Posts Tagged Markers
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.
“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!
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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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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!
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In my last post we talked about consistency and I gave you a decent list of things you need to keep consistent:
- Spelling and Capitalisation
In this post we’ll look the last two: numbers and dates.
One, 1, I…
Ten, 10, X…
Which is correct?
Well if you are talking about amounts definitely not the Roman numerals! Deciding between the next two is a little trickier.
There is no actual official accepted format but a good rule of thumb is use words for one through to nine and digits for 10 and above. The main thing is whatever you decide, whether it’s the rule of thumb above, all words or all digits – keep it consistent.
Don’t use both one and 1 or ten and 10 in your essays.
Another thing to watch out for is money and percentages.
50c, $0.50, 50 cents, fifty cents. Pick one and stick to it.
25%, 25 percent, twenty-five percent. Once again, pick one and stick to it.
This leads us nicely onto dates…
As with numbers there is no right way or wrong way to write out your dates – just keep it consistent!
20th century or twentieth century or even 20th-century and twentieth-century
1800’s or 1800s
7th August 1990 or 7 August 1990 or 7 August, 1990 or August 7, 1990 etc.
An interesting note from McGraw-Hill’s Proofreading Handbook by Laura Anderson, is that if you use a comma in your date then you need to use one after the year also. For example: “On 7 August, 1990, I was born.”
Throughout this post I have been saying that there is no right way or wrong way to write your numbers and dates as long as they are consistent throughout your essay. This is true.
However, people and/or subjects have preferences for certain formats – so make sure you check out what formats your lecturers, teachers, textbooks use first before making your own choice of format.
The secret to getting good marks in your essays is writing what the marker wants – so be consistent and use their preferred number and date formats in your essays this week.
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Little things can make a big difference. It’s been said that ‘big doors swing on little hinges’ – if it’s not already, that will be a cliché one day. One small technique that can improve your essays massively is the astute use of connectives (or “linking words” as some call them).
In the last few posts we’ve been looking at various uses of connectives, and why they’re important. You can’t expect the marker to piece all your diverse points together. Between sleep deprivation and thinking about what they’ve got to teach the next day, there’s a high chance their neurons will misfire – so we use connectives to help them connect the dots.
We’ve mentioned two main types of connectives so far: those that show when you’re stopping to drill into more detail, and those that announce that you’re moving on to a new point, while also showing the direction of the argument. This second tactic includes the special case of using connectives to show causal relationships, which are very persuasive. However you use connectives, make sure you make the marker’s journey to enlightenment easy. You’re their guide in the big bad jungle.
A few tips:
Unlike a children’s colouring-in book, there isn’t only one correct way to connect the dots, but there are still ways that produce a better picture that strikes the marker. Using connectives makes it easier for them to notice that picture. From which dot are you going and to where. Are you now going into more detail about one point, or are you going to the other side of the colouring-in book (a different point that’s still related to the topic you are discussing)? Be creative in how you put your argument together – don’t do what everyone else does. Do make sure that it’s still logically constructed though.
You can draw inspiration for the various types of connectives from your bullet-point essay plan. Consider both the direction of the argument and the way you want to handle the evidence. From this you can get a clearer idea of how you’ll link concepts on a paragraph and sentence level, and not just a nebulous ‘big picture’, whole-essay impression. Now you have a more precise blueprint in mind.
So there’s a recap of two types of connectives and how they relate to each other and how you can work with them. Stay open-minded and creative when planning your essay. Just integrate your brilliantly unique insights in a logical form and the essay will be of a higher quality. There are more uses of connectives, though. What other uses of connectives can you think of?
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When it comes to essays, lacking consistency is also a bad thing, better than your essays being consistently bad – but a bad thing all the same.
For a sports team, a lack of consistency breaks up momentum and makes it very difficult for them become successful. Their unpredictability also makes them painful to watch, beating good teams one week and losing to bad teams – like the Cavs the next.
In your essay, a lack of consistency makes it harder to read and therefore more frustrating for the marker to go through. A frustrated marker leads to poor marks and them heading for the exits before your essay is done – just like Knicks’ fans at the moment.
There are many ways of writing the same thing and quite often there isn’t one “right way”. What is wrong, however, is to use multiple “ways” in the same essay. For example, ‘focused’ and ‘focussed’ are both correct spellings of the intended word, but you should pick one and use it throughout – don’t alternate spellings to try and mix things up!
In an essay there are many things that need to be consistent:
- Spelling and Capitalisation
Quite a lot! We will go through some of these in detail in future posts but the most important thing to remember is keep things consistent when you write this week.
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