How to write a good essay Academic essay

How to write a good essay

Academic essay assessment Coherence & cohesion Task response basically means: Did you answer the question? Did you support your ideas? Did you support your theses? Did you have good examples, good reasons? Did everything connect? Did everything support the answer to task given? basically means: Was it understandable? Do your ideas link one another? Did ideas flow from one to the next? Did sentences connect from one to the next, paragraph to paragraph and the essay as a whole? Lexical resources basically means: vocabulary –Did you use good high words, a variety of words? Did you repeat words? Did you use appropriate words? Did you use them correctly? Grammatical range & accuracy basically means: How are your verbs? How is your subject and verb agreement? How are your articles, prepositions, your punctuation, your sentence variety and sentence structures?

Agree / disagree * Do you agree with the following statement? * Some people believe that… Do you agree or disagree with this belief? * To what extend do you agree or disagree? * To what extend do you agree? * Why? , Why not? Types of questions Introduction § Clearly state whether you agree or disagree § § § I agree that… I disagree with the idea because… In my opinion, this statement is not true as… Personally, this belief is questionable as… This essay will argue against this idea using… To what extend – somewhat, completely, not at all, indeed, etc. Body paragraph 1 – reason 1 Body paragraph 2 – reason 2 You can include a concession argument in either or both paragraphs, though it is recommended you do it in paragraph 2 and maintain focus on your argument Do not discuss both sides of the argument equally make sure your choice is clear

For or against/ Support or oppo Situation A: Do you support or oppose this situation? * Why/ Why not? Intro: similar to agree/disagree though providing benefits/ costs as reasons * I support this because… * Personally, I would argue against this… * I am against this as… *In my opinion, situation A is good and I support it because… BODY: Para 1 – focus on your choice (if support, say why, give benefits, pros) Para 2 – look at the other side (if support the situation, explain the costs of not supporting it, the cons (avoid the concession)

Open-ended questions: What, when, where, who, how, etc. Descriptive essay: What are some possible causes of…? What are some possible consequences of…? Who might benefit from…? Who might be hurt by…? How would you (fix the situation)? What are some possible remedies for this situation? Which would you choose (Choice type)? In your opinion, when is (a good time to start teaching a child Introduction • Present the topic • Present two details that answer the specific question What are some sources of pollution that can be prevented or lowered? Some of major polluters are emissions from cars, as well as poisonous chemicals dumped into rivers by manufacturing plants. These can be tackled in several ways, including improved public transportation, and high penalties for corporations that endanger lives. • Describe the source • Detail the actions to fight these • No opinion statement necessary Objective – no t an opinion, without the sel f Subjective – includes the writer’s own ideas, opinions ,

Hypothetical question Hypothetical means imaginary, not real, theoretical If… what, who, where, etc. Hypothetical answer, yet form the opinion If you could dinner with any famous celebrity, who would it be? What would you discuss with this person? • Answer the question directly: If I had the opportunity to dine with____, I would love to ask him/ her about… Compare/ contrast, advantages/ disadvantages § Discuss both sides of the issue (sometimes choose one over the other, or say why both equally relevant) Intro § § § If not asked to choose one, then no opinion needed: this becomes a descriptive essay Mention the two choice, mention that the issue has advantages and disadvantages If asked to choose, say above + your opinion (+ reason) Body 1 – compare/ contrast one aspect Body 2 – compare/ contrast another aspect Body 1 – compare with a lean towards choice

Paraphrasing the question ESSAY: Education is the single most important factor in the development of a country I agree that education is the single most important factor in the development of a country because … Paraphrase = change words, sentence structures. Keep meaning! Paraphrase

Education is the single most important factor in the development of a country ESSAY: schooling aspe es s ential ct significant adv elemen Synonyms t ev n o i t olu Paraphrase = change words, sentence structures ! Keep meaning anc e me nt nation

Paraphrasing the question ESSAY: Sentence structure Education is the single most important factor in the development of a country Verb Noun The most essential element of a nation’s development is education Adjective

Paraphrasing the question ESSAY: Education is the single most important factor in the development of a country Although many would argue that the economy is the most important factor in nation-building, I think education has a far greater impact

Two parts of the rubric Some people’s opinion The question is: “Should the government censor the media to try to reduce this phenomenon. ” Many people believe that the increased presence of violence In films and television these days is responsible for the rising incidence of violent crimes among youths in society. They argue that governments have a duty to control the media so as to reduce this phenomenon. Do you agree with this argument?

PLAN: interpret and understand the question? peer p ressure home life s t n e par y t i l i sib n o p s re • Protect citizens education ts n e ar p Government control + violence No Yes • • s e m a g o e d i v guns influe nce Censorship Can’t control everything Jobs + education Parents’ role

Introduction: 3 -4 sentences ü What is the topic? media e h t f o Because ce in n e l o i v s i there society ü What is the question? nd a n o i opin e n i b one Com o t n i reason ü What is my opinion? ü Why? will u o y t ha son t graph a a r e r a p l a Gener in the body p develo Topic sentence – general idea, no reasons, no details, no arguments Youth violence is a shared social problem. Many people thus propose that governments need to tackle this issue by controlling the media, whom people see as responsible for inciting this violence through films and television While youth are undoubtedly swayed by external influences, I disagree that it is a government’s obligation to censor the entertainment industry; rather, it is up to society itself to handle the matter.

Body paragraph 1 has an introductory statement One paragraph has one central idea In other words…, I want to expand the central idea Concrete example ( You Tube) Therefore… Change focus, prepare for the next paragraph Today’s young people can be influenced by many things, from films to websites to their peers. *It’s unreasonable, then, to single out films and sitcoms as a main influencer of violence. *In other words, kids may see violence and kindness, greed and generosity, and all other human behaviour in pretty equal measure everywhere. *They can witness all of these things in one news broadcast or viral You Tube clip just as easily as they can in an action flick. *Therefore, blaming the entertaining industry is not only unfair, it is also wrong in that it ignores the root causes of certain social behaviour. *To suggest that the government can control this is to avoid taking responsibility for ourselves.

A topic sentence You must have a transition to your next body paragraph, because you are shifting focus. (however, another reason, except) Another shift – Who has responsibility? A horror film is a concrete example Body paragraph 2 Indeed, the government’s role is not to act as parents to its citizens, but to maintain order and provide the tools for society to thrive; it should not tell people what they can or cannot do. *On the other hand, parents can and must oversee, what their children are exposed to, be it on line, a movie, a book or any other source. *Consequently, parents must decide whether they want their children to watch a horror film. *It is not for governments to ban studios from making it. *Furthermore, once we allow the government to engage in censorship in one area, it will be free to act in all spheres of our lives, because negative influences are everywhere and have always been so. *Restricting people’s access to media will not stop violence. *In fact, it may increase it as citizens begin to fight for their freedom.

Conclusion 1– 2 sentences Restate your thesis Don’t use I or me or my In conclusion, social behaviour patterns are impacted by many things, including but not limited to media products, and society should take care control of this. *Governments should not be allowed to restrict what film or TV programs produce because they will then have to spread their control to all areas of society. Your opinion (clearly expressed) – in a statement; highlight your reasons

Introduction : Formula Background statement Rewrite the question “This essay will” sentence

INTRODUCTION ü Plan first ü Translate this plan into sentences (3 – 5) ü Answer: General What is the topic? Is it better to live in the city or in the country? Topic Deciding where to live is one of life’s more difficult choices. One may opt for life in the country, or in the city. In my opinion, life in the city is more advantageous due to the fact/ because the city offers better economic and social opportunities. What is the question? What is your opinion? What are the reasons? Theses

Body General ü Indent or skip a line paragraph ü One central idea – topic: ü ü ü thesis (statement, general) All other ideas directly related to main Any length Details – why important - reasons - examples Flow bridges Key terms Avoid repetition End with bridge (or start with bridge) Pollutio n Question: Who is responsi ble to fix ü ü it? – ü Governm ü ü ent is In the introduction power is the first, so in responsi the first paragraph I will talk about power Great changes require a powerful hand to guide them and push them forward. Governments have the power and influence of the law to support them. Moreover, they have the access to means with which to enforce the law and punish offenders. Individuals and corporations that pollute our air and waters will not stop doing so as long as they can profit from this action and do not fear consequences. A steel producers, for instance, will not cease dumping waste in nearby river if it does not affect its bottom line. Taxing this company, on the other hand, might make it change its way of doing business. Yet, it is the very question of costs that limits anyone but the government to act against pollution.

Conclusion In conclusion, … To conclude, … To sum up, … To summarize, … In summary, … It is fair to conclude that, … Thus, with the above in mind, … In the final analysis, … Dos • Keep it short – 1 -2 sentences • Keep it simple – boring is good! • Restate thesis – opinion to opinion, outline to outline • Restate highlights – main points, reasons / arguments, advantages/ disadvantages, etc. • Write a conclusion! Finally, … Lastly, … All in all, … As I have discussed above, … Don’ts • Introduce any new idea • • – can’t elaborate, confuses the reader, weakens the main arguments You can add the points for future studies or actions related to the topic, but be general and relevant (should, ought to, requires further…, etc. ) Use a personal pronoun (I, me, my) – you already did this in the introduction Overwrite – keep it short and simple Experiment with language – do this in the body!

An example of conclusion Many people believe that they have no influence on government policies and actions and that their vote, therefore, is of little significance; consequently, they believe that voting during elections is a waste of time and energy. To what extend do you agree or disagree with this belief? While I agree for the most part that no individual can make a great impact through one vote, I also believe Introduction that mobilizing an entire segment of the population can make all the difference in the world. Body paragraph 1: Why it is in everyone’s interest to vote Body paragraph 2: The danger(s) of not voting To conclude, no one on its own can change the status quo; however, every single vote can add to a collection of votes and garner a Conclusion powerful tool to keep fringe elements at bay and to make politicians listen up and act.

5 TIPS TO IMPROVE YOUR WRITING Contractions: don’t, can’t, wouldn’t do not, can not, would not There is/ there are: There are many issues that students face at university. Students face many issues at university Really, very, a lot, so Passive Weak verbs vs vs Active S trong verbs A lot of time is wasted. Much time is wasted. The war was won by the French. The French won the war. He gave assistance to my friend He assisted my friend.

Lexical Range = Vocabulary 3 golden rules about vocabulary: day y r e v e f o uses n o m n a m h o t c e l b a 1. Un u e val r o m ) e e r t a a g i t i m words s nt v u o c s i d ( – ” “big words Be 10 0% su re of and us meani age ng 2. Don’ t force words i the wri nto ting/sp e a be “nat king (m ust ural”): potenta te = ru ler, dic tator

MITIGATE – make less severe, harsh, painful, harmful, serious; Minimize the effect of smth negative (mistake, offence, etc. ) Doctors often prescribe Tylenol to patients with broken bones as a way to mitigate the pain. The company offered customers various promotions in order to mitigate the steep decline in sales following the failed product launch. The retail manager decided to mitigate prices so as to attract more customers. POTENTATE (n) = ruler (king, dictator, etc. ) who rules with power, strength POTENT (adj. ) – powerful, strong Even the toughest potentate understands the power of numbers. DISCOUNT(v) = 1. to lower, reduce (prices, fees, etc. ) 2. To underestimate, not take smth/ smb into account Head office decided to discount the entire autumn collection to stimulate sales. Companies that aim their advertising at older shoppers and discount the purchasing power of teens and young adults, are potentially losing millions in sales.

Vocabulary: collocations 6 alternatives to the verb Do Do, make, give, take, have Conduct – to plan out, organize and then direct/ manage the action Complete/ Finish – to bring (an action) to an end Execute – to do an action as planned or ordered Perform – to do something as a prescribed way/ act (usually something one is trained for) Carry out – to do until the end/ to bring to a conclusion Commit – to do an action deliberately (usually a negative one) Conduct – an experiment/ an investigation/ an audit/ business/an interview/ one’s affairs; Complete/ Finish – a task/ one’s homework/ the mission/ the project; Execute – an order/ a command/ justice/ the plan/ a maneuver/ a task/ well/ executed; Perform – one’s duties/ a task/ an operation/ surgery/ a function/ one’s work/ well; Carry out – one’s duty/ the task/ the orders/ the plans/ repairs; Commit – a crime/ fraud/ suicide/ adultery/ an injustice.

LESS COMMON USES OF EVERYDAY WORDS Reservation(s) –v/n def. : concerns, worries, MAKE a reservation AT a hotel doubts, smth that makes one hesitate; HAVE a reservation ABOUT something conditions. E. G. “Having seen all the data, I’m ready to sign on to this agreement without reservations. ” Without reservations Collocation: without doubts, without hesitations FAILING (THAT, SOMETHING) – preposition def. : in the absence of… (smth, that was offered or presented first) E. G. “It is imperative that local authorities enforce this law to its full extend; failing that, the epidemic will only grow beyond control. ” RESORT (TO) – V/N def. : to do smth when no other options are available (to – the only option); n. : final option. E. G. “Jim will keep trying to get into college, but if he absolutely cannot, his last resort will likely be technical college. ” RESORT (n) – luxury vacation spot TO FAIL – not succeed A FAIL IN – a weakness

LESS COMMON USES OF EVERYDAY WORDS FREQUENT (v. ) – Def. : visit, go to, be in often ( E. G. : "Jane avoids this area at night, because she knows it is usually frequented by drug addicts looking to buy. ” SHOULDER (v. ) – Def. : to assume, take on, carry (smth physical or abstract E. G. : "Some people argue that children who refuse to shoulder the responsibility of caring for their elderly parents should have to pay more taxes if this care falls to the government to oversee. ” ARM (v. ) – Def. : equip/prepare with weapons/ tools E. G. : " What makes Heather a great negotiator is not just her tenacity but the fact that she armed herself with endless amounts of data so as outperform her adversary. “ FREQUENT – (adv. ) often, regularly SHOULDER – part of the body Shoulder the cost(s) the responsibility the blame the burden Armament(s) – weapons weaponization Armed with = have COUNTER (adj. / v. ) – Def. : opposite, contrary, opposing, oppose, Counter (n) – like table disagree with, return an attack top, but long and E. G. : “Arguments that are not well-presented are easy narrow to counter, thus they are weak and consequently make entire essay score lower. “

By punishing murderers with the death penalty, society is also guilty of committing murder. Therefore, life in prison is better punishment for murderers. To what extend do you agree or disagree with this statement? The death penalty is an ancient punishment for high level crimes such as murder or mutiny. While some people believe that death penalty is not the ideal sentence for murderers, others believe that there is no better way to penalize a killer than by taking away his life. This essay will argue that murderers should indeed by sentenced with the death penalty due the fact that doing so sets an example for the potential assassins. Secondly the death penalty is a just punishment. Killing a murderer proves to the public generally, and to potential murderers especially, that the state does not tolerate such crimes so much that it is willing to take away a life in return. This sets an example for everyone who thinks about killing an individual. Thus, it makes potential murderer think twice before committing such crime as they would realise the stakes that would have to be put on the line. This impact of the death penalty of striking fear into potential murderers was proven by a research conducted by University of Berkeley, - the research compared the statistics of homicide in the states that have the death penalty with those of in states that do not have the death penalty. The research concluded that on average, approximately 85% less murders happen in states with the death penalty. Secondly, some people argue, that the death penalty would not bring back a dead individual. That is right, but the lives of the innocent wife, friends, and especially the children of a murdered man would drastically change due to him no longer being there. Therefore, even though the death penalty would not bring the killed man back to his family, it is only fair for the family of the killed man that the state kills the person who had assassinated their beloved one. For instance, when the sons of a murdered man were asked about their feelings after their father’s assassin had just been

By punishing murderers with the death penalty, society is also guilty of committing murder. Therefore, life in prison is better punishment for murderers. To what extend do you agree or disagree with this statement? The death penalty is an ancient punishment for high level crimes such as murder or mutiny. While some people believe that death penalty is not the ideal sentence for murderers, others believe that there is no better way to penalize punish a killer than by taking away his life. This essay will argue that murderers should indeed by sentenced with the to death penalty due the fact that doing so sets an example for other the potential assassins killers. Secondly and that the death penalty is a just punishment. Killing a murderer proves to the public generally, and to potential murderers especially, that the state does not tolerate such crimes so much to the point that it is willing to take away a life in return. This sets an example for everyone who thinks about killing an individual others. Thus, it makes potential murderer think twice before committing such crimes as they would realise the stakes that would have to be put on the line involved. This impact of the death penalty, that is, of striking fear into potential murderers was proven by a research conducted by at the University of Berkeley, - the. This research compared the statistics rates of homicide in the states that have the death penalty with against those of in states that do not have the death penalty. The research concluded that on average, approximately 85% less fewer murders happen in states with the death penalty. Secondly, some people, however, argue, that the death penalty is pointless as it would not bring back a dead individual the victim. That is may be right, but the lives of the innocent victim’s wife, friends, and especially the his children of a murdered man would drastically change due to him no longer being there. Therefore, even though the death penalty would not bring the killed man back to his family, it is only fair for to the family of the killed man them that the state kills the person who had assassinated

Give your views on the following statement: “Advertisements encourage people to spend money on things they do not need. ”