Professional Documents
Culture Documents
by Adam Kissel
Introduction
Other writing guides usually fail to emphasize a simple point: a great piece of writing is a meaningful activity between the writer and the reader. An essay is not simply a beautiful piece of finished prose. It is an ordered set of paragraphs that does something for the reader. A great essay is an action with a purpose. Sometimes the choice is not yours: you might be required to show a single reader that you understand one thing in particular. But most of the time, even when you have strict guidelines to follow, you have a lot of choices. The main actions you can take are (1) to instruct or teach the reader something; (2) to delight the reader, or to give the reader something to appreciate or enjoy; (3) to move the reader, which means to inspire the reader to feel a certain way or to go out and do something. A good essay accomplishes one or more of these goals. A bad essay, even when it has a perfect structure, excellent spelling, and impeccable grammar, does not accomplish any of these goals. Great essays often but not always accomplish all three. The advice in these pages is unique to GradeSaver. Here is where you will learn how to write a good essay. Every page reminds you to do something for the reader. If you need to come up with an essay topic for a particular assignment, don't worry. Advice is here. And even if you don't really want to do something for the reader, you can find a topic that you like enough to share.
Remember that an essay is an action. A prompt often gives you a specific activity to complete. Look for the key verb in the prompt. If you do not know what the verb means, numerous web sites provide insight about how to interpret verbs such as analyze, comment, compare, define, describe, discuss, explain, identify, list, prove, summarize, and so on. Note that if there is no prompt, you can use one of these key verbs to launch your essay. Can you think of something beautiful worth commenting on, something difficult or unusual that is worth explaining, something complicated that you should summarize, etc.?
To please these "institutional" readers, you should (1) get to know the institution and what it values, (2) determine which aspects of yourself best match those values, and (3) demonstrate those values in the essay. Those values are demonstrated both directly and indirectly in your essay. For example, readers from (1) a scientific institution that values people with a very specific scientific interest will enjoy reading (2) an account of a particular experiment you conducted or wish you could conduct, if at the same time you (3) show how enjoyable the experience was or would be. You would be demonstrating the genuine interest that the institution is looking for. In academic essays you normally delight readers by helping them appreciate something that is beautiful, good, or true. Note that if you genuinely believe something is beautiful, good, or true, you can rely on your own taste to find reasons why. Why waste energy on an essay about something that doesn't stir you up in any way? Readers won't be interested unless you are. Delighting readers means (1) showing them the great thing and (2) showing how or why it is great. For example, if the costumes in a film seemed beautiful to you, help your readers imagine what they looked like, and draw their attention to the best parts. If you think a certain policy would be good for the nation, predict all the good results that will come to pass, and connect them to the policy. If you are amazed at the way an author of a mystery keeps the plot so exciting, recreate the suspense by quoting the most suspenseful passages, and point out what makes them so suspenseful. If you think a philosopher has really hit the nail on the head, explain the significance of the problem that the philosopher addresses and then show the reader what the philosopher has contributed toward a solution. In professional writing, you might want your readers to feel pleased with your work so far, with their business relationship with you, or with a particular product or service. A resume is like an admission essay in that your readers should become pleased with you. An advertisement encourages readers to be pleased with a product or service. Note that the reader is unlikely to keep reading once the magic is gone; an essay for a class will be read out of duty, but an ad can simply be thrown away. A business letter might demonstrate that you and your company are great at solving difficult problems efficiently, or that your company continues to value its relationship with your readers' company. Many business letters delight readers by being short, formal, and to the point--especially when the readers value directness and efficiency.
it. If someone has written something that they should be angry about, you might be doing them a favor by pointing it out. The three steps in moving the reader to feel something are (1) if you are feeling an emotion, figure out why; (2) show your readers the situation or give them the experience that has caused the emotion, emphasizing the key details; and (3) if it's not already clear, explain why that emotion is justified. For example, if the last scene of a play felt totally unsatisfying to you, and you feel unfulfilled, (1) why? Is it because there are so many loose ends? Because the villain doesn't get the proper punishment and the hero just lets him go? Or is it because the play was meant to be performed live, but all the energy was gone when you read it by yourself? (2) Suppose it was because of the loose ends. The thesis of your essay could be, for example, that the playwright created such a rambling plot that readers should find other ways to enjoy the play. (3) You can present plot lines from Act I and Act II that have no resolution in Act V. You might point out that if the play were a comedy, it would not matter so much, because the point is to laugh as one goes along--but this is supposed to be a serious play, and yet the author has let us down. At least, perhaps, we can appreciate the dialogue. You also can tell that an essay is effective if it activates your readers to get up and do something about what you wrote. Often, if you move the reader's emotions, you can point the reader toward an action that can express, extinguish, or deepen the emotion. For example, if you persuade a reader to appreciate the character development in a particular book, you can point the reader to other books with a similar pattern. Or if you persuade the reader to be angry at the implications of something an author wrote, you can point out that someone else has been making those implications real--maybe the reader should go out and stop it! Maybe something that an economist wrote 50 years ago has an important bearing on how your readers should vote on a referendum in the next election. Or perhaps a moral philosopher is right that a popular practice is actually harmful, and you can persuade your readers through reason and guilt to stop doing the harmful thing. The point of a great essay intended to move the reader is that the reader actually moves in the right direction. Maybe the reader will stop reading halfway through the essay, get up, put on a coat, and do whatever it is you recommended. If you're right and it works out, you have an A, or a revolution, or you saved civilization. If your advice is bad and the reader figures it out, beware.
The Elevator: Once you have a clear sense of the argument in your essay, make sure you keep the reader with you at every stage of the argument. A person normally rides an elevator in only one direction at a time. They also travel to every floor between the starting point and the destination. Don't skip an important step in your argument. Also, if your essay is designed to move the reader, don't let the emotion lag; let it build--or if the point of the essay is to show an angry reader why not to be angry, guide the reader down carefully to calmness. Don't jolt the reader into submission. The Space Shuttle: Maybe you're a broad thinker, not so good about keeping track of details. Soar over the details: take your readers with you on an amazing ride. Note that the scenery has to be good at this level, or else your readers will wonder why they came along. For example, maybe you don't have time to figure out what the status of women was in 18thcentury England, but you do have some interesting ideas about the relations between men and women in general. Feature your general observations and dip down briefly, here and there, for examples. The Piggy-Back Ride: If you have some important things to show the reader in a nononsense way, load the reader on your back: the reader looks at the same things that are important to you, and from nearly the same perspective. Note that not all readers want this kind of ride. But when you have all the facts, you are the authority; you decide what your reader ought to know or feel. The Library: Good research essays are like guided trips to the library. Bring the reader a bunch of worthwhile, meaningful books, point out the key passages, and tie them together around the common subject of your research. The Pilgrimage: When you want readers to really appreciate something worthwhile, lead them to all the best sites and point out what's marvelous. A poet's wonderful rhyme, for instance, connects the two main themes of the poem with perfect economy--and look! Here is the rhyme again in another poem about something else, evoking the first poem--and behold! See how the two poems actually form a series, leading us from one emotion to the next--and so on. The War Zone: In the strong form of the "compare and contrast" essay, you take up the implications of the differences you found and put them in opposition to one another. Give both sides their due, and let them duke it out on the page. Maybe there are two contrasting ways to interpret something; so what? Tell your reader why the contrast is important. If You Must, Send Them Down the Funnel: Many readers of this guide have learned how to write a standard five-paragraph essay in what teachers have called the "funnel" style. This skill is essential for standardized tests, where time is short and the point is to show that you can construct three meaningful paragraphs about the same topic. The funnel metaphor comes from the idea that your introduction makes some general observations and gradually narrows down to your three main points, one point to be discussed in each paragraph. Then the readers fall out of the funnel into ... well, instructors don't tell you what happens next. The conclusion is supposed to sum up and then provide one further idea that broadens back into the general point or extends somewhere else. Too often, readers feel like they have been dropped off nowhere. But for the computer grading your standardized test, that's ok. For a teacher who has to grade 50 essays quickly, that can be ok too.
Let GradeSaver help you break out of the acceptable but uninspired funnel style and edit your essay to excellence.
(3) Many books are online as etexts. Try to find suitable quotations from throughout the book by searching for a theme word in the book's index or table of contents or by using an etext. (4) Do not plagiarize. You might be surprised how easy it is to get caught plagiarizing, and the consequences can be extreme. Beyond that, note that in general, novels have a plot, poems have a subject, social science texts, philosophical works, and works about the humanities have an argument, scientific and many social science texts have a finding, textbooks and technical writing have information, travel writing has observations, and political and business writings often have action items. Make sure you can state what the central points are of whatever you have read. Note that if you try to put a large number of the book's central points into your essay, the essay will seem uncontrolled because it ranges so widely. You can show you did the reading by tracing just one or two topics through the course of the book.
instructor. If you have been given a list of topics to choose from, this list can help you determine the interests and the literary, political, or ideological perspective of the instructor. Quickly checking out your reader s list of publications (from an online resume or an online library catalog) can help too. (2) It normally helps to take a line of argument that the instructor would naturally be inclined to agree with. As you become better at making arguments and supporting them with good evidence, however, you can provide a carefully-reasoned defense of an alternative point of view. Of course you always have the right to take an alternative point of view, but in terms of grading and the reader s perception of you as thoughtful, smart, or perceptive, you also have to be able to defend it successfully. (3) For readers who are longtime instructors or who have 50 or more students, choose a topic that differs from the most common and obvious topics. Beware that the most obvious topics are sometimes the most interesting; don't choose an uninteresting topic just to be different. (4) Proofread your essay carefully. Having an essay free of typos and grammar problems shows that you are prudent and careful. It also shows that you put extra effort into your essay. Most of all, it keeps the reader engaged rather than distracted. If you have any question about proper style or usage, either find the answer or seek another way to write the same thing. Let GradeSaver help you proofread and edit your essay to perfection in grammar and elegance in style.
diversity of people. This essay will describe the main ethnic groups of London." Readers are put off by openings with bland generalities. Likewise, they are put off by openings that provide a common proverb or a dictionary definition of a term. (5) Don't write extremely long paragraphs. Readers tend to get annoyed at the prospect of having to wade through a big block of text. A paragraph that goes on for two thirds of a page looks daunting. Aim for eight sentences per paragraph as a reasonable maximum. And remember: one main point per paragraph, please.