STEP 1
Unpack the assignment
Unpack the question
It's important to understand the task because what you write needs to be relevant. Here are some questions to help you with this.
- Is the question open-ended ( Discuss intercultural theatre in relation to your own practice) or quite defined (Compare the intercultural theories of A and B with specific reference to X, Y and Z) ?
- How many parts are there to the question?
- What do you have to write about? Break down your subject into the main, over-arching topic and the specific aspects of the topic you need to discuss.
- What evidence do you need to use? What reading materials, theories, examples will you need to refer to? This could be specified in the question or provided in a reading list. But often you will need to find the evidence yourself as part of the research process.
- What do you have to do exactly? The key to this is understanding the instruction words (examine, analyse, outline, compare, discuss etc.) which have quite precise meanings. You can find a helpful 'translation' of these words here.
What are markers looking for?
The other thing to do is find out what your markers are looking for in a well written assignment. The module marking criteria will make this clear to you - what qualities markers expect in terms of breadth of research, clear structure, written expression and most importantly critical thinking.
You will probably find that the criteria place significant value on the skills of analysis (breaking down ideas and finding connections between them) and evaluation (weighing up the strengths and weaknesses of ideas, arguments).
As we shall see, the critical skills of analysing and evaluating what you read ( the 'scholarship') is absolutely key to building an argument.
Create an essay writing timetable
Researching and writing an essay takes longer than you think so it's always a good idea to create a timetable of work, right from the off.
Seriously - you can't leave an essay to the last minute.
In your timetable, plot the other work you have to do so you have a clear idea of deadline pinch-points.
If procrastination is something you have trouble with, do watch Tim Urban's very entertaining talk about about the perils of the Instant Gratification Monkey.
STEP 2
Build a picture, find your argument
Build a view of the scholarship before you settle on an argument
An undergraduate mistake is to formulate an opinion and then go looking for evidence to support it. It's better to approach your essay topic with an open mind.
Do the research first. Read up on the key theories, arguments, case studies, data related to the specific area you will be writing about. Make use of any recommended readings that will give you a thorough insight into the world of your essay topic.
But be adventurous. Find your own readings. The Library can help you identify, locate and reference important literature. A great place to start is the LibGuide page where you can find information tailored for studying in Drama, Theatre and Dance - and also chat to a specialist librarian if you need help:
As you survey the scholarship, interrogate each text you read :
- What argument is being put forward ?
- What are its strengths and weaknesses and why?
- What patterns emerge in terms of similarities and differences between this text and other texts you have read on the same topic ?
- Are there any questions that seem unanswered?
- What does this research mean for your own thinking? Does it confirm what you thought or has it lead to a change in your understanding ?
You can't keep all this your head so try a systematic way of note-making like the Cornell Method.
Frame your discussion
As you read, make notes and build your picture, you will need to set out your own thinking about the topic. A good place to do this is in the introduction to your essay.
There are two ways of going about it.
Create a purpose statement. After introducing the reader to your topic with some contextual information, explain what you intend to do in the essay.
- This essay will examine...
- I will consider...
But better still, articulate your argument.
Create a thesis statement. Draft a sentence or two that encapsulates what you want to say (your argument) in a precise, concise way. A good thesis statement will take time to develop but it will give your writing a sense of direction that benefits both writer and reader.
For more help, check these resources:
STEP 3
Get your story straight
Here is an extract from an AS level essay: a paragraph packed with points.
This is knowledge recalled but not always questioned or shaped into a clear thread of discussion.
The storyline
Think of your essay as a piece of story-making. Everything on the page is organised to progress your storyline, which is your controlling argument.
So your essay will need:
A clear narrative structure that drives the essay forward. Some writers find it useful to map this structure out before they start writing. Others have to write to find out what they think and the 'story' then emerges as they draft. For many writers, it is a combination of the two approaches.
Well-organised paragraphs that are steps in the story. Each paragraph contributes a point that is developed through discussion of evidence.
Connections between paragraphs and between sentences so that ideas are threaded together creating a sense of flow. This can be achieved by ordering your ideas in a logical sequence as well as by the use of language to signal contrast, concession, addition and so forth.
Step 4
Use evidence to support what you want say
How do we use evidence in our writing? Here are some ways we can use evidence purposefully:
- to provide the reader with an overview of the discussion between scholars on a particular topic
- to lend authoritative support to an argument we are making
- to provide a springboard for developing our own discussion
- to establish a viewpoint which we then challenge or critique
and importantly:
- to demonstrate to the reader (the marker) that we have actually undertaken serious research by reading widely and critically, often beyond what might be set out in a reading list.
When using evidence in our academic writing, there are essentially three options open to us.
OPTION 1: Paraphrasing and summarising
Put what you have read from source material into your own words, making sure your paraphrase is a faithful report of the meaning in the original text. For a summary, only give the main points of what you have read – not detail.
The best way to paraphrase or summarise is to follow two steps. First, make notes on what you have read. Second, put away the text you have read and use your notes as a basis from which to write the paraphrase or summary.
Remember to provide a clear in-text reference and bibliographical entry following the MLA conventions outlined in your course handbook.
OPTION 2: Quoting
Quotes are appropriate to report ideas and opinions where the original wording is distinctive or memorable. They are not normally used to report factual information or data.
Try to integrate quotes into the flow of your writing, ensuring that they fit into the grammar of your sentences. And use them sparingly i.e. quotation from secondary sources should not normally exceed 10% approx. of the word count of a typical essay.
Provide a clear in-text reference and bibliographical entry following the Harvard conventions outlined in your course handbook.
OPTION 3: Quoting and summarising
If you look at any well-written essay, you will often find a combination of both summary and short, impactful quotation.
Putting it together
The challenge is to integrate your evidence into your writing so that your essay narrative maintains flow and is actually strengthened by the authority of your research. Check how the writer does this really well in the extract below which explores the idea that TV is an 'indispensable friend'.
For clear advice on MLA referencing, the Library's LibGuide is good place to go:
You can also try this new resource recently launched by the Library which provides detailed guidance on all referencing styles:
Step 5
Watch out for style blunders
1. Sloppy casual
This issue arises when one adopts a relaxed, informal style when in fact the occasion calls for something sharp and formal.
Characteristics
Use of informal, spoken language e.g.
- Contractions: don’t, can’t, won’t
- Vague informal terms: quite a lot of, big, something, basically, really, incredibly
- Personal pronouns: be careful with I and we but always avoid you
Very little or incorrect punctuation e.g. comma splice sentences, and poor grammar e.g. sentence fragments. You can find a full list and explanation of such howlers here.
Opinion expressed in a personal, subjective way e.g. It is obvious that... I was completely sickened by... It is disgraceful that...
For more help, check this resource:
2. Desperate to impress
This is a very common and understandable issue for undergraduate writers. In order to emulate the writing of published academics, you attempt your own highfalutin prose in an effort to impress.
Characteristics
- Sentences filled with long, academic-sounding words which actually make your writing stodgy and unclear.
- Padded-out expression that needs to be cut back to make what you say more concise and precise.
Less is often best
Need we say more?
If it is possible to cut a word out, always cut it out.
George Orwell, 1946, Politics and the English Language
At paragraph level
Does the paragraph go over a page in length? If it does, think about how it could be re-structured into shorter paragraphs. Cut anything that doesn’t support your argument.
At sentence and word level
- Are you repeating yourself?
- Are you expressing yourself in several words when just a few well-chosen words could do the job more economically?
In general: kill your darlings
Are you too fond of a phrase or passage that you have worked hard to produce but which doesn’t really progress your argument? Delete these passages even if it makes you cry.
Step 6
Read, write, read
What is the most important activity for any experienced academic writer?
Novelist and writing teacher, Prof. David Lodge, says that 90% of the work in good writing is reading - reading back your own writing.
Some useful reading back strategies
Reverse engineer your writing
Go through each paragraph. In the margin note each point you make and the evidence you provide. Does what you are saying flow? Is it relevant to the assessment question? Do you need to restructure the paragraph?
Listen back
Read your work ALOUD to yourself or ask Word to do this (see how to do it here). This can help you ‘hear’ where your argument goes off track or loses flow.
Take a break from your writing
When you come back to your draft you will see it more critically.
Show your writing to a friend for comment.
It is always useful to get a fresh pair of eyes on your work. They can spot issues with coherence more easily. ‘This doesn’t make sense’. ‘What are you saying here?’
.
And don't forget CeDAS!
Write
Read
Write
First year reflections on academic writing
Credits:
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