How to write a debate Essay

how to write a good essay body paragraph and how to write a good biography essay and how to write a descriptive essays
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HOW WRITE TO GREAT ESSAYSIntroduction n your preparations for college, you may find yourself facing a handful of high-stakes essays. Your college application requires at least one, and the SAT requires another. I Depending upon the high school you attend, or the state you reside in, you may need I to write an exit essay, or take the Regents Exam. This book includes specific strategies to help you write great essays, no matter which type you write. In contrast to basic writing guides that contain plenty of information you don’t need, How to Write Great Essays focuses on the topics most important to you now. You won’t find a comprehensive guide to mechanics, but instead you will get short but thorough lessons on the most common errors made in grammar, spelling, usage, and how to prevent and cor- rect these errors. Every chapter is designed to relate directly to your essay, giving you the knowledge and the know-how you need to succeed. The book is divided into seven chapters, with the first five covering different aspects of the writing process: Introduction HOW TO WRITE GREAT ESSAYS vii viii HOW TO WRITE GREAT ESSAYS  Introduction Chapter 1 shows you how to organize your thoughts and ideas before you begin writ- ing, with techniques such as freewriting, brainstorming, and outlining. You will even learn why it’s important to read good writing while preparing your essay. Chapter 2 is about saying exactly what you mean by avoiding ambiguous language, using modifiers, eliminating unnecessary words and phrases, and using the active voice whenever possible. Chapter 3 examines word choice and how it can accurately convey your ideas. It explains the most common misused and confused words, denotation versus connotation, and inclusive language. Important advice about the use of spell checking software is also included. Chapter 4 teaches the most common mechanical errors so you can eliminate them from your writing. Troublesome parts of speech, issues such as noun-verb agree- ment, and punctuation problems are explained. Chapter 5 shows you how to revise, edit, and proofread your essay. You will find check- lists to use during these processes, as well as tips from professional editors. The use of word-processing programs to help with editing is also covered. The last three chapters of How to Write Great Essays will arm you with specific strategies for writing both timed (SAT, GED) and untimed (college application, exit) essays. Chapter 6 covers issues such as long-range planning, prewriting, and understanding the topics. Tips on writing to your audience and striking a balance between for- mality and informality are also explained. Chapter 7 shows you how to prepare for timed essays. Learn how to research your exam, how to familiarize yourself with possible topic choices, and how to budget your time dur- ing the writing process. The more you know before writing a timed essay, the less stress you will feel during the exam, and the better the writing you will be able to produce. Chapter 8 includes sample prompts and essays. Commentary at the end of each essay explains its strengths and weaknesses. You will be able to see how a number of writ- ers approached both timed and untimed essay topics, and learn even more about how you can write a great essay.HOW WRITE TO GREAT ESSAYSCHAPTER 1 1 Organization n a mythic vision, writers sit for hours, scribbling furiously to get down the incredibly brilliant words that seem to pour from their brains. But “mythic” is the operative word; I it’s not the reality experienced by most writers. Whether you are writing an essay for I the SAT, your college application, or a graduation requirement, forget about the mythic vision. Even many professional writers find their craft to be a challenge. Journalist and biographer Gene Fowler noted that “writing is easy; all you do is sit staring at a blank sheet of paper until the drops of blood form on your forehead.” Essay writing is rarely that tortuous. But it is important to recognize that in order to do it well, you must commit yourself to a process. Writing a great essay doesn’t happen in one sitting. (Even when you are being timed, as with the SAT, your goal is not to turn out a finished piece, but rather to show that you know how to begin one.) When the clock is ticking, and you are faced with a blank sheet of paper, don’t wait for inspiration to strike (sometimes it doesn’t). While creativity and inspiration can play an important role in good essay writing, organization, discipline, and revision are critical. Whether you have to write an essay in class, during a test, or for any type of application, getting down to the business of writing means focusing on these three things. This chap- ter deals with organization. When you begin your essay with organization, you will have Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS 1 2 2 HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization guidance and direction through the writing process, especially if you are in a timed situ- ation. Organization lets you see how your many developing ideas fit within a framework, and clearly maps out any type of essay you are required to write. Organization also benefits the reader. By following one of the organizational methods at the end of this chapter, you will guide your reader from your first to last sentence. He or she will be able to see how the various points you make in your essay work together and how they support your thesis. The direction and purpose you get from organization helps your reader to believe what you are saying, and to willingly follow your lead. Practice the prewriting and organizational techniques detailed in this chapter. Determine ahead of time which work well for you, especially if you are going into a timed writing situation. Making the effort to think through what you want to say, and finding the best way to say it, will sig- nificantly improve your essay. PERFECT TIMING Regardless of how much time you have to complete your essay, try to follow these guidelines. Spend: 1  of your time prewriting and organizing 4 1  of your time writing 2 1  of your time revising and editing 4  PREWRITING Prewriting is the critical first step in creating a successful essay. Whether you are handed a topic, must come up with one on your own, or writing under a time constraint, taking the time to focus and shape your thoughts will result in a better final product. The six prewrit- ing strategies explained below may be used both to generate new ideas and to clarify those you already have. Some strategies are better suited to a longer writing process such as the college admissions essay, while others may be adapted for when you have just a short period of time to complete an essay, as with the SAT. Prewriting strategies can also be used effec- tively when you are faced with a number of possible essay topics and must determine which is the best vehicle to express your unique thoughts and experiences. 1. FREEWRITING Freewriting is probably the best-known prewriting technique. It works well when you have some thoughts on a topic, but can’t envision them as an essay. Freewriting also functions as a developmental tool, nurturing isolated ideas into an essay-worthy one. People who use Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS 3 this technique often surprise themselves with what comes out on paper. It is common to discover a thought or point you didn’t realize you had. Specifically, freewriting means spending a predetermined period of time writing non- stop, focusing on a specific topic. In fact, freewriting might better be called “flow writing,” because the most important aspect to this prewriting technique is the flow, or momentum, that comes when you stay with it. It works best when you write in full sentences, but phrases are also effective. The key is to keep writing without regard for grammar, spelling, or wor- thiness of ideas. Your speed will help keep you from being able to edit or throw out any ideas. KEYS TO SUCCESSFUL FREEWRITING ◆ Resist the temptation to look back at what you have written during the process. ◆ If you can’t stay on topic, keep writing anything to maintain the flow. ◆ Do not censor yourself; your freewriting is not going to be seen by others, so commit every thought to paper. ◆ Follow your ideas wherever they lead you. ◆ When finished, read your freewriting with a highlighter, noting the most interesting and strongest ideas. ◆ Try the process again after you have focused your topic; more ideas may be generated. 2. BRAINSTORMING OR LISTING Brainstorming is similar to freewriting in that it is a timed, flowing exercise meant to elicit many thoughts and ideas on a given topic. However, instead of putting whole sentences or phrases to paper, this prewriting technique involves creating a list. It might contain various individual thoughts or ideas that make sense in a particular order, and/or ideas that are linked together by association with previous ideas. Unlike freewriting, brainstorming works well in a limited amount of time. Even with the twenty-five minutes allotted for the SAT essay, it is worthwhile to spend a few moments jotting down your ideas before beginning to write. Putting your ideas on paper will be especially helpful on the SAT, where your goal is to estab- lish a point of view on a topic and support your position. HOW TO BRAINSTORM ◆ If you are not already being timed, set a timer for at least five minutes (the more time you spend, the more and better ideas you will probably come up with). ◆ List every word or phrase that comes to mind about your topic. If you have not selected a topic, write in answers to the questions, “What do I have to say to my audience?” or “What do I want my audience to know about me?” 4 4 HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization ◆ As with freewriting, do not edit or censor any ideas, and ignore the rules of spelling, grammar, and punctuation. ◆ When you are finished, look over the list carefully. Cross out useless informa- tion and organize what is left. Categorize similar items. 3. CONCEPT MAPPING/ WEBBING Mapping and webbing are graphic (visual) organizers that allow you to investigate the rela- tionships between a number of diverse ideas. Concept mapping is a simple process best used for exploring topics that are not complex. To make one, draw a circle, and add spokes radi- ating from it. Put your central idea or subject in the middle, and add subtopics or related ideas around it in any order. Or, draw a box with your subject written in it, and continue adding boxes, connected to each other by arrows, showing the development of your idea. As with other prewriting techniques, do not judge yourself during this process. Write down any and every thought you have on your subject. SAMPLE CONCEPT MAP Why I want to Summer job as Taught the kids who failed the Most meaningful experience Love kids ➧ ➧ ➧ ➧ be a teacher a camp counselor swim test how to swim of my life Creating a web takes more time, but may result in a more useful product. It works well when exploring a complex subject. To develop a web, write your topic in a circle. Next, write subtopics in smaller, or secondary circles, each connected to the center by a line. From each of the secondary circles, draw smaller bubbles in which you brainstorm possible solutions. Each possible solution is connected to the corresponding secondary bubble by a line. Both maps and webs should be revised and reworked a number of times. When your ideas are on paper in one of these graphic organizers, it is easy to see how better to prioritize and organize them. Use maps and webs as flexible frameworks in which information may be moved around until it is in the correct place.Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS 5 SAMPLE WEB 5 minutes Found positives in of writing battle with cancer a day At least 30 minutes of reading a day Strength in Discipline dealing with difficult issues How I have been influenced by my English teacher Learned life Personal Reading lessons from philosophy choices assigned reading Use words and actions to show others who you really are Not afraid to Push yourself past assign tough what you think you material are capable of 5. TAKING STOCK WITH THE 5 WS Asking “who, what, where, when, and why” is a formula used by journalists, detectives, and researchers for getting a complete story. This technique is particularly useful for choosing an essay topic, and for focusing a topic once you have made a selection. There are two sets of questions for taking stock; one suited for an impersonal or research-type essay, and the other geared toward a personal essay. Unlike some of the other prewriting techniques, tak- ing stock should be done deliberately, with great thought given to each question. Do not rush or include every idea that comes to mind. Even if you are being timed, take a moment to give the best answer you can for each question. The better focused your answers are, the more information you will have to use in your essay. If you are writing a research paper or other type of non-personal writing, and your topic is already selected or assigned, concentrate on the standard W’s: Who, What, Where, When, and Why. These questions will help you to quickly develop a great deal of information about your subject. Every question won’t apply to every essay, and the prompts that follow each W are meant to be taken as suggestions. Be flexible and use the format as it best fits your topic. 1. Who: Who is involved? At what level? Who is affected? 2. What: What is your topic? What is its significance? What is at stake? What are the issues? 6 6 HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization 3. Where: Where does your subject occur? Where is its source? 4. When: When does your topic occur? When did it begin/end? When must action be taken to deal with it? 5. Why: Why is it our subject of interest? Why did it develop as it did? Why should others be interested in your topic? Admissions essays and some exit essays are intended to be personal, so you must focus on yourself. Take time answering the personal, taking-stock questions below. This process involves a different set of W’s, meant to elicit key information about yourself and about the topic if it has been chosen. 1. Where have you been (chronological history)? 2. What have you accomplished or achieved? 3. What do you do with your time when not in school? 4. What are you good at? What are you passionate about? 5. Who are/were your major influences? 6. READING GOOD WRITING Consider your print diet: what are you reading in your spare time? This is an important question because what you read can influence what you write. The computer science term “garbage in, garbage out” applies. If you are reading mediocre writing, it won’t help your essay, but if you consistently read great writing, it can make a difference with your own. Syntax, structure, and style can improve under the influence of writers who are masters at their craft. The following list is based on suggestions made by English professors and teachers, col- lege counselors, and admissions officers. It includes books and periodicals that cover cur- rent events, book reviews, science, history, race relations, sports, and other topics. Choose essays that appeal to you; there is no need to force yourself to read about something you are not interested in. PERIODICALS ◆ Harper’s (weekly magazine): essays, fiction, and reporting on political, literary, cultural, and scientific affairs. ◆ The Economist (daily newspaper): London publication covering world news, finance and economics, science and technology, books and arts, and business news. ◆ The New Yorker (weekly magazine): political and business reporting, social com- mentary, fiction, humor, art, poetry, and criticism.Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS 7 BOOKS ◆ The Art of the Personal Essay: An Anthology for the Classical Era to the Present, Philip Lopate, editor (Anchor, 1997): over 75 essays written in the past 400 years by writers around the globe. ◆ The Best American Essays 2003, Robert Atwan and Anne Fadiman, editors (Mariner Books, 2003): annual publication since 1986—any year is fine; all vol- umes include a wide range of subjects. ◆ The Best American Magazine Writing of 2003, American Society of Magazine Edi- tors, editors (Perennial, 2003): includes pieces on science, sports, current events, personalities, and fiction. ◆ The Best American Science Writing, Oliver Sacks, editor (Ecco, 2003): 25 essays on subjects representing most of the sciences, originally published in wide- and small-circulation periodicals.  ORGANIZATION METHODS With the exception of concept mapping and webbing, prewriting notes need organization before the writing of a first draft. There are many effective ways to organize your material before you start your first draft, so don’t get hung up trying to find the one right way. Some people like outlines, both creating them and working from them. Others find them inef- fective and should look at different techniques for imposing a scheme onto their prewrit- ing notes. OUTLINE Creating an outline begins with a reading of your prewriting notes. First, group related ideas together, looking for major topics (which can be headings) and minor ones (which can be subheadings, examples, or details). Define your major points, and rearrange them until they make sense and follow a logical progression. You will be able to see the relationships between your ideas as you outline them, and determine their importance (major point, minor point, example, detail). If you need more supporting details or facts—subcategories—you can add them now. As you outline your information, use one-word topics, short phrases, or write out full sentences for each point on your outline. If your prewriting notes are somewhat organized, you can use the outlining feature included in most word-processing programs to create an outline. Otherwise, arrange them yourself in a standard outline form using Roman and Arabic numerals and upper and lower case letters: 8 8 HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization I. A. B. 1. 2. a. b. Once you have completed an outline, revise and refine it by following these steps: 1. Write down your overall goal for your essay. What are you trying to say to your readers? 2. Go over your outline and circle, underline, or highlight your major points or images. Do they all support your goal? 3. Brainstorm words and phrases that will accurately and concisely express those points (jot them down in the margin of your outline, or use a separate sheet of paper). 4. Use this list and your outline to guide your writing. Do not allow yourself to stray from your goal or your major points. PYRAMID CHARTS As you reread your prewriting notes, answer the following: ■ What is the purpose of my essay as a whole? ■ What are the major parts of the whole, and how can they be categorized? ■ What are the minor parts of the whole, and how do they relate to the major parts? ■ What details can I use to illuminate both major and minor parts? The answer to the first question is your thesis. Place it at the top of the pyramid. Below it, write the major parts and join them to the thesis with lines. Next, write the minor parts beneath the major ones, connecting them with lines. Finally, your details should be added under the parts to which they correspond.Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS 9 SAMPLE PYRAMID CHART Here is an example of a prewriting list and a corresponding pyramid chart. Local school boards should not be allowed to ban books. Freedom to read is guaranteed by the U.S. Constitution (1st amendment). Give students credit—we don’t believe everything we read. Let us read books and decide what is right. We need to learn how to think for ourselves. Library Bill of Rights prohibits banning of books. Parents and others should trust that we can read conflicting viewpoints and still hold our own values. Censorship is wrong. Education is about opening minds, and censorship is about closing them. School boards should not be allowed to ban books • Freedom protected by the Constitution • Students should be trusted • Censorship is wrong • Education is about learning many different viewpoints • Individuals and groups shouldn't take it upon themselves to go against the law of the land • ACLU takes on cases of censorship and book banning • We are allowed to make many decisions, why not what to read? • Just because we read about a subject does not mean we will imitate it (The Bell Jar ) LIST If you are having trouble with the highly structured outline or pyramid, try listing. Picture someone reading your completed essay. They will not see the framework behind your words, but instead will encounter each word, and thus each idea, one at a time. In other words, reading happens sequentially. With that in mind, organize your notes into a list based on one of the following strategies: 1. Order of Importance: rank supporting ideas from most important to least impor- tant, or vice versa. 2. Chronological: organize your ideas in the order in which they did happen or will happen. 10 10 HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization 3. List: create a roster of items of equal importance. 4. General to Specific: state supporting details, then the main point, or vice versa.  FOR YOUR REVIEW ■ Remember to use a variety of prewriting techniques, including freewriting, brainstorming, webbing, and concept mapping. ■ Try different organizational methods such as outlines, pyramid charts, and lists. ■ Don’t forget that what you read affects your writing, so make sure you read the very bestCHAPTER 2 2 Clarity fter you submit it, your essay will be one in a large stack given to a reader or read- ers. In the case of college admissions, readers will have so many essays to read that A they will spend only a few minutes on each. Exit and SAT essays will receive some- A what more time and attention, but it still holds that one reader will be responsible for a large number of essays. That is why it is imperative that you not only impress your reader(s) with your unique take on a topic, but also say exactly what you mean as clearly and, in many cases, as concisely as you can. Your essay goal is to convey information, including the fact that you can write well. That goal won’t be achieved if your readers don’t understand your first few sentences or para- graphs, and stop reading, or if they finish reading but fail to grasp your message. Learning how to be a clear and accurate writer will help make your essay readable, and will guaran- tee that those who read it understand exactly what you mean to say. The five guidelines in this chapter show you how to clarify your writing. Clarity CHAPTER 2 HOW TO WRITE GREAT ESSAYS 11 12 12 HOW TO WRITE GREAT ESSAYS  CHAPTER 2 Clarity  ELIMINATE AMBIGUITY Ambiguous means having two or more possible meanings. Ambiguous language can either be words and phrases that have more than one meaning, or word order that conveys a mean- ing different from the one intended by the writer. Example: The quarterback liked to tackle his problems. This sentence can be read two ways: the quarterback likes to deal with his problems, or his problems are his opponents on the field whom he grabs and knocks down. This kind of confusion can happen whenever a word has more than one possible meaning. The quar- terback liked to address his problems is a better sentence, and is unlikely to be misunderstood. Example: My advisor proofread my essay with the red sports car. Here, the word order of the sentence, not an individual word, causes the confusion. Did the advisor proofread the essay with his car? Because the phrase with the red sports car is in the wrong place, the meaning of the sentence is unclear. Try instead: My advisor with the red sports car proofread my essay. CORRECTING AMBIGUOUS LANGUAGE Ambiguous: When doing the laundry, the phone rang. Clear: The phone rang when I was doing the laundry. Ambiguous: She almost waited an hour for her friend. Clear: She waited almost an hour for her friend. Ambiguous: I told her I’d give her a ring tomorrow. Clear: I told her I’d call her tomorrow. Ambiguous: A speeding motorist hit a student who was jogging through the park in her blue sedan. Clear: A speeding motorist in a blue sedan hit a student who was jogging through the park.Clarity CHAPTER 2 HOW TO WRITE GREAT ESSAYS 13  MODIFIERS ADD PRECISION Clarity in essay writing also involves the thoughtful use of modifiers, which make your point clear and add meaning and originality to your piece. One way to accomplish this is to use pow- erful and specific adjectives and adverbs. Consider the difference between these sets of sentences: Sentence A: My grandmother put on her sweater. Sentence B: My grandmother put on her cashmere sweater. Sentence A: The football team practiced in the rain. Sentence B: The football team practiced in the torrential downpour. In both cases, sentence B allows you to hear the “voice” and impressions of the writer, giving a more accurate and interesting picture of the action. The first sentences are dull, and don’t give the reader much information. The right modifiers (adjectives and adverbs) can also get your message across in fewer, more accurate words. This is critical in an essay with a specified length. You don’t want to sacrifice unique details, but sometimes one word will do the job better than a few. For exam- ple, Chihuahua can take the place of little dog; exhausted can take the place of really tired; and late can take the place of somewhat behind schedule. MODIFIERS QUALIFY AND QUANTIFY Qualify means to modify or restrict. In this sentence, words that qualify are in italics: I am applying for a civil engineering internship with the New York State Department of Transportation. Quantify means to express in numbers or measurement elements such as when, how much, how many, how often, and what scope. In this sentence, words that quantify are in italics: For over three years, I have been a volunteer, delivering meals four times a week to over twenty people.  POWERFUL, PRECISE ADJECTIVES AND ADVERBS ■ unconditionally accepted ■ forbidding alley ■ unflagging dedication ■ aimlessly walking 14 14 HOW TO WRITE GREAT ESSAYS  CHAPTER 2 Clarity ■ grueling game ■ mournful cry ■ threadbare clothing ■ invaluable lesson Another technique for precise writing is pinpointing. Why leave your reader guessing, when you can tell him or her exactly what you mean? When you pinpoint, you replace vague words and phrases with specific ones. Consider the following sentence: The character of Scrooge in Dicken’s A Christmas Carol is miserable. What does the writer mean by “miserable”? This is a vague word that conveys little mean- ing. A better sentence would use precise examples from the story to show what the writer means. For instance: The character of Scrooge in Dicken’s A Christmas Carol is so miserly that he not only refuses comfortable surroundings for himself, but he also forces his employees to work long hours in a poorly heated room all winter. VAGUE AND SPECIFIC SENTENCES Here are some sentences that lack accuracy, followed by better versions that use pin- pointing: Vague: Janus needs to file his application soon. Specific: Janus needs to file his application by January 4. Vague: Space exploration has helped human beings in many ways. Specific: The many benefits of space travel include the invention of fire detectors, calculators, Kevlar, and CATscan and MRI technologies. Vague: Investing money in the stock market can be risky. Specific: Over the last year, a 1,000 investment in a large-cap stock fund became worth 820. That same investment placed in a savings account totaled 1,065. Vague: The new teacher is good. Specific: The new teacher won “Teacher of the Year” awards six times at her previ- ous school and has received federal grants for three student-led projects.Clarity CHAPTER 2 HOW TO WRITE GREAT ESSAYS 15  BE CONCISE You won’t score points with your readers by using five sentences that express an idea that could have been stated in one. Wordiness is boring, and it takes up valuable time and space. You have just 25 minutes to write the SAT essay, and most application essays are limited to 500 words, or two pages. That means you don’t have the time or space to waste words. There are two equally important approaches to more concise writing: eliminating unnecessary words and phrases, and using the active (as opposed to passive) voice whenever possible. (For more information on the topic of active versus passive voice, including other reasons why you should avoid it, read through Chapter 4.) Many of the words and phrases listed below are both well-known and, unfortunately, well-used. They don’t convey meaning, and are therefore unnecessary. The following are three of the worst offenders, with usage examples. 1. Because of the fact that. In most cases, just because will do. Because of the fact that he was late, he missed his flight. Because he was late, he missed his flight. 2. That and which phrases. Eliminate them by turning the idea in the that or which phrase into an adjective. These were directions that were well-written. These directions were well-written. 3. That by itself is a word that often clutters sentences unnecessarily, as in the fol- lowing examples: The newscaster said that there was a good chance that election turnout would be low and that it could result in a defeat for our candidate. The newscaster said there was a good chance election turnout would be low and it could result in a defeat for our candidate. WORD CHOICES FOR CONCISE WRITING Wordy Replace with a lot of many or much all of a sudden suddenly along the lines of like are able to can as a matter of fact in fact or Delete as a person Delete as a whole Delete as the case may be Delete at the present time currently or now both of these both 16 16 HOW TO WRITE GREAT ESSAYS  CHAPTER 2 Clarity by and large Delete by definition Delete due to the fact that because for all intents and purposes Delete has a tendency to often or Delete has the ability to can in order to to in the event that if in the near future soon is able to can it is clear that Delete last but not least finally on a daily basis daily on account of the fact that because particular Delete somewhere in the neighborhood of about take action act the fact that that or Delete the majority of most the reason why the reason or why through the use of through with regard to about or regarding with the exception of except for  WORDY AND CONCISE SENTENCES Wordy: The students were given detention on account of the fact that they didn’t show up for class. Concise: The students were given detention because they didn’t show up for class. Wordy: Everyone who has the ability to donate time to a charity should do so. Concise: Everyone who can donate time to a charity should. Wordy: In a situation in which a replacement for the guidance counselor who is retiring is found, it is important that our student committee be notified. Concise: When a replacement for the retiring guidance counselor is found, our student committee must be notified.