essay writing ii

8/12/2019 Essay Writing II

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Essay Writing materialDaniela Brown2010/2011

UNIT 10

Phase I

c/ Mind-mapping 1. Visualising the plan(s)

Mind-mapping is the essayists attempt to arrange their thoughts, ideas and theories in avisual scheme which islikely to ena le them to uild the plan o! the essay more easily" #or some essayists, mind$mapping is indeedin organising the material according to%&" the instructional word in the title 'compare, discuss, examine, etc (&&" content words 'related to a domain, style, a character, narrati)e techni*ue etc(

&&&" gathering e)idence&+" interpreting e)idence

&n other words, you are ad)ised to turn the ser)ation - diagram into a spider diagram as seen in ser)ation ."y suggestion is that you%" take into account and permanently ha)e in mind the pattern o! the spider diagram in ser)ation . which

o!!ers you a E E3 4 +&EW o! most o! the issues to e analysed with respect to the topic raised y youressay title 'notice that all the *uestion categories around the instructional and content words are the sameser)ation -(" 5here!ore, the ser)ation . spider diagram o!!ers you an ideal pattern o! *uestion categories

which co)ers most o! the possi le essay title re*uirements/*uestions" 5his means that !rom the whole dia

you may need only a !ew *uestion categories to !ill in, only those strictly connected to your essay title" 5more you know a out a te6t, the more you control it7B" identi!y the *uestion category your essay title contains in its key words and place that *uestion category

middle o! the diagram" #or e6empli!ication see ser)ation 8, with 59E E in the middle":" gather and interpret e)idence y putting in the spider diagram only those answer categories which ha)e a

connection with the key words in your essay title"D" impro)e the diagram while you go through the critical materials"E" ne)er !orget that the in)estigation you are making in your essay mainly !ocuses on one or at most two an

categories '!or instance, on atmosphere and setting("

;8

ke !"#ds in the title

$ased "n pe#s"nal ideas and c"mments% and "n c#itical mate#ial"#ganised in the & 'uesti"n categ"#ies


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The gene#al vie! " mind-mapping activitspide# diag#am

Attention! Achtung! Yo!

N"te that 'uesti"n categ"#ies (Identit % Theme% Time% pace% etc) a#e num$e#ed e*actl the same as in Ta$le1 (Gathering and Interpreting Evidence ) (pp. +,-+&)% the#e "#e% in "#de# t" $ette# "#ganise "u# #esea#chst#ategies it ma $e a g""d idea t" keep the same num$e#s attached t" the same 'uesti"n categ"#ies !hen "ugathe# the c#itical mate#ial "u have #ead int" iles (see $se#vati"n 1 % p. ).

-0

inst#ucti"nal andc"ntent !"#ds 'de!ine them(

IDENTITY THEME

TIME

SPACE

MANNER

INTENSITY

e6plaincha#acte#

e6plainp"int "vie!

e6plainevents linkedto contentwords

why e)entshappen in thatpe#i"d o!year/ day

why e)ents happen inthatplace , whycharacters mo)e/ are inthatsettingwhygen#e and

st le are important to thecontent words

e6plain#elati"nship etween characterslinked to the essay title

e6plain characters,authors, speakersattitude to the issuementioned in the title

e6plain thecharacters, authors,speakerst"ne withrespect to the issue inthe essay title

e6plainatmos here

$se#vati"n 12

1

2

,

+

a

$ c

d


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3 pa#ticula# vie! " mind-mapping activit 4

T56M6 in the essa title ke !"#ds


Pa attenti"n t" the act that in the e*ample " e#ed $ $se#vati"n 1,% 'uesti"n categ"# 4 THEME(753T is the te6t a out


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?uppose the essay title is Analyse the treatment of love in Shakespeares play Romeo and Juliet.@ou ha)e read the play, you ha)e some course and seminar notes, so you plunge into Ahase &, which precewriting o! your essay%

Phase I

d/ Mind inte#p#et the evidence " the title !"#dsd/ Mind-mappinge/ 9#a! the gh"st " a plan

detailed e6amination o! theT56M6 ? @ V6'!amily 4", !riendship, marital4"(

conse*uences o! 3omeos > Culietslo)e% !amily disgrace, death o! !riends,

anishment, hatred, desperate solutionsuggested y !riar 4aurence, tragic end,!amily reconciliation

a/ time o! secrecy% the night, when theymeet, they realise they are in lo)e, theyconsummate their marriage / time o! chance% y accident themessenger does not reach antua, ychance Culiet wakes a!ter 3omeo killshimsel! c/ un!a)ora le times !or 3 > C '!amily!eud(

a/ secrecy, / chance > c/ ad circumstance makecharacters )ulnera le whentrying to control theirdestinies

5he ontagues!amily duties !or 3"

3omeo

!riendship onds%3omeo > ercutio

5he :apulets!amily duties !or C"

Culiet

!riendship > !amily onds% Culiet > 5y alt

+erona, a setting o! !amily warand hatred"9owe)er, the two uild smallspaces o! togetherness% thegarden, the alcony, the chapel,the ridal room, the ed, thetom

their lo)e >death turn+erona into a place o! harmonyand memory

there is a tension in the#elati"nship etween their!amily names and their personal identityontague 3omeo:apulet Culiet genre%t#aged A 3s >

Cs hy ris is that theyretrespassing the laws o!their !amilies throughlo)ing each other, whichends in their death and inreconciliation > puri!ication !or parents

?hakespearesattitude to lo)e '>hate implicitly(% passionate !eelingsha)e tragicconse*uences, i!indi)idual choice isnot respected

the tragic t"ne goeswith the genre >stresses the !eelings o!guilt and loss !or 3s >Cs arents

the atm"sphe#e o!hatred > !amily !eudgets u6taposed ontothat o! lo)e lo)e >guilt wash awayanimosity

3MP@6 BI

their personal sel)es,their wishes o!togetherness hit againsttheir o ligations imposed y their !amilies

1.

2

,

$a

c

+

d


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Phase Id/ 9#a!ing the gh"st " a plan 0

5he ghost o! a plan would e the !irst attempt to put the material you ha)e gathered into a structure"21 &t is ased ona minimum o! in!ormation% the te6t itsel! 'the te6ts themsel)es, i! se)eral( some general knowledge you 'may( ha)e on the topic course and 'possi ly( seminar in!ormation you may ha)e hal! internali ed, ut not !ully understood, not

e6tended, nor researched"5here!ore, the plan ' ased on a little in!ormation, a little e6perience in the !ield, gathering and interpreting e)!rom the te6t, and the spider diagram you make(, represents a 9@A 59E?&? Fa supposition made as a sta point !or !urther in)estigation !rom known !actsG ':oncise 6!ord Dictionary(, rather than your !inal !irmcomposite opinion on the matter, sustained y solid e)idence and pro!essional ooks in the !ield" 5he research

you ha)e to carry !urther is what will con!irm or deny you hypothetical plan" Ahases && and &&& teach yad ust your plan to the new knowledge you gather !rom research work" s you can see, this !irst plan is param ecause it tests your power o! creati)ity, your intuitions and your will to concentrate on a theme, on a te6t yonot een used to dealing with it !orces you to stretch the limits o! your mind, to go eyond the regular denotayou are immersed in your daily li!e" 5his plan is thus a challenge which eckons you to em ark upon an ad)eo! the mind"Hn!ortunately, there are no general widely )alid recipes !or making good 'or ad( essay plans" 5he trick o! higood plan is in the wrist7 !ew suggestions o! what you should do to e success!ul may e o! help%1" ?tick to the structure o! an essay ')id" H &5 I("2" ll through the essay, always deal with the content words in the title"J" Do not let your hypothetical plan e the !inal )ersion, do not write an essay ased only on minimum o!

in!ormation and no research work, ecause this is the shortest way to super!iciality and the clearest prooimmaturity"22

I" Do not cheat y taking essay chunks !rom ooks or the internet" @our teachers ha)e pro a ly seen them e'may e they e)en wrote them7(, and they will 5 e impressed"


. 9" n"t st#uctu#e the main ideas in the $"d acc"#ding t" the "#de# " 'uesti"n categ"#ies (capti"ns) in"u# spide# diag#am. :lea#l decide !hich 'uesti"n categ"#ies a#e st#ictl c"nnected !ith the title'uesti"n and link them th#"ugh inte#-pa#ag#aph t#ansiti"ns and th#"ugh the l"gical l"! " ideas. eene*t4

20 5he content o! this part has no connection with Hamlet or the collection o! short storiesSpooks in Your up!oard.21 5he structure o! an essay re!ers to the !i6ed general set o! interconnected parts 'introduction, ody, conclusion and theicomponents( which uild the whole unit called an essay" 5he plan o! an essay re!ers to the personal arrangement o! ideatheories within the !i6ed rigid essay structure"22 E)en heroes like those two in "en in #lack 'part & and part &&( must ha)e trained and worked )ery hard to ecome such precise shooters and intelligent agents ridding our elo)ed planet o! aliens" But, this goes without saying, especially in acomedy" Essay writing goes with a lot o! saying"

-J


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4et us return to the essay title Analyse the treatment of love in Shakespeares play Romeo and Juliet. and tothe spider diagram in ?ample +&&&"

Attention! Achtung! Yo!I "u d" n"t have a l"gical l"! " main ideas in the $"d % i "u d" n"t think " an int#"ducti"n

and a c"nclusi"n% it !"uld $e 7; N= t" d#a! a plan taken di#ectl #"m the diag#am%c"mpletel unp#"cessed. It !ill l""k like this4

-I

3MP@6BII

Analyse the treatment of love in Shakespeares play Romeo and Juliet.

Int#"ducti"na/ nnouncing the su ect ased on the key words in the title / eneral statementc/ &ndicating the plan o! your essay

d/ i)ing a methodological statement a out you are going to do

C"d1st ain idea%I96NTIT8 5he ontagues% 3omeo has !amily duties 'o eying his parents, de!ending the honour o! his !amily, hating the :apulets(3omeo is also a good !riend o! ercutio" ?o !amily duties and personal onds !or 3omeo"5he :apulets% e)en more !amily duties !or Culiet 'marring whoe)er her parents want her to, y personal e6ample, keepgood name o! her !amily, honouring her !uture hus and, hating the ontagues etc"(" ?he is a good !riend o! 5y alt" ?o !duties and personal onds !or Culiet"

Backing idea to 1conse*uences o! 3omeos > Culiets lo)e% !amily disgrace, death o! !riends, anishment, hatred, desperate soluti

suggested y !riar 4aurence, tragic end, !amily reconciliation

2nd ain idea%TIM6a/ time o! secrecy% the night, when they meet, they realise they are in lo)e, they consummate their marriage / time o! chance% y accident the messenger does not reach antua, y chance Culiet wakes a!ter 3omeo kills himsel! c/ un!a)ora le times !or 3 > C '!amily !eud(

Backing idea to 2'a( secrecy, ' ( chance > 'c( ad circumstance make the main characters )ulnera le when trying to controtheir destinies

J rd ain idea%P3:6+erona, a setting o! !amily war and hatred" 9owe)er, 3omeo and Culiet uild small spaces o! togetherness% the garden, the alcony,chapel, the ridal room, the ed, the tom

Backing idea to Jtheir lo)e > death turns +erona into a place o! harmony, reconciliation and memory in the end

I th ain idea%M3NN6;% #elati"nshipthere is a tension in the relationship etween theirand their personal identity% ontague )ersus 3omeo :apulet )ersus Culiet

Backing idea to Itheir personal sel)es, their wishes o! togetherness come against their o ligations which are imposed y their !amil

Kth ain idea%M3NN6;% gen#egenre%t#aged A 3s > Cs hy ris is that they trespass the laws/regulations/traditions o! their !amilies y !alling in lo)e with each othewhich ends in their death and in the reconciliation > puri!ication o! their parents


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&t is not a good plan ecause%

the main ideas a#e n"t l"gicall c"nnectedD it has no introduction and no conclusion some o! the ideas repeat themsel)es there are too many things !or one essay"

&t could ecome a good plan i!% "u ind a l"gic l"! " ideas% like cause and e ect% thesisAantithesisAs nthesis

etc. you !ill in the introductory and the concluding parts since the title is so generously general, you ha)e the li erty to limit$he $heme of %ove to, let us say%

onse&uences of Romeos and Juliets %ove for 'ach (ther y choosing to make the topic smaller, the chanceto control the theme grow"

-K

C"d - c"ntinued; th ain idea%M3NN6;% attitude?hakespearesattitude to lo)e '> hate implicitly(may e that passionate !eelings ha)e tragic conse*uences, i! indi)idualchoice is not respected, taken into account"

- th ain idea%M3NN6;% t"nethe tragic t"ne goes with the genre > stresses the !eelings o! guilt and loss o! 3s > Cs parents

. th ain idea%3TM P56;6theatm"sphe#e o! hatred > !amily !eud gets u6taposed onto that o! lo)e lo)e > guilt wash away animosity

:"nclusi"na/ what the conse*uences o! what you ha)e written are / how the main ideas in the ody contri ute to the demonstration o! the general statement, which is your personal answer to the 'implied( *uestion in the title


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9ere is an attempt to turn the gathered e)idence and interpreted in!ormation o! this spider diagram into a 1st dra!tdiagram plan2J" 5he ad)antage o! ha)ing putTa$le 1 material into a diagram is that you can )isually comprise the wholeness oyour work in Ahase 1, which may help you concei)e an essay plan"s & ha)e suggested e!ore, i! the essay title is too general, you can make it smaller" 5here!ore, !rom$he $heme of

%ove to%

Con e!"ence o# Ro$eo and %"&iet' (ove #or Each Other 5urning a spider diagram into a diagram plan

1" :ross out irrele)ant in!ormation" 9ere is one option%

5his is what you remain with%

2J a diagram )essay* plan means rearranging a spider diagram which, in this ook, has a set o! *uestion categories in anesta lished succession, into logical plan in which each num er shows the succession o! main ideas and acking ideas, e6the way they will e de)eloped upon in the written essay"

-;

: N 6EU6N:6 ?@ V6'!amily 4", !riendship, marital4"(

conse*uences o! 3omeo > Culietslo)e% !amily disgrace, death o! !riends, anishment, hatred, desperate solutionsuggested y !riar 4aurence, tragic end,!amily reconciliation

a/ time o! secrecy% the night, when theymeet, they realise they are in lo)e, theyconsummate their marriage / time o! chance% y accident themessenger does not reach antua, ychance Culiet wakes a!ter 3omeo killshimsel! c/ un!a)ora le times !or 3 > C '!amily!eud(

a/ secrecy, / chance > c/ ad circumstance makecharacters )ulnera le whentrying to control theirdestinies


3omeo



Culiet


+erona, a setting o! !amily warand hatred"9owe)er, the two uild smallspaces o! togetherness% thegarden, the alcony, the chapel,the ridal room, the ed, thetom

their lo)e >death turn+erona into a

place o! harmonyand memory


Cs hy ris is that theyretrespassing the laws o!their !amilies through

lo)ing each other, whichends in their death and inreconciliation > puri!ication !or parents

?hakespearesattitude to lo)e '>hate implicitly(%

passionate !eelingsha)e tragicconse*uences, i!indi)idual choice isnot respected

the tragic t"ne goeswith the genre >stresses the !eelings o!guilt and loss !or 3s >

Cs arents



1.

2

,

$a

c

+

d


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2" 5hink o! a logical se*uence o! ideas !or your plan, there!ore, rearrange the diagram in the se*uential ordmain ideas !or the !uture plan andadd anything you think proper .

The num$e#s "u give t" capti"ns !ill $e the num$e#s t" mains ideas in "u# plan.?ince one o! the key words in the title isconse&uence, perhaps you can approach the topic on acause and effect!asis.

What you can easily notice is that most o! the remaining captions re!er to a !ew ideas round your essay themconse*uences o! the lo)e 3omeo and Culiet !elt !or each other"9ere is a possi le suggestion o! a diagram plan !or this topic%The num$e#s given t" capti"ns indicate the se'uence " main ideas and $acking ideas in the essa plan.

--


conse*uences o! 3omeo > Culietslo)e% !amily disgrace, death o! !riends, anishment, hatred, desperate solutionsuggested y !riar 4aurence, tragic end,!amily reconciliation


3omeo



Culiet


their lo)e >death turn+erona into a place o! harmonyand memory


Cs hy ris is that theyretrespassing the laws o!their !amilies throughlo)ing each other, whichends in their death and inreconciliation > puri!ication !or parents




1.

$a

c

+

+erona, a setting o!!amily war and hatred,


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conse*uences o! 3s lo)e o! C !or !amilyand !riends% !amily disgrace, death o!!riends, anishment, hatred, desperatesolution suggested y !riar 4aurence, tragicend, !amily reconciliation

5he ontagues

!amily duties !or 3" 3omeo


5he :apulets

!amily duties !or C"Culiet


there is a tension in the#elati"nship etween their!amily names and their personal identityontague 3omeo:apulet Culiet

genre%t#aged A 3s >Cs hy ris is that theyretrespassing the laws o!their !amilies throughlo)ing each other, whichends in their death and inreconciliation > puri!ication !or parents




I.

+erona, a setting o! !amily war andhatred, which, through 3s > Cs lo)eturns into a place o! harmony,memory and reconciliation

conse*uences o! lo)e !or 3 >C% ecoming mature, understandingthe meaning o! essences% li!e, lo)e,death" lso learning to de!end theirtogetherness, assuming risks, li)ingintensely

III

IV

II

V

VI

sel >amil

t"!n

the !"#ld%th#"ughgene#alisati"n

VII

9iag#am plan


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J" 5rans!er the result intoTa$le ( The P&an into the Str"ct"re )I" Be !ully prepared to add, ad ust and change the plan once you go through critical material

uggesti"ns "# g""d essa plans in Phase I

1. tick t" the st#uctu#e " an essa (vid. UNIT -+).

. 3ll th#"ugh the essa % al!a s deal !ith the c"ntent !"#ds in the title.

2. 9" n"t let "u# h p"thetical plan $e the inal ve#si"n

,. ;est#ict the t"pic a#ea given $ the title as much as "u canD ann"unceit in the int#"ducti"n% p"int a/

. 9" n"t st#uctu#e the main ideas in the $"d acc"#ding t" the "#de# "'uesti"n categ"#ies in "u# spide# diag#am. 8"u clea#l decide !hich'uesti"n categ"#ies a#e st#ictl c"nnected !ith the title 'uesti"n and"u ve# l"gicall link them th#"ugh inte#-pa#ag#aph t#ansiti"ns andth#"ugh the l"gical l"! " ideas !hich "u ann"unce in theint#"ducti"n% p"int d.

-8

$se#vati"n 1


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6*e#cises "# UNIT 10

P#"g#ess 'uesti"nsWhat do you take into account when you do the mind$mappingJ rd dra!t plan within!ormation taken

!rom #iles 1$-

$se#vati"n 1+


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/ !ind and keep the in!ormation that is )alua le !or your essay, in!ormation which you are going tocomment on"

#or e6ample, suppose your essay title is +iscuss the treatment of love in Shakespeares play 3omeo and Culiet , and

in a ook o! critical essays, you read, among other things, that%a/ ?hakespeare had three children or

5he 3enaissance !irst appeared in &taly or Romeo is a !oreign name to the English

/ 5imes ironies go)ern lo)e in the play or 5he two lo)ers are partially responsi le !or their catastrophe"

Ahases && and &&& are a continuum% you ha)e to permanently read ust your plan according to your succreading" &t is important to correct your !irst dra!t plan 'Ahase &( a!ter you ha)e read some critical material,reshape it e)ery time you consider it has to e done" 5he read usting mo)ement o! you essay plan makes a 4which you repeat until you consider the !inal dra!t satis!actory"

:"ntinu"us activit " d#a!ing the plan% #esea#ch !"#k and#eadFusting the plan

.;

I;;6@6V3NT !or your essay title, so not to e used

;6@6V3NT , these things can eused in your essay as long as youmention thes"u#ce in rackets 'in$te6t citation( and you add your ownc"mments on them"

3MP@6BIV

1" Drawing the 1st dra!t'the hypothesis plan(

2" '?tarting( researchwork% reading, annotating

and !iling in!ormation

J" 3ead usting the plan ycomparing your 1st hypotheses with criticalmaterial

I" ore research work

K" Aer!ecting the latest)ariant o! your 'dra!t( plan

+. 7#iting the essa $ased

"n "u# inal plan

$se#vati"n 1&


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6*e#cises "# UNIT 1 -11

P#"g#ess 'uesti"nsa"/ Why is it important to !irst draw the ghost o! a plan ased only on the te6t 'i! there is one( and your'possi ly )ague( knowledge o! the issue< "/ 9ow do you start research workII. and III.7#iting task du#ing class and discussi"n

@ou are gi)en the essay title%ooking 4ancakes in Ancient Rome.1" ather in!ormation > interpret the e)idence 'make use o!Ta$le 1 gi)en to you in a pre)ious

seminar(2" Do the mind$mapping% spider diagram o! gathering and interpreting e)idence > spider diagram o!

essay planJ" Draw the ghost o! a plan y putting it into the essay structure 'useTa$le 4 $he plan of the follo0ing

essay title5 into the structure of the essay (

5"me!"#k :ontinue the acti)ity you started during your class%I" Do the research work o! theooking 4ancakes essay 'go to ooks in the li rary, internet in!ormation,specialised maga ines, 5+ programmes, etc"(K" rganise the material in 8 !iles;" 3ead ust the plan at least twice ' show the teacher at least two dra!ts( written inTa$le 4 $he 4laninto the Structure of the 'ssay-" Write the essay"


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UNIT 12-1,;evising $se#vati"ns and 6*e#cises

The Ge 7"#ds in the essay title are% 1. inst#ucti"nal !"#ds 'FdiscussG, FillustrateG, FinterpretG etc(. c"ntent !"#ds 'related to a domain, style, a character, narrati)e techni*ue et

" EU6 TI N 'who


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The gene#al vie! " mind-mapping activit pide# diag#am

.8

$se#vati"n 12

inst#ucti"nal andc"ntent !"#ds 'de!ine them(

IDENTITY THEME

TIME

SPACE

MANNER

INTENSITY

e6plaincha#acte#

e6plainp"int "vie!

e6plainevents linkedto contentwords

why e)entshappen in thatpe#i"d o!year/ day

why e)ents happen inthatplace , whycharacters mo)e/ are inthatsettingwhygen#e and

st le are important to the

content words

e6plain#elati"nship etween characterslinked to the essay title

e6plain characters,authors, speakersattitude to the issuementioned in the title

e6plain thecharacters, authors,speakerst"ne withrespect to the issue inthe essay title

e6plainatmos here

1

2

,

+

a

$ c

d


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3 pa#ticula# vie! " mind-mapping activit 4

T56M6 in the essa title ke !"#ds

80

instructional word =T56M6

'de!ine it(

I96NTIT8

e6plain connection etween cha#acte#s > theme

e6plain what thep"int " vie! rings to the theme

TIM6

e6plain whythe m"ment is important!or the theme

P3:6

e6plain why > howthatplace/ setting a!!ects the theme

M3NN6;

e6plain how the#elati"nship etweencharacters in!luencesthe theme

howgen#eand st le sustains thetheme

e6plain how thecharacters, authors,speakersattitude isconnected to thetheme

e6plain thecharacters, authors,speakerst"ne withrespect to the theme

INT6N IT8

e6plain why> how thatatm"sphe#e acks up the

theme

$se#vati"n 1,

1 2

a

$ cd

+ ,


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uggesti"ns "# g""d essa plans in Phase I1. tick t" the st#uctu#e " an essa (see UNIT -+).

. 3ll th#"ugh the essa % al!a s deal !ith the c"ntent !"#ds in the title.

2. 9" n"t let "u# h p"thetical plan $e the inal ve#si"n

,. ;est#ict the t"pic a#ea given $ the title as much as "u canD ann"unce it inthe int#"ducti"n% p"int a/

. 9" n"t st#uctu#e the main ideas in the $"d acc"#ding t" the "#de# "'uesti"n categ"#ies in "u# spide# diag#am. :lea#l decide !hich 'uesti"ncateg"#ies a#e st#ictl c"nnected !ith the title 'uesti"n and ve# l"gicalllink them th#"ugh inte#-pa#ag#aph t#ansiti"ns and th#"ugh the l"gical l"!

" ideas !hich "u ann"unce in the int#"ducti"n% p"int d.

#ganising "u# mate#ial int" (plastic "#/and c"mpute#) iles

81

$se#vati"n 1

#ile 1

&dentity = whythatcharacter/narrator

/person

#ile 2

5heme =whythate)ent, matter

#ile J

5ime = whythat period

#ile I

?pace/ setting =why that place

#ile K

anner = whythat genre, style,

relationship,attitude, tone

#ile ;

&ntensity = whythat )oice,atmosphere

#ile -

59E3%whate)er you

might !indinteresting/

use!ul !or youressay

#ile .

Bi liographical3e!erences 'see

4 workscited(

#ile 8

1st dra!t planturning into 2nd>J rd dra!t plan within!ormation taken

!rom #iles 1$-

$se#vati"n 1+


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:"ntinu"us activit " d#a!ing the plan% #esea#ch !"#k and#eadFusting the plan

82

1" Drawing the 1st dra!t'the hypothesis plan(

2" '?tarting( researchwork% reading, annotatingand !iling in!ormation

J" 3ead usting the plan ycomparing your 1st hypotheses with criticalmaterial

I" ore research work

K" Aer!ecting the latest)ariant o! your 'dra!t( plan

+. 7#iting the essa $ased"n "u# inal plan

$se#vati"n 1&


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;evising e*e#cises "# Units 12-1,

7#iting tasks du#ing class and discussi"n

@ou are gi)en the essay title% After graduation, emigration is the only solution. +iscuss. Do phases &, && and &&&"a/ pproach the essay title y analysing its key words / ather in!ormation > interpret the e)idence o! the title words 'useTa$le 1 (c/ Do the mind$mapping% spider diagram o! gathered in!ormation and o! interpreted e)idence and spider diagram o!

essay pland/ Draw the ghost o! a plan 'useTa$le (

II. 5"me!"#k 9ere is a !ragment !rom Da)id 4odges no)elSmall 6orld. 5he essay title isompare the message conveyed !y7eoffrey haucers opening lines in the eneral Arologue of his :anter ury 5ales 0ith +avid %odgess 84rologue9 inhis novel ?mall World.@ou are kindly asked to do Ahases &, && and &&&%a/ pproach the essay title y analysing its key words / ather in!ormation > interpret the e)idence o! the title words 'useTa$le 1 (c/ Do the mind$mapping% spider diagram o! gathered in!ormation and o! interpreted e)idence and spider diagram o!

essay pland/ Draw the ghost o! a plan 'useTa$le (e/ Write the essay

When pril with its sweet showers has pierced the drought o! arch to the root, and athed e)ery )ein o! earth withthat li*uid y whose power the !lowers are engendered when the ephyr, too, with its dulcet reath, has reathed li!einto the tender new shoots in e)ery copse and on e)ery heath, and the young sun has run hal! his course in the sign o!the 3am, and the little irds that sleep all night with their eyes open gi)e song 'so ature prompts them in their hearts(,then, as the poet eo!!rey :haucer o ser)ed many years ago, !olk long to go on pilgrimages" nly, these days, pro!essional people call them con!erences"5he modern con!erence resem les the pilgrimage o! medie)al :hristendom in that it allows the participants to indulge

themsel)es in all the pleasures and di)ersions o! tra)el while appearing to e austerely ent on sel!$impro)ement" 5o e sure, there are certain penitential e6ercises to e per!ormed$ the presentation o! a paper, perhaps, and certainlylistening to the papers o! others" But with this e6cuse you ourney to new and interesting places, meet new andinteresting people, and !orm new and interesting relationships with them e6change gossip and con!idencesO and yet,at the end o! it all, return home with an enhanced reputation !or seriousness o! mind" 5odays con!erees ha)e anadditional ad)antage o)er the pilgrim o! old in that their e6penses are usually paid, or at least su sidised, y theinstitution to which they elongO5here are con!erences on almost e)erything these days, including the works o! eo!!rey :haucer"'4odge FArologue9(When pril with his showers sweet with !ruit5he drought o! arch has pierced unto the rootnd athed each )ein with li*uor that has power 5o generate therein and sire the !lowerWhen Pephyr also has, with his sweet reath,Quickened again, in e)ery holt and heath,5he tender shoots and uds, and the young sun&nto the 3am one hal! his course has run,nd many little irds make melody5hat sleep through all the night with open eye'?o ature pricks them on to ramp and rage($5hen do !olk long to go on pilgrimage,nd palmers to go seeking out strange strands,5o distant shrines well known in sundry lands"


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UNIT 1 -1+6c"n"m " 7"#ds and Ideas4 7#iting !ith t le

6c"n"m " 7"#ds and Ideas4 7#iting !ith t le

FWords must e used like precision toolsG '?tott et al" 22(" 5he reason why it is paramount !or you to write is that your reader should concentrate on the message in your pages, and not on your writing" ood writing s e sel!$e!!acing, so that argumentation, the string o! logical ideas, the structure o! the whole plan and the coshould come !orth with ease in the readers mind 'Cohnson K-(" ?o, essays should not look like crosswords7

Writing essays with style starts with precision o! ideas impersonally e6pressed in simple words acked up ye)idence and argued with reason, words which !low in a se*uential and logic way" &n academic writing, thecertain con)entions o! punctuation, )oca ulary, essay structure, tone, as you ha)e already !ound out, which wmight call academic style" nce you ha)e ac*uired most o! the essay writing skills, your particular )oice and o! thought can still e discerni le among the many rules you ha)e to stick to"5here!ore, writing with style presupposes%

I. :la#it " 6*p#essi"n

Be!ore you ecome an e6pert in essay writing, e!ore you ha)e made a style o! your own which trespasses sothe many rules o! Fscholarly practiceG, it is ad)isa le that you should try and pro)e to your reader/ audience you are capa le o! con)eying a crystal clear message in a well structured !orm" @ou do that y%

1/ $eing c"ncise and di#ect % do not use a phrase i! a word will do"

&nstead o! F?he eha)ed in an irrational mannerG, you can write F?he eha)ed irrationallyG"F&t lea)es the reader with the thought thatOG F&t lea)es the reader thinking th

'Rane 20K(

2"/the clea# use " "u# 6nglish % this means that punctuation, spelling, grammar, sentences and paragraphs s e good enough to mirror the signi!icance and logic o! your ideas"

J/ using a pu$lic impe#s"nal "#mal st le , that is, a style that includes academic )oca ulary, a re*uired distance prudent tone, a negotiating attitude and a language understood y readers who do not know you well, !or whreason you should a)oid a rhetorical, con)ersational or collo*uial style" Bear in mind that your reader is neityour uddy, nor a child"

8I

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?o, try to a)oid writing like this%F@ou know, & guess ?hakespeare tra)elled a lot around Europe, ecause he used lots o! !oreinames in his plays" E)en in his poems7 r may e not" Why is this so important< Because it shhow smart he was"G

&n an academic style the in)ented *uotation a o)e may e translated into%

F&t would e appropriate to in)estigate the sources which ?hakespeare had at hand !or hischaracters names, some o! which were !oreign, and also to try and outline possi le reasons?hakespeare might ha)e had !or such a use"G

)oid% collo*uial e6pressions 'mind you, lets face it, 0hat the heck, you kno0 0hat mean etc( contracted !orms 'its, cant, hasnt ( unnecessary wordiness 'two or more epithets which mean appro6imately the same thing% His

novels are complex, ela!orate and composite ( dogmatic statements '$he author means that5 (" Hnless you ha)e met the author or he/ she

stated what he/she meant, you ha)e no idea what the author means in a particular te6t" &nyou should take a distance and say%$he author seems to !e suggesting that5 or A possi!lereading: interpretation of 0hat he meant is5 ':oles ;.$-2(

I/ 5aving a clea#l st#uctu#ed pape#. 5his means that the reader should e a le to !ollow discerni leargumentation all through your essay ecause o! the logical connections and permanent re!erence to the 'imp*uestion in the title"K/Making the mate#ial #elevant. 5he e)idence, the interpretation and the e6amples gi)en should e strictlyconnected with the matter under discussion/ in)estigation"

II. M"dalit . 5he tone should e o ecti)e and cautious captured in phrases likethis might lead us to theconclusion that, it could !e said that, some critics are of the opinion that:have claimed that

III. Use " 3#gument. rguments should e clear and open to challenge" cademic essays argue, they do notaccuse and they do not a use" When you argue, you should try to%

a/ 3v"id a p"etic language that mo)es in circles and !alls into )agueness o structing the meaning" 5hose wtry this type o! argumentation may e hiding ehind a highly metaphorical language ecause they !ind it isdi!!icult to control the topic o! their discussion or they may think they can challenge the original te6t the

analysing, competing thus against authors like ?hakespeare, ilton or Browning"

5ry not to write in such a style%F5he magni!icent out ursts o! 3o ert Brownings semantic energies !all onto the hum led andmesmerised reader with the power o! destructi)e tsunamis" &n awe7 &n awe7 3eaders o! Browere in awe7G

8K

3MP@6 BVI

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&n a normal academic style, the te6t a o)e could e rewritten like this%FHnlike 5ennyson, 3o ert Browning !ocused at times on strong, consuming !eelings which herelentlessly e6plored in some o! his poems" 5his aspect o! his poetry might ha)e had a powerimpression on the +ictorian reader, used to calmer sways o! poetic moods"G

/ 3v"id c"mplicated and/"# "ve#-te#min"l"gical language. T"tall unnecessa# highly academic, hea)ylanguage or long$sentenced )er ose paragraphs disguise argumentation and, again, more o!ten than not, t

hide the essayists di!!iculty in passing a clear meaning and message onto their reader/ interlocutor" not possi le reason !or those who use a om astic style is the o)erwhelming wish to e e6hausti)e% the intentimay sometimes e good, ut the result is to lur the readers mind and to lose him or her on the way" 5hoswho use a hea)ily neologistic style may do so in order to show how much they know and how ele)ated thare, which to a seriously pro!essional and academic reader/audience may seem immodest" 5he choice o!style may denote a tendency to challenge your reader/interlocutor to !ollow your style, a wish to teach hsomething more re!ined or it may show a certain degree o! intolerance and disregard !or the reader, whomeant to e elittled y the enciphered language o! e6tra$supra$super$*uasi$academic Fa racada raicGterminology"5he aim o! writing an essay is !irstly to communicate a message in clear language and content, and seco pro)e to your reader/interlocutor 'who, more o!ten than not, elongs to the academic community( that youthe intellectual capacity and the philological skills to process a material on a gi)en or chosen topic into aintelligi le academic !orm and a highly controlled structure that can e easily understood and appreciatedany uni)ersity teachers and students would agree that an essay should e written in the spirit o! academicethics"

3n essa sh"uld $e !#itten in the spi#it

" academic ethics ( see als" $se#vati"n % p. 2 "n the 6T5 " ana#gument) 4

8;

$se#vati"n 1

d" n"t cheat ' ecause thou shall go ack to s*uare 1 or less( adFust "u# level " disc"u#se t" the level " the #eceive# 'writers should

respect their readers y writing clearly, y making useo! academic )oca ulary and gradually introducingreaders to specialised terminology and theory, and notthunder go ledegook in order to !la ergast andhumiliate them" 5he latter may e a !irst sign o! awriters unrestrained )anity and/or the wish to hide astructureless essay("

#emem$e# that it is m"#e imp"#tant "# the message c"ntained in "u#!#iting t" #each "u# #eade# in a clea# and unscathed "#m

'rather than to show your intellectual muscles or waste peoples time with primary school linguistics and platitudes a out the world at large(

#espect the #eas"ning capacities " "u# #eade#s

y trying to persuade them through e)idence andargument rather then y assertions '#air airn and Winch1K8("

!#ite !ith m"dest % p"liteness and gene#"sit ' y not throwing your !indingsinto the readers !ace as ultimate truths that are not to enegotiated with("

$e t"le#ant !ith "the# pe"pleHs "pini"ns and $e #ead t" neg"tiate av"id se*ist and $iased language


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9ere is one possi le e6ample o! complicated and unnecessarily o)er$terminological languagewhich may target at some readers thick deposits o! awe"

F n the one hand, when young, the poet !amiliarised himsel!, as in a temporary moment o! w practice, with his own polyphonic introspecti)e )oice o! mester de uglaria2; y intertwining portmanteau words2- in 9oratian$like carpe diem2. caudae28, which, although taken with thesolemnity o! ests, they did not end up in a erwockyJ0, on the contrary, they drew their sap !romthe !oundation o! medie)al thought, !rom the much appreciated sententiaeJ1 o! the 12th century onthe other hand, his later pithyJ2 o se*uialJJ )erse is much closer to mester de clerecSaJI , pro a lywritten in response to the u i*uitousJK pu!!eryJ; o! readers not at all used to the )er ose paraphernaliaJ- o! much younger and ine6perienced poetsG"

5here is a method o! e)aluating how di!!icult an essay is to read" &t is known asThe ? = inde*. 'Williams;;(

The ? = inde* sh"!s h"! di icult an essa is t"#ead

2; mester de ;uglar:U;I U 6;


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c/ 3v"id allaciesd/ 3v"id gene#alisati"n. )oid grand statements whose meaning goes eyond your topic o! research andargumentation" general assertion at the end o! your essay, which co)ers more ground that is necessary,

simply pro)e that you ha)e di!!iculty drawing a rele)ant conclusion connected strictly to all the e)idence ha)e interpreted 'Aearson and Ahelps 120$121("

)oid generalisation%?uppose there is an essay discussing the appropriateness o! sending the e6pensi)e space$shutFDisco)eryG out into space when people in iger are star)ing to death" 5he writer in)estigatesissue gi)ing !or and against arguments a out !unding space e6ploration, and particularly theDisco)ery mission, and arguments a out !unding programmes to sa)e the population o! iger" the end, instead o! drawing a conclusion in connection with the two pro lems 'space e6ploratiand star)ation in iger(, the writer puts down%FE6ploring the outer space in the 21st century when millions o! people are still star)ing to death ecause o! drought and po)erty proves the extraordinary complexity of life, no matter the time 0eare living in.9 U777V

e/ 3v"id naLve% immatu#e statements " Do not e tempted to write the way you speak with your colleaguesa out pets, sweethearts or cinema stars" ow you know there is a certain propriety in academic )oca ularytone which allows you to keep a distance !rom the te6t or topic under scrutiny" either should you plunghighly schematic, me$5ar an$you$Cane sort o! analysis"

&t is not wise to write anything like the !ollowing%a"/ F9amlet is cuteG" "/ F rendels mother is a real itchG"c"/ F&n 9ol eins painting, king 9enry +&&& looks like a turkeyG"

5he !irst sentence could e rewritten this way%F9amlets comple6ity o! mind and spirit un!olding in the most critical scenes o! the play may

inspire a certain !eeling o! attachment in the reader/audience

V. The p#"pe# use " pe#s"n4 i#st% sec"nd "# thi#d

?ome students seem to think that they should a)oid the use o! the 1st person in their essays" 9owe)er, the 1st personis necessary when stating your own opinions, intentions etc" in order to di!!erentiate them !rom other criticsn the other hand, an essay consisting entirely o! personal opinions 'Fin my )iewOG, F& thinkOG, Fthe wayitOG( is pro a ly too su ecti)e !or the academic conte6t"

8.

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?e)eral authors o! essay writing materials, among whom & mention a)in C" #air airn and :hristopher Wincho! the opinion that choosing the 1st person or the Jrd person in an essay remains a matter o! personal pre!erence, ithe teacher or the re*uirements o! the course do not speci!ically ask !or the use o! a certain person '1JK("

1st pe#s"n4FWhen & hear and read that literary people are a sort o! reed o! philosophes !loating in isola

and idealism, & tend to agree with the general )oice, considering & am one mysel!"G

2#d pe#s"n4F9owe)er, it should e also clear that it is not easy !or women to sur)i)e as heads o! single$pa!amilies" !emale$headed households !ace a situation o! relati)e social isolation"G ' on le de la3ocha *td" in :r me and 4ea 102(

5he !ragment does not re!er to the writer, ut it deals with single$parent !amilies treated sociaand economically rather than as an indi)idual matter, so there is no need !or the 1st person"

88

7hen !e need the 1 st pe#s"n ( I % !e )

&n general, literary, theological and philosophical essays go well with the 1st person"&t is less your personal intimate F&G and moreyour FHni)ersity &G 'or persona ( as an o ser)erand a commentator" 5he 1st person is needed%1/ when writers intention is to make their presence !elt in the te6t y speci!ically gi)ingtheir opinions in contrast to some other criticsor sharing some o! their e6periences"2/ when, in the introduction, you esta lish your position in relation to your material e!oreturning to the material itsel! and dealing with itin a more distanced way 'in the Jrd person(&! you choose to use the 1st person, you ha)e to e rather cautious and not o)er$use it, in order!or your presence not to intrude upon themessage you are con)eying"

7hen !e need the 2 #d pe#s"n ( he % she % it %the )

5he Jrd person writing is intended to e more distant andunin)ol)ed, with the writer remaining in the ackgroundas an indi)idual" Writers choose this point o! )iew ecause they considers that the e)idence andargumentation they present should capture the readersentire attention" But an o)erdose o! Jrd person may turnthe te6t into a rather pompous piece o! work" #or thisreason, it is possi le and ad)isa le to use oth persons inyour essay paper, without losing anything o! itscoherence"

3MP@6 BBI

3MP@6 BBII

Using $"th 1 st and 2 #d pe#s"ns in the samete*t5his happens when the essay writer wishes tospeci!ically distinguish etween the generalassumptions he is dealing with, other peoplesopinions and theories and his personal )iew onthe matter's(" &t is *uite common to com inethe 1st and the Jrd persons, as long as the writerhas personal arguments to de!end in a sea o!more general assumptions"

The use " the nd pe#s"n2nd person is needed when the writer

gi)es ad)ice, as & do in this present ook" &nyour essay using it will e less re*uired"


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1st and 2 #d pe#s"ns in the same essa 4F5hese propositions seem to e6press our intuiti)e con)iction o! the primacy o! ustice" o douthey are e6pressed too strongly" &n any e)ent & wish to in*uire whether these contentions orsimilar to them are sound, and i! so, how they can e accounted !or 5o this end it is necessarywork out a theory o! ustice in the light o! which these assertions can e interpreted and asses

'Cohn 3awls *td" in #air airn and Winch 1J8(

s you can notice, philosopher Cohn 3awls uses the Jrd person when he makes general remarksa out his su ect matter and he switches to the 1st person when he tell us what he intends to do"

1st pe#s"n plu#al4

FDont write like a te6t ook7 5heres one !eature o! academics writing and lecturing that youshould not try to imitate% namely, the Lauthority with which they sometimes im ue their man academic may use authority$implying e6pressions such as LWe considerO, L&n our

udgement,"", L s so$and$so rightly says,O" ll these carry the implications that he or she isauthority on the su ect and not to e challenged" &! you as a student use them, what you say write will strike your teachers as pretentious and inappropriateG"

'4e)in .I(

&n academic writing in 3omanian it is common !or authors to adopt the 1st person plural whenstating their own opinions or intentions, ut this is not normal usage in English" @ou should ouse FweG i! you really mean FweG, in other words, i! you are speaking oth !or yoursel! andimagined readers" #or e6ample, the plural is appropriate in a sentence like% F5hrough his

solilo*uies, we are gi)en access to 9amlets intimate thoughtsG, where FweG re!ers to the auor readers in general"

7#iting !ith st le p#esupp"ses4

100

3MP@6 BBIII

$se#vati"n 0

I. :la#it " 6*p#essi"n1./ :lea# 6nglish./ :"ncise !"#ds2./Pu$lic impe#s"nal "#mal st le,./ :lea#l st#uctu#ed pape#./ Mate#ial made #elevant

II. :auti"us ph#asingIII. :lea#% "pen-t"-challenge a#guments

a./ 3v"id p"etic language$./ 3v"id "ve#-te#min"l"gical languagec./ 3v"id allaciesd./ 3v"id gene#alisati"ne./ 3v"id naLve% immatu#e statements

IV. The p#"pe# use " pe#s"n

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Essay Writing materialDaniela Brown2010/2011 1

6*e#cises "# UNIT 1 -1+P#"g#ess 'uesti"nsa/ What is writing with style< / What types o! language should you a)oid when you write an essay 2 #d

pe#s"nal p#"n"uns ,./ The ull name " a pe#s"n "u

int#"duce in the te*t "# the i#st time 'a!terthat$ only the surname(

./ The th"ught that eve# !"#d c"unts


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7hat is special a$"ut41./ The :"mma (%) ,0 'Cohnson 2-, Rane 2.;$288 and ?wan IKK(%

./ The emic"l"n (D) 'Cohnson 2. and Rane 2.2$2.K(%5his marks a pause that is shorter than a !ull stop and longer than a comma" &t is used%&" Be!ore clauses which egin with for instance, for example, nevertheless, therefore, and even so.

E6ample% F9e was a man o! many words ne)ertheless, he was speechless at that momentG"&&" When the second independent clause e6plains the !irst"

E6ample% F either o! them uttered a word they ust looked at each other in utmost surpriseG"&&&" 5o separate items in a list when any o! these items already includes a comma" &t is the presence

comma which asks !or a longer stop in order to a)oid con!usion"E6ample% F5hese are the things that you need% three sheets o! paper, two o! which should e colou pre!era ly lack and a lot o! inspirationG"

2./ The :"l"n (4) 'Cohnson 28 and Rane 2.1$2.2(5his introduces *uite a strong pause in a sentence" part !rom its use to introduce a list, to precede a speech o*uotation or to introduce a clause which e6plains the pre)ious statement, the colon is also used%&" 5o show a )ery sharp contrast"

E6ample% F y mother lo)es shopping% my !ather hates itG"&&" 5o introduce rhetorical *uestions which contain general statrements" 5he common practice is to e

*uestion with a capital letter"E6ample% F5he pro lem is% 9ow should we tackle this


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,./ The ?ull t"p "# Pe#i"d (.) 'Cohnson JJ$JI #air airn and :hristopher Winch .2$.I(5he most common pro lems in connection to the !ull stop or period arise with a re)iations, contractions andacronyms"

./ The 9ash (A) 'Rane 288$J01(Do not mi6 it up with the hyphen '$(, which is shorter" &t acts as a strong comma and as an in!ormal replacthe semicolon ' (, the colon '%(, and the parenthesis" &t is introduced to create emphasis" 5here is no space and a!ter a dash"&" &t introduces an emphatic pause e!ore the last word's( o! a sentence% F5hese last days were a orcomplete and utter oreG"&&" &t triggers dependent interupting constructions 'appositi)es, ad)er)ial phrases and clauses, non$de

relati)e clauses( !or emphasis% F#rom time to timewith a pain in his lim s and hea)ing reath thatseemed to deter him !rom ad)ancingCohnathan li!ted his eyes to scutinise the hori onG"

&&&" &t replaces the colon when it less !ormally introduces a series o! speci!ics% F5he storm came dwith all its mighty elementshail, wind, pouring rain, de risG"

&+" &t introduces and ends completely independent sencences 'known asintrusive sentence a!solute ( caught inthe middle o! a statement with which they are not syntactically tied in any way" &t can e replaced y parenthesis, ut this is generally a !unction which goes with the dash"E6ample% F5he opening scene o! the playit is actually the most known scenetakes the audience)ery centre o! the plotG"

+./ The 3p"st#"phe (H) 'Rane J02$J0K, 5russ K;(5he most common uses o! the apostrophe is to show possession 'the girls eyes, the onescus dog (, contraction' thats right@(, elisionI1 )neer 0ill do that@ (, and letters in the plural 'ho0 many ps in 8disappear9 ( ruleswhich you all know *uite well '


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&./ The Eu"tati"n Ma#ks4 d"u$le ( O ) and single (JOH) 'Rane J0K$J0. and$he 'conomist ..(Quotation marks are used !or%a.: direct &uotations!.: certain titlesc.: 0ords to 0hich the 0riter gives a special meaning )irony, for instance* and 0hich can also !e singled out !yitalics.E6ample% 5hey were really F ra)eG 'or!rave ( that day when they ran out o! the room at the sight o! mama"

5here is a di!!erence in using *uotation marks in merican ?tyle and in British ?tyle"

a.: Iuotation "arks 0ith +irect Iuotations=

@ou can either stick to either o! the styles scrupulously or you can com ine merican ?tyle dou le *uotes !ordirect *uotations with the use o! !ull stops and commas !ollowing the British style 'as & pre!er("

10-

3me#ican t le&" Dou le *uotes 'FOG( to mark a *uote"&&" ?ingle *uotes 'LO( mark a *uote within a *uote"

E6ample% 9e said% F& do not know why sheLcould not come right away,when it was so important !or herG"

&&&" When closing *uotations, commas and !ull stopsal!a s come inside the *uote mark"

E6amples% ?he said% F& am not doing it"G5his is the !irst line o! DonnesF+alediction"G

C#itish t le&" ?ingle *uotes 'LO( to mark a *uote"&&" Dou le *uotes 'FOG( mark a *uote within a *uote"

E6ample% 9e said% L& do not know why sheFcould not come right awayG, whenit was so important !or her"

&&&" When closing *uotations, commas and !ull stopscome inside the *uote marks, i! they are part o! the

*uotationE6ample% ?he said% L5his is a mess"

outside the *uote marks, i! they not part o! a*uotation 'i"e" i! the *uote marks are used to singleout a word, or to indicate a title(

E6ample% 5his is what she would call La

mess"

&+" When closing *uotations, *uestion marks '


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"/ *uotation marks with certain titles%

E6amples% ?hakespeares play Hamlet is minutely analysed in Bi ilescus essay F5he 9amlet in eG"ne o! 5hackerays chapters o!?anity /air is called F9ow to 4i)e on othing a @earG"&n todays 5+ show FAaro6ysms o! :ultureG, we are going to discuss el Brooks !ilm Ro!in Hood,

"en in $ights "Alease, notice the !act that most words in titles are written in capital letters, e6cept de!inite and inde!inite arshort prepositions and co$ordinating con unctions"

./ The 5 phen (-) 'Rane J08(5his marks the di)ision o! words at the end o! lines and the separation o! components within compound woryou know, some words are hyphenated ' pay>off, give>a0ay, co>operation ( in con)entional compounds, ut there areother types o! compounds 'callednonce K compounds ( which are made up and used !or a conte6t only" 5hey do ne6ist as a standard idiom"E6ample o! nonce compound% F9e ga)e me a sure> >am>going>to>kiss>you lookG"

ark that there is no space e!ore and a!ter a hyphen 'this remark is )alid when you type hyphens in yourcomputer("

./ Pa#entheses ($la% $la% $la) 'Rane J10(3emarks are put in parentheses 'which could also e punctuated with dashes( ecause they contain necessary interesting in!ormation, grammatically related or unrelated to the rest o! the sentence" )eruse o! parentheses ecomes annoying, so pay heed7 recurrent 3omanian misuse is to put in parentheses words or whole sentences which one has realised aremisplaced or incorrectly written"

IJ for the nonce means F!or the time eingG F!or the present occasionG ':oncise 6!ord Dictionary :D("

10.

Titles " !"#ksare

!#itten in ita&ic (i "n thec"mpute#) "# unde#lined

(i !#itten in hand!#iting)titles o!%

ooks plays long poems 'like the liad ( mo)ies

put in 'u"te ma#kstitles o!%

short stories short poems essays articles in maga ines and

periodicals chapters/sections in a ook

tele)ision and radio shows

7; N=4 9enry +&&& was 'emperor( king o!'Britain( England"

: ;;6:T4 9enry +&&& '& shall deal with the pre)ious se)en 9enrys later on in this essay( wasking o! England sometime in the past"


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10./ C#ackets OQ 'Rane J11(&" 5hese contain any personal remarks, e6planations or comments the writer wishes to introduce in a *uota

E6ample% F& grie)e to see the rule Uwhat rule


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uttering statements that seem to re!er e6clusi)ely to one gender and there!ore risk eing seen as discourteother people%

ZF ir stewardessG and F!iremanG are no longer used in !ormal conte6ts"thers in the !irst column are inappropriate to re!er to occupations in general, ut can e used to re!er to indi)io! the respecti)e gender" 3emem er that in English the word FmanG is gender$speci!ic" &t applies only to m:ompounds like FmanpowerG and Fman$madeG should also e a)oided as !ar as possi le 'these can e replacFhuman resourceG, FworkersG and FsyntheticG, Farti!icialG, respecti)ely"

./ 6thnic "# #acial identitBe care!ul to a)oid terms that deride and o!!end ethnic minorities and racial identity"

110

: ;;6:T #lack or !lack person6hite

Hispanic %atino African American

1ative American Asian Asian American

hicano ' merican o! e6icanorigin(

Rom/ Roma

7; N= 1egro!lack 'instead o! Black((riental 'instead o! sian(7ypsyoloured people

=6N96;- P6:I?I:T6;M N N-=6N96;-P6:I?I: T6;Mai# ste!a#dessR light attendant$usinessman%$usiness!"man

ent#ep#eneu#

came#aman "pe#at"#% ph"t"g#aphe#ne!spape#man F"u#nalist% #ep"#te#i#emanR i#e- ighte#% i#e c#e!dustman #e use c"llect"#"#eman supe#vis"#p"liceman% p"lice!"man

p"lice " ice#

chai#man% chai#!"man chai#pe#s"n

manh""d% !"manh""d adulth""dsp"kesman%sp"kes!"man

sp"kespe#s"n


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2./ 3ge #oy and girl are words appropriate to use !or youngsters up to 1; years old"Young man and young 0oman:lady descri e youngsters o)er 1;"

,./ 9isa$ilit

111

: ;;6:Ta person 0ith disa!ilities a person 0ith:0ho has 4arkinson, sclerosis,learning difficulties, +o0ns syndrome5

7; N=handicapped:disa!led person, retarded person


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Essay Writing materialDaniela Brown2010/2011 1

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