the marker along to your next brilliant point, or you can dwell on one concept and make it even more brilliant. It’s like you’re guiding the marker through a jungle of information, so show them what’s worth seeing. A good guide will tell the group when they’re moving on (and were they’re heading to) and when they’re simply staying put, if that’s best for the group.
In some cases, it’s best to stay put. Emphasise points that are noteworthy or interpret the relative significance of your evidence. These thoughts can be introduced with connectives such as
“critically, … “; “importantly, … “; “significantly, … “; “notably, … “; ” slightly off-setting this, … “; “negligibly, … “; “interestingly, … “; “logically, … “; “evidently, … ” – and many more. (I suppose that “many more” itself is a connective phrase in the broader sense; it could be used to introduce more supporting evidence, then the next connective can interpret the value of that vast collection of evidence).
So now you know how to use essay nunchaku to tackle the information jungle! Go tackle it!
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In previous posts, we’ve covered how to structure your essay’s arguments by separating them into ‘mini argument’ paragraphs. We’ve also covered how to order essay paragraphs to best guide your marker through various pieces of evidence and interpretation, based on the thematic and technique-based framework. There is one simple trick that makes these two things a lot easier, though: use connectives.
Connectives do an important job: they, well, connect paragraphs. That’s one of the most powerful uses of them, anyway. Technically, connectives show a relationship between two sentences – or sometimes two parts of a sentence (in which case they’re usually conjunctions). But the main point is that they connect thoughts. Like the stitching between patches in a patchwork quilt, or maybe the chain that links the rods in a pair of nunchaku, connectives link two substantial components together.
Importantly, connectives are also useful because they improve the flow of your essay; guiding the reader to your conclusion. Consider how you are going to order your paragraphs. This will give you ideas on the type of connectives to use to link them. We’ve touched on using connectives to introduce contradictory evidence in the “Paragraphing – an example (and a coffin)” post.
Since arguments can be represented on a spectrum, the sequence and direction of the arrows can show the direction of the argument. If an arrow points in the same direction as a previous one, then it is backing up the evidence in the previous point or paragraph. Connecting words like “furthermore, similarly, also, in addition” etc. can be used to introduce the second point. If an arrow points in the opposite direction, then the evidence suggests a different interpretation than that of the previous point. Connectives like “contrastingly, on the other hand, alternatively, ironically” etc. can be used depending on the context.
When linking between mini-arguments, connectives that imply causal relationships, derivations, or proofs are particularly compelling. Examples of connectives you could try for this purpose: “Since that decision was made..”; “Following on from this…”; “Hence, …”; “Thus, …”; “Therefore, …”; “Predictably …”; “Moreover…”. The more proof you seem to be piling up, the more persuasive. (All other things, like the quality of that evidence, being equal).
Connectives link threads of comments and thoughts so they’re easy to follow – and as strong as a (nunchaku) chain. Use them if you want to increase your essay’s readability and persuasiveness.
References: here are some websites I found useful for the technical aspect of connectives. See what you think.
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Success often involves jumping through hoops. However, if you use nuanced arguments wisely, as we discussed last week, you can be more flexible in what you do to get through those hoops. Another strategy that makes writing essays much easier is to cleverly redefine the question. You can mold the question to fit the essay you plan to produce.
Wait! Isn’t that cheating?
Or at least not answering the question? No, you have to stay within the broader confines of the question, but you can narrow the question.
As Ian Hunter explains in his book “Write That Essay!”, this technique is often used anyway, because it might be necessary to cut down the amount of content that you’d have to cover in your essay. For example, you can’t cover everything about Medieval European warfare in one essay. So, you could focus on, say, a few famous battles, or a few technologies, or the political aspect of warfare during that era.
The trick and a quick example
Here’s the trick: tell the marker what you’re doing. Tell them that you’re focusing on one aspect of the broad topic allocated by the question. This ‘qualifying sentence’, as Ian Hunter calls it, might say something like “while Medieval European warfare was affected by many factors such as the political environment, social paradigms, and prominent personalities, this essay will discuss the effect of technological advancement which ultimately brought the Medieval Age to an end.” That one extra sentence in the introduction (it often becomes sentence 2 or 3 in the formulaic introduction) shows a broader understanding of the topic. So even though you haven’t covered them, the marker will assume you understand the other sub-topics too. In fact, if you write really well on one sub-topic, they will assume you know the other topics to the same standard. So write in detail on the aspect that you understand best, and you’ll score an instant kudos upgrade for no extra effort (the halo effect – the awesomeness rubs off on surrounding sub-topics).
Remember essays need to go beyond description. You’re not there to recount what happened in the play. You’re there to interpret what happened – analyse, offer some insights – even synthesize with other relevant ideas. To do this in-depth analysis of the text, you need enough words to discuss your chosen sub-topics(s) comprehensively, so focus the question.
NB: One thing you can’t narrow down is the number of texts or examples you have to refer to.
In most cases, however, redefining the question is brilliant. It focuses your writing; allowing you to go more in-depth and produce a higher quality essay. And it makes it easier to write the essay too. Redefine the question to unleash the halo effect and get higher marks.
I was watching a movie tonight, Back to School (aptly titled movie for the Southern Hemisphere), starring Rodney Dangerfield and it got me thinking. In the movie Dangerfield’s character turns out to be quite the diver (think Olympic not deep sea) despite his advancing age and waistline. For those scenes it was quite obvious a stunt double was used.
What does this have to do with essays?
Well think of the actor as the writer and the essay as his character. The actor is the face of the character and it’s his voice that speaks – just as the writer’s name is on the essay and it’s written in his style, with his words.
A good movie always has a bit of action and I’m not talking about the stuff in the bedroom. The action usually consists of some pretty cool stunts and for this a stunt double is quite commonly used. They are dressed the same, and the scenes are shot in such a way that it looks like it is still the same actor.
In an essay the stunt double is the sources and authority figures you have referenced. You integrate their quotes and paraphrase their papers so it looks like one cohesive essay.
While it might be made to look like there is just one person playing the character in a movie, the stuntmen are credited for their role at the end of the movie. The same goes for your essays – reference all your sources correctly. Paraphrasing doesn’t make it your own work!
But why bother with a stunt double? Why can’t the actor do it?
In some cases they can and do; however, the two reasons they usually don’t are:
1. They physically can’t aka Mr. Dangerfield
2. It is not worth the risk of them injuring themselves
In your essay you do research and use credible sources because you can’t provide the evidence yourself. You don’t have enough experience, and haven’t carried out your own studies or experiments in your essay topic’s field. Basically, you’re a student and not qualified. Even if you are, it is very risky to base an essay wholly on your own thoughts and findings. Use the experts for the evidence.
Overall, you’re the actor (writer) and your essay is your character – it communicates to your audience. Write your essay with your unique voice, integrate evidence from credible sources, and create a powerful argument.
Keep this in mind when you are writing your essays this year and good luck!
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