Analyze the exam question: Figure out precisely what the exam question is asking you to do
. If there is a key noun (causes, consequences) or verb (follow, diverge) in the question, be sure that
your answers focus on it. This is the most important and often the most difficult part of the writing process.
- Collect and sort information:
Read and re-read the textbook and the web sites. Make notes on the passages in the textbook and website(s) that contain the answer(s) you are seeking. Review the passages to see if they are the ones that best answer the question(s).
- Develop your thesis: The thesis is your essay’s main point in response to the essay exam questions you chose to answer. Answer them as directly and clearly as you can. Having collected
and sorted information and formulated a thesis, it is now time to compose your essay.
- Write the introduction:
The introduction should lead the reader smoothly to the thesis. It should provide necessary background information and let your reader know that the piece of writing to follow is well thought out.
You may want to start your essay with a challenge to the reader: a striking quote, an unusual piece of evidence, or an intriguing claim from the theory or website. Engage the reader’s interest. Use active verbs and active voice to keep the reader’s
interest. Does the introduction state the essay’s thesis? Have you placed the rest of your essay in a helpful but brief context?
- Write the body:
You may present your information and ideas in any order you wish but be sure they have a logical relationship to each other. Your evidence needs to support your ideas. Be sure each paragraph has a topic sentence which states the main idea of
that paragraph. Everything you write in that paragraph must elaborate, defend, or support that topic sentence. That is, each paragraph must develop an identifiable
idea and only one idea. If you need more than one paragraph to develop an idea, be sure that the paragraphs develop different parts of the idea.
The sentences in your paragraphs will either be interpretive (they present your
understanding and are often topic sentences) or evidential (they provide examples to support your interpretation).
Keep the coherence of your paper in mind. Is there a clear relationship between your examples and your topic sentence in every paragraph? If read as a group, do
your topic sentences line up in support of your thesis?
Be sure to use transitional words and phrases (for example, however, nevertheless, thus, still, therefore, on the other hand, in addition, furthermore, indeed, so far,
again, in conclusion, etc.) to signal the continuity of your thought within and between paragraphs. Ask yourself if your ideas flow easily from one paragraph to
another by means of clear transitions. Sometimes using conjunctions (but or yet) or adverbs (for example, thus, furthermore, however, nevertheless) helps. Repeating key words (for example, feudal, ecstatic, unconventional, Babylon) can be a
successful strategy if they are not overused. Using pronouns and other words which make a direct reference to ideas in the preceding sentence or paragraph can help.
- Write the conclusion: In the conclusion you should emphasize the main point of your essay in language
slightly different from your stated thesis. You should address the question of the topic’s significance and leave the reader with an idea to ponder. If you can leave
the reader with a sense that you have not only mastered the details of a topic but that you have also thought about why it is important, you will write a very effective essay.
- Read over the essay:
Proof-read carefully. Check for grammatical and mechanical (spelling) errors. Read the paper over for coherence. Does each paragraph express and develop only one
central idea and do you have transitions between paragraphs so that the reader is led smoothly to your conclusion? Do the ideas in one paragraph lead naturally to the ideas in the next one?
The three most common types of comments I make on student writing involve the following issues: 1) (not) addressing the topic clearly and directly; 2) (not) giving enough concrete and persuasive evidence; or 3) (not) adequately explaining how
the facts given support the argument.
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