PROBLEM SOLVING TEACHING SERVICES
STUDY AIDS EIGHT: GENERAL ESSAY SKILLS
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Section One: Core Concepts
Section Two: Essay Conventions
Section Three: Prioritisation
Section Four: Effective Argument
Section Five: Characteristics Of A Good Argument
Section Six: Closing An Argument
Section Seven: Grouping Causes
Section Eight: Ordering Causal Groupings
Section Nine: The Advantages Of Causal Groupings
Section Ten: Figures And Diagrams
Section Eleven: Concluding Comments
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Aims |
Having Completed This Document, The Student Should Be In A Position To Write Good 'Middle Parts' Of An Essay. In Particular, He/She Should Be Able To:
1. Follow Essay Conventions
2. Sift Relevant From Irrelevant Information
3. Present Effective Arguments
4. Place Any Causal Analysis Into Neat Categories
5. Close An Argument
6. Draw Neat Figures And Diagrams
7. Retain
Control Over The ‘Middle Part’
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Section
One:
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Main body skills. These are those skills needed to write the middle part (or main body) of an assignment. They serve to: -
1.1 Create An Orderly Presentation Of Causes, Arguments And Data
1.2 Distinguish Between Relevant And Irrelevant Information
1.3 Help Follow Essay Conventions.
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Section
Two:
Essay
Conventions |
Essay Conventions are those general guidelines needing to be followed if a written piece of work is going to score high marks. However, essay conventions are there to be understood rather than to be blindly followed. Probably having their root origins in scientific reports, they often serve to make both reading and writing far more enjoyable tasks. Of particular help are quotations, which can serve to: -
2.1 Convey The Flavour Of A Work
2.2 Illustrate The Point Being Made
2.3 Provide A Source For Information Or Analysis
2.4 Succinctly Express A Thought Or Concept.
Short quotations (under thirty words) are enclosed by whilst long ones should be indented to the left and printed in single typescript. Lines of poetry or verse are usually distinguished by a diagonal line(/) , while quotes within a quote can be distinguished by " ".
Quotations are a direct insertion of another person's work whereas a citation is an indirect reference. Furthermore, where possible, it is always essential to acknowledge another person's work when making use of it.
A paraphrase (or summary of a quote) should be clearly distinguished from a quotation: how. Amplifications, (which bring out the full meaning of a word) should be placed in brackets ( ), as should dates, citations and brief numerical information.
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Section
Three:
Prioritisation |
In the main body prioritisation is important. This means that it is important to sift through material in order to find out what: -
3.1 Must
Be Used
3.2 May
Be Used (If Time Allows)
3.3 Must Not Be Used
Also, it is important to distinguish between those points which should be covered in depth and those which can be given lighter attention.
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Section
Four: |
In order to argue effectively, it is wise to: -
4.1 Begin Quickly, In A Way That Directs And Keeps The Reader's Attention
4.2 Divide The Various Points Into Groups, (E.g. Arguments ‘For’ And ‘Against’)
4.3 Ensure That Each Sentence Flows Naturally From The Previous One
4.4 Keep Each Section Of The Argument Within The Size Of One Paragraph
4.5 Make Effective Use Of: -
4.5.1 Coherent Logic
4.5.2 Recognised Authorities
4.5.3 Relevant Supporting Evidence
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Section Five: Characteristics of a Good Argument |
A well thought-out argument must be able to: -
5.1 Be Supported By A Wide Variety Of Evidence
5.2 Draw Together Ideas From A Variety Of Sources
5.3 Gain
The Reader's Sympathy And Emotional Support
5.4 Understand Alternative Viewpoints
5.5 To Avoid Criticising Alternative Viewpoints From A Position Of Ignorance
5.6 Possess A Logical Coherence
5.7 Be Objective (Able To Describe Just How Things Actually Are)
5.8 Be Clearly Summarised
5.9 Be Open To New Insights
5.10 Be Open To Verification
5.11 Be Precise
5.12 Contain A Sense Of Orderliness
5.13 Be Willing To Be Humble And Accept The Possibility That It Could Be Wrong.
5.14 Avoid The Unnecessary Vilification Of Any Opposition, Or Of Succumbing To Flimsy Rhetoric
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Section Six:
Closing an Argument |
In order to bring an argument to its close the writer should: -
6.1 Say Briefly Whether He/She Is 'For', 'Against', 'Neutral' Or 'Undecided'
6.2 State Briefly The Reasons Why A Certain Stance Is Being Taken
6.3 Use A Short And To-The-Point Sentence To Close Matters In A Decisive Manner.
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Section Seven:
Grouping Causes |
When attempting an essay, the writer is often asked why something happened (i.e. why did the Russian Revolution take place in 1917?) This means that relevant causes have to be placed into certain groupings. Examples of such groupings are: -
7.1 Order of Importance
This involves beginning with the most (or least) important causes first, then moving along to those less (or more) important causes next. Although logical, this order presupposes that the writer is already in a position to distinguish the more the less important causes.
7.2 Order of Subject Area
This involves dividing the causes for a particular event into neat categories, i.e. 'economic', 'military, 'political' and 'social’. Although such orderliness is useful in thematic studies, it does raise the question over which sub-division should come first, e.g. should the political causes of the Russian Revolution be placed before or after the economic ones?
7.3 Order of Time
This involves beginning with the more recent causes first and then moving on to those that are more distant in time. Conversely, the writer could begin with the more distant causes before moving on to the more recent ones. This approach enables the writer to refrain from lurching about on a time-scale. However, it does pre-suppose a good grasp of chronology, which may or may not be the case.
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Section Eight:
Ordering Causal Groupings |
A written assignment will sometimes group causes in a particular order, the main body of an essay relating to the causes of the Russian Revolution, could place it's causes in the following order: -
8.1 Most Important Causes: Military (Short, Middle And Long Term)
8.2 Next Most Important Causes: Economic (Short, Middle And Long Term)
8.3 Least
Important Causes: Political (Short, Middle And Long Term)
However, in the above example, the writer would have to distinguish clearly between short, middle and long term causes.
For Example: A short term cause would be the outbreak of World War One in 1914: while a middle term cause would be the Accession of Tsar Nicholas the Second in 1894: and a long term cause would be the development of a revolutionary tradition since Napoleon's defeat in 1814.
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Section Nine: The Advantages of Causal Groupings |
Causes placed in a certain logical order have the advantage of: -
9.1 Lessening The Chance Of Inserting Irrelevant Information
9.2 Permitting The Reader To Follow A Train Of Thought
9.3 Preventing A Hasty Scrambling About From One Point To Another
9.4 Providing A Structure For The Main Body Of The Assignment.
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Section Ten:
Figures and Diagrams |
If figures and diagrams are to be portrayed within a written piece of work then a particular order should be followed: -
10.1 The Figure Itself Should Be Introduced By A Brief Opening Sentence, Showing Its Relevance, And What It Is Trying To Portray.
10.2 The Figure Itself - Showing A Neat Presentation, With Only The Necessary Amount Of Detail
10.3 A Brief Commentary On What The Figure Means.
It could be viewed as bad manners to produce a figure or a diagram without either introducing or commenting upon it. Also, when writing long assignments figures are best inserted in the appendices - otherwise they can break up the flow of the narrative. However, a figure may aid understanding, and could occasionally be placed in the main body of the essay. It is up to the discretion of the writer.
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Section Eleven:
Concluding Comments |
The main body is that part of the essay where it is easiest to lose control. There is the constant danger of wandering all over the place and losing marks for putting down points that are simply not relevant. To prevent this situation from arising, careful discipline in writing is needed.