USOS BSICS & LITERATURA ANGLESA DEL S.

XX
WRITING ESSAYS_GUIDELINES

Introduction
In these two subjects you are required to write argumentative essays (300 words-long
for Language, 350 for Literature) in which you expose your opinion regarding a given
topic, providing arguments in support of your point of view.
This is also the kind of essay you will be expected to write in Usos de la Llengua
Anglesa I and II (second year) and in all Literature subjects in the second, third and
fourth years of the English Studies degree. You should ALWAYS bear in mind the
indications given here
The essays require you to develop an argumentation supporting a particular thesis
(theory or opinion based on evidence) about it.

Instructions
Make sure you understand the topic and think of the thesis you want to defend.
Write a provisional thesis statement (a sentence stating your main idea).
Make notes in no particular order about all the ideas this topic suggests to you (this
process is known as 'brainstorming'). For Literature essays: also select short passages
from the literary text that you are analysing that you may want to quote in your essay.
Select from your ideas those that are relevant for your thesis and discard the others.
Plan your essay.
Your essay should contain:
an introduction with your thesis statement. For Literature essays: The
introduction should not include general information about the author or the text:
focus on the essay topic.
2 (or 3) paragraphs discussing your main arguments.
a conclusion. The conclusion should not contain new ideas: its purpose is to
round off your argumentation.
Make sure the essay is properly balanced so that the introduction and the conclusion
are shorter than the central paragraphs. For Literature essays: if the introduction is, for
instance, 5 lines long, the development paragraphs should be about 10/12 lines and the
conclusion about 3.
Write your essay. Remember: the essay should make a point and argue it. Basically,
you should convince your reader that your theory/opinion about the text is correct and
well supported by evidence gathered in reading with maximum attention to detail. For
Literature essays: Make sure you quote briefly from the literary text that you are
commenting on more than once to support your thesis.
Re-read your essay carefully and re-write it if necessary. Write an attractive title
announcing your topic and thesis. For Literature essays: make sure your title refers to
the author and/or the text you are analysing.
Always use the spell check in your word processor. There is NO EXCUSE for
submitting written work which contains spelling errors.
Always, re-read your work carefully before you submit it.
1

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

Always check the teacher's comments and corrections and make notes to avoid these
errors in the future. Keep your own error bank (or list) for reference.

About the content

Thesis: Your thesis statement must be clearly identifiable in the essays introduction.
Argumentation: The title must announce the thesis and content of the essay; the
introduction must clearly state the thesis you want to defend. The argumentation of the
essay must be coherent and easy to follow. The topic sentence of each paragraph (the
first sentence) must announce the idea to be developed in the rest of the paragraph. The
conclusion must be brief and not repetitive.
Structure: The essays cohesion must be strong and the connections between ideas
adequately marked. A basic 'introduction-development-conclusion' structure should be
clearly visible at first sight. Your essay should have a clear layout. Always avoid
overlong or choppy (too short) paragraphs, as well as one-sentence long paragraphs.

Expressing opinion
General Point of View
These words and phrases to express a point of view that is generally accepted or
believed by others:
It is thought that...
Some people say that...
It is considered...
It is generally accepted that...
It is widely agreed that...
Personal Point of View (Literature essays. Not accepted in Usos Bsics essays)
The following phrases1 will help you to express your personal opinion:
in my view
in my opinion
from my point of view
I think that
I believe that...
I do not believe that
It seems to me that
I would argue that
I would suggest that
I would like to point out that
I am unconvinced that
I do not agree that

1Adapted from http://www.vocabulary.cl/Lists/Opinions.htm and

http://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv281.shtml.
2

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

NOTE 1: Do not use these phrases too frequently, as it is assumed that the whole essay
reflects your own point of view.
NOTE 2: According to is never used in the first person (According to me... is
incorrect). It is always used to express the opinion of another person. For example:
According to Virginia Woolf, women writers should have a room of their own.
According to the Prime Minister, taxes will not be soon raised

Using connectors

The syntax of English academic writing is relatively simple in comparison to

Spanish or Catalan, in which long paragraphs, with many embedded clauses and
few full stops are common. Clear, logical sequencing of the arguments is very
important for the overall structure of a critical essay written in English. Correct
use of vocabulary also contributes towards establishing the difference between
informal and formal writing.
The words that are used to indicate the development of your arguments are
called connectors or text connectives; they should be included in a critical
essay. Note that, for instance, To begin with/Firstly..., Secondly/In addition
and In conclusion are useful for constructing a sequence of points in your
essay.
Take care, however, not to overuse these in your writing. Spanish students
frequently overuse connectors, believing that this gives their writing a more
sophisticated or intellectual tone (moreover is, perhaps, the connector which is
most often misused).
Here below you will find a selection of some commonly used connectors in
English:

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

To sequence your ideas:

To provide further arguments

in

Neutral: first, then, next, at the same time,

finally, in the end

line

with

previously

introduced idea:

Neutral: and, also / too, besides, what is

Formal:
firstly,
secondly,
thirdly, more, as well
simultaneously, subsequently, lastly
Formal:
moreover,
in
addition,
furthermore
To express contrast with a To introduce an example or
previously introduced idea / clarify a point of view:
statement:
Neutral: although, though, even though,
however, despite, in spite of, but
Formal: on the one hand / on the other
hand,
by
contrast,
nevertheless,
nonetheless, on the contrary, yet
To

speak

about

effects

or

consequences:

Neutral: so, consequently, as a result

Neutral: such as, like, this means that,

namely
Formal: for example, for instance, that is
to say, in other words

To conclude:

Neutral: to sum up, in short, briefly

Formal: in conclusion, in summary

Formal: therefore, thus, hence, thereby,

accordingly

Paragraph layout
In a critical essay, a paragraph generally consists of approximately 4-8 lines. Onesentence paragraphs are NOT acceptable (even if the sentence runs on more than
two lines). Note the correct and incorrect layout of the following passage:
Correct:
Romeo and Juliet belongs to a tradition of tragic romances stretching back to
Ancient Greece. Its plot is based on an Italian tale, translated into verse as The Tragical
History of Romeus and Juliet by Arthur Brooke in 1562, and retold in prose in Palace of
Pleasure by William Painter in 1582. Shakespeare borrowed heavily from both, but
developed supporting characters, particularly Mercutio and Paris, in order to expand the
plot. Believed to be written between 1591 and 1595, the play was first published in a
4

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

quarto version in 1597. This text was of poor quality, and later editions corrected it,
bringing it more in line with Shakespeare's original text.
Incorrect:
Romeo and Juliet belongs to a tradition of tragic romances stretching back to
Ancient Greece. [ONE-SENTENCE PARAGRAPH]
Its plot is based on an Italian tale, translated into verse as The Tragical History of
Romeus and Juliet by Arthur Brooke in 1562, and retold in prose in Palace of Pleasure
by William Painter in 1582.
Shakespeare borrowed heavily from both, but developed supporting characters,
particularly Mercutio and Paris, in order to expand the plot.
Believed to be written between 1591 and 1595, the play was first published in a quarto
version in 1597. This text was of poor quality, and later editions corrected it, bringing it
more in line with Shakespeare's original text.

Style and edition rules

Clarity, Economy and Precision: Try to express your ideas with clarity and brevity.
Do not insert explanations about what you plan to do; avoid sentences such as I am
going to discuss this aspect. Also avoid vague terminology (things, fact, etc.)
Syntax/Grammar: Use short sentences and straightforward syntax. See that the
sentences are varied in rhythm and that the text is not monotonous. Do not overuse
connectors like however, moreover and similar. Avoid basic grammar mistakes such
as: plural adjectives, missing 3rd person singular simple present ending, incorrect use of
verb tenses, incorrect use of adverbs (malformed adverbs or in the wrong position),
badly formed indirect/direct questions, incorrect forms of irregular verbs, incorrect use
of articles (missing or superfluous articles), incorrect use of prepositions, incorrect use
of possessives. For Literature essays: Use the present tense to discuss the actions of
characters in fiction.
Punctuation and Spelling: Read the text aloud to check the punctuation. Check the
spelling.
Vocabulary: Avoid colloquial or informal language and transfers of vocabulary from
Spanish or Catalan. When in doubt, USE a MONOLINGUAL DICTIONARY (for
instance, The Cambridge Online Dictionary at http://dictionary.cambridge.org/ )
Sexist terminology: Avoid sexist terminology. You may use the compound pronoun
s/he whenever you mean either men or women or you may use the plural: For
example: The reader disagrees with this as s/he cannot see what the author means or
Readers disagree on this point.
Spacing and Margins: The text of the essay must include margins wide enough for
the teacher to write comments on. Hand in a printed version using 1.5 spacing between
lines.
Dont forget!! (Literature essays)
When you refer to a complete volume (novel, play, anthology, short story
collection) use italics. For example: The Remains of the Day. When you refer to
5

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

a short text (poem, article, short story) use quotation marks without italics, for
instance The Lady of the House of Love.
Quotations: The transitions from text to quotation should not be too abrupt,
confusing or forced.
a) Always use quotations marks () to identify text copied/quoted from other
sources. If the text is not properly identified, this will appear as PLAGIARISM
(=copy) and you might fail the essay.
b) When you quote from a book, provide the page number (p. 43).
c) When you quote from a poem provide the line number (line 3).
d) When you quote from a play, provide the act and scene numbers (and line
numbers if the play is in verse) (Act II, scene v, lines 3-10).
Always include a bibliography or footnotes if you quote from other sources.

About the critical essay on poetry: Reading poetry/ Judging poetry

Read this comment from a blog,2 on appreciating poetry :
One thing a lot of people say when talking about (...) poetry in general, is that they
'don't know how to read poetry' or 'don't know how to judge poetry', or 'don't know
what's good poetry'.
People worry about metre, rhyme, scansion, references, form, so many
technicalities. They worry about not knowing much about them, or not knowing
what they actually are, what they 'mean', or how they're defined.
There's some kind of instinct with poetry, I think. And it's okay to leave the
technicalities, just as much as it is to know a lot about them, to appreciate them, to
be learned about them. Why not concentrate on the poem, the sounds, the pleasure
you can derive from it?
The questions I use to know whether a poem is good:
-

Do the sounds echo in my mind; the patterns, the variations allowing it to

cement easily?
Are the words, the punctuation, the language, exciting? Is the poem as a whole
exciting?
Am I compelled to return to it?

Points to consider when selecting a poem

You are recommended to take the following points into account when selecting a
poem to comment on:3

Title: Is it appropriate to the subject, tone and genre? Does it generate

interest and hint at the theme the poem is exploring?

2 From http://katy-murr.blogspot.com/2007/08/reading-poetry-judging-poetry.html. See

also How to Rate and Judge Poetry at http://allpoetry.com/column/446864
3 Adapted from Poetry Magic at http://www.poetrymagic.co.uk/critiquing.html

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

Subject: What is the basic situation? Who is talking, and under what
circumstances? Try writing a paraphrase to identify any gaps or
confusions.
Appeal: Which does the poem appeal to: the intellect or the emotions of
the reader?
Structure: What kind of structure(s) has been used in the poem:
comparisons, analogies, bald assertions, etc.? Are these aspects satisfyingly
integrated? Does the structure support the content?
Tone: What is the poets attitude to the subject? Is it appropriate to content
and audience: assured, flexible, sensitive, etc.?
Word choice: Is the language used appropriate and uncontrived,
economical, varied, inspiring etc? Do you understand each word properly,
its common uses and associations? Are words repeated? How do they
create mood, emotional rapport, distance?
Style: Metaphor and simile: are they used in a fresh and convincing
manner? Rhythm and metre: are they well integrated in the structure of the
poem? Rhyme: is it fresh, pleasurable, unassuming but supportive?
Overall impression: is the poem original, honest, coherent, moving etc.?
How is the overall effect achieved?

Technical terms in English poetry

If you are interested in the technicalities of English poetry, which are very
different from those in Spanish or Catalan, you could look at About Poetry:
English Prosody http://homepage.ntu.edu.tw/~karchung/prosody.htm

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

SAMPLE ESSAYS
Sample essay: Usos Bsics
Topic: Does the study of humanities contribute to society?

Studying Humanities: A Waste of Time?

Some may say that studying humanities, namely degrees like Philology or History, is
not as useful as studying more pragmatic degrees like Economics or Engineering.
Humanities are thought to be4 good for general knowledge, but unpractical and more
often than not leading to poorly paid jobs [this part contextualises the topic].
Nevertheless, [this announces the authors position, which contrasts with the
general belief presented in the first part of the paragraph] the hundreds of students
who enrol in these degrees year after year believe that humanities are not only
useful and enriching on a personal level, but also essential to society as a whole.
[This is the thesis statement.]
The contribution of humanities is subtle and often goes unnoticed. [This is the 1st
supporting argument and the topic sentence of the paragraph] For instance
[illustration of the topic sentence], successful communication, both written and oral,
depends on the shared knowledge of certain rules and words. It is a philologists job to
put together dictionaries and grammar books which are used in schools for the study of
language. People would not be able to understand each other, were it not for the
laborious work of the philologist [development of the topic sentence].
Moreover, [accumulation of similar ideas] humanities give us a sense of identity. [2nd
supporting argument and topic sentence] We would not be able to know who we
are today without studying History. Historians are the ones who keep track of all the
events that have shaped a nations past. Not only do we need them to understand
where we come from, but also to make sense of where we are going.
Finally [introduces the last supporting argument], in spite of often being seen as
disconnected from the real world, humanities ensure that society remains humane [3rd
supporting argument and topic sentence]. We tend to forget that Ethics, which is a
branch of Philosophy, provides us with the principles that strictly regulate the use of
atomic bombs, massive destruction weapons or genetic technology [elaboration of
the topic sentence].
To conclude, claiming that studying humanities is a waste of time is simplistic [topic
sentence; it answers the question in the title and gives the text a sense of
cohesion]. It is true that studying philosophy or literature might not make you
financially rich, but it will certainly give you a better understanding of who you are as a

4 The highlighted structures in the text correspond to a B2.2 (advanced) language

syllabus.
8

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

human being [the conclusion restates the thesis statement in the light of the
arguments presented throughout the essay]. And this is worth millions!

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

Sample essay: Literatura Anglesa del s. XX (fiction and drama)

Read the sample essay before your write your own essay. The commentaries are
intended to show you how the essay is structured.
Topic: Comment on the role of the narrator in Graham Greenes short story The
Invisible Japanese Gentlemen. How important is he?
Title: The Visible Narrator: The Narrator as the Real Protagonist in The Invisible
Japanese Gentlemen by Graham Greene.1
Greenes story The Invisible Japanese Gentlemen is narrated by the nameless
witness to the private conversation between a successful young writer (a girl) and her
sceptical fianc.2 The narrator is also a writer and we soon realise that his powers of
observation, and not hers, are Greenes main theme. 3 This other writer is actually the
storys real protagonist4 as we can see by how well he uses his powers of observation, 5
seeing what she cant see.6
The narrator tells the story in a way which elicits our admiration for his own
powers of observation.7 He makes frequent remarks about the peculiar group of
Japanese diners for us to see that he can follow their activities without missing the
couples conversation. He mentally asks the girl if she is prepared for the years of
effort (63) and to accept the fact that those powers of observation will become
enfeebled. (63) We deduce that the narrator was, like her, admired as a young writer
but, in his forties now, he is judged by performance and not by promise. (63) The
story is actually offered as proof that this performance is still good and so are his
powers of observation.8
Greene suggests quite patronisingly that both the narrator and the girls fianc
have greater powers of observation than her although she has been praised by her editor
for them. After all, she fails to notice the quite visible Japanese businessmen dining next
to her table. No doubt, she is too engrossed by her dream of future success and by the
discussion of her boyfriends professional prospects to see them. Yet, perhaps the fianc
notes the Japanese because, as she complains, Sometimes you are so evasive I dont
think you want to marry me at all. (64). In the end, we may suspect that her absentmindedness is justified although the narrator uses it to stress his own protagonism.9
In conclusion,10 Greenes narrator is the real protagonist of this short story. He
proves with it that he is a good writer, presumably unlike the girl, although we never
really know whether she is treated fairly.
Notes on the essay
1. The title presents the THESIS argued in the essay: the apparently irrelevant, invisible narrator
is actually the protagonist of the text. As you can see, the title of the essay plays with the word
invisible in the original title of the story and is intended to catch the attention of the reader.
The title of the essay has two parts and always refers to the text and/or author.
2. This sentence summarises the plot and introduces a relevant point: the important role of the
narrator.
3. This sentence introduces the problem that interests the author of the essay in relation to the
text: that the story is about the narrator not the girl.
4. This is the THESIS.
10

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

5. This is the first argument (to be developed in paragraph 2).

6. This is the second argument (to be developed in paragraph 3).
7. The first sentence or topic sentence introduces the argument to be developed in this
paragraph.
8. The last sentence in the paragraph rounds off the argument presented in the first sentence.
9. This paragraph works in the same way as the previous one.
10. This paragraph sums up the arguments presented in the previous three paragraphs,
emphasising the thesis. It does not contain any new ideas.

11

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

Sample essay: Literatura Anglesa del s. XX (poetry)

When commenting on a poem you must follow a similar format. Avoid
descriptive commentaries that follow the structure of the poem stanza by stanza and
obey the four paragraph rule.
Remember:
STANZA
LINE
VERSE

= estrofa (each group of lines in a poem)

= verso (each single section of the poem - e.g. a sonnet has 14 lines)
= verso (e.g. this text is written in verse, not in prose)

Topic: Comment on the poem by Philip Larkin High Windows: whats its main topic?
Title: Looking Beyond Happiness: Philip Larkins High Windows1
In High Windows Larkin considers the continuity among the different
generations: each has more freedom than the previous one and less than the next. 2
Larkin exposes the envy that his generation feels for the young ones and also how his
own generation was envied by his elders. The poems conclusion suggests, however,
that the poet is reaching an age in which this envy is no longer relevant.3
The theme of generational continuity is mirrored by the flowing language. 4 The
most effective resource Larkin uses to express his view of times passage are the
enjambments linking the lines and the five stanzas of High Windows. The three parts
of the poem do not even coincide with the end of lines or stanzas, increasing this
impression of continuity. The lines about the young couple occupy the first two stanzas
and half of the first line of the third stanza, where the second part - dealing with the
previous generation - begins. The last section, the final mysterious reference to the high
windows, begins in the middle of the last line of the fourth stanza.
The poem suggests that liberation is always positive: each generation breaks
taboos regarding sex or religion that affected negatively its predecessors.5 The use of
colloquialisms in the first stanza (kids, fucking) also stresses the impression of
constant evolution, for this is the language of the youngest generation. Yet Larkins own
envy of the sexual freedom of the kids is perceptible in these colloquial words.
Apparently, he believes young people cant love - only fuck - which highlights the
generational gap. The use of bloody (line 16) in association with the previous
generation also hints at the negative effects of envy.
The poem ends with an image seen through the high windows: the deep blue
air, that shows/ Nothing, and is nowhere, and is endless. We can think that these are,
literally, the windows through which the poet is watching the young couple or,
metaphorically, the windows through which he contemplates life and time. The endless
air and blue sky possibly signify his own liberation from the passage of time and,
perhaps, from envy itself.6
Notes on the essay
1. The title of the essay has two parts and always refers to the text and/or author. In the first part,
the thesis is presented: This is a poem that looks beyond happiness.
2. This is the THESIS on which the reading of the poem is based.
12

USOS BSICS & LITERATURA ANGLESA DEL S.XX

WRITING ESSAYS_GUIDELINES

3. As you can see, the whole introduction tells you how to read the poem, from the point of view
of the author of the essay (there may be other readings)
4. The topic sentence announces the theme of the first paragraph.
5. Same comment.
6. Here the author of the essay uses the last stanza for the basis as his conclusion. Notice,
however, that he does not use the two main paragraphs to comment on the poem stanza by
stanza but to offer his argumentation about it.

13