Essay writing

1. Essay writing Oct. 2010 Dr Jovo Ateljevic, University of Stirling

2. Every essay should contain the following parts: • 1. Outline of the topic • 2. Introduction • 3. Thesis (main question, hypothesis) • 4. Body (Consist of 4-8 Paragraphs) • 5. Conclusion Dr Jovo Ateljevic, University of Stirling

3. Introduction • The first paragraph includes the introduction and a essay statement. • The introduction should captivate the reader's attention and give an idea of the essay's focus. You may start your essay with an attention-getter such as a bit of fascinating information, captivating dialogue or an interesting fact. • Start with a few sentences that explain your topic in basic terms and lead into your thesis statement. Each sentence of your opening statement should become a bit more specific, until you reach the essay/topic statement. • The essay statement tells the reader what the essay will be about and what points you will be making in your essay. Your thesis statement should state the subject of the essay, explain the point of view the essay will take or describe the ideas on your topic that you determined in your outline. • Write (refine) your introduction last,after you've had a chance to work your way to a conclusion; Dr Jovo Ateljevic, University of Stirling

4. Body Paragraphs • The body paragraphs will explain your essay's topic. • Each of the main ideas that you listed in your outline will become a paragraph in your essay. If your outline contained three main ideas, you will have three body paragraphs. • Start by writing down one of your main ideas, in sentence form. If your essay topic is a new university in your hometown, one of your main ideas may be "population growth of town" you might say this: The new university will cause a boom in the population of Fort Myers. • Build on your paragraph by including each of the supporting ideas from your outline. Dr Jovo Ateljevic, University of Stirling

5. Conclusion(s) The conclusion serves to give the reader closure, summing up the essay's points or providing a final viewpoint about the topic. The conclusion should consist of three or four convincing sentences. Clearly review the main points, being careful not to restate them exactly, or briefly describe your opinion about the topic  Dr Jovo Ateljevic, University of Stirling

6. Development/discussion • Establish flow from paragraph to paragraph • transition sentences, clauses, or words at the beginning of paragraph connect one idea to the next avoid one and two sentence paragraphs which may reflect lack of development of your point • Keep your voice active • "The Company Board decided..." not "It was decided by..." • Avoid the verb "to be" for clear, dynamic, and effective presentation(Avoid the verb "to be" and your presentation will be effective, clear, and dynamic) • Avoiding "to be" will also avoid the passive voice • Use quotations to support your interpretations • Properly introduce, explain, and cite each quote • Block (indented) quotes should be used cautiously they can break up the flow of your argument • Continually prove your point of view throughout the essay • Don't drift or leave its primary focus of the essay • Don't lapse into summary in the development--wait until its time, at the conclusion Dr Jovo Ateljevic, University of Stirling

7. Thinking Critically • To be able to think critically about a topic, you must have something to think about. • Critical thinking requires a reasonable level of content knowledge • The critical thinking process is a question-guided process Dr Jovo Ateljevic, University of Stirling

8. Ask Questions • Write down everything you know about the topic • Re-organize the material into categories or groupings, by asking, "How do these things fit together? What elements are related and how are they related? What general groupings are there?" • Ask, "What is the significance of all this? What can it be used for? What are its implications? Is there anything that doesn't fit, or that doesn't agree with the facts, or with other theories on the topic, or with my personal experience?" • You may want to write an explanation of your answers in a paragraph • Don't Just Think -- Write Dr Jovo Ateljevic, University of Stirling

9. Concept Mapping How to do a Map? • Keep the points brief • Use unlined paper, since the presence of lines on paper may obstruct the process of Mapping • Connect all words or phrases or lists with lines, to the centre or to other "branches." When you get a new idea, start again with a new "spoke" from the centre • Go quickly, without pausing -- try to keep up with the flow of ideas. Do not stop to decide where something should go i.e. to order or organize material • Write down everything you can think of without judging or editing • If you come to a standstill, look over what you have done to see if you have left anything out Dr Jovo Ateljevic, University of Stirling

10. Advantages Of Mapping • It clearly defines the central idea, by positioning it in the centre of the page • It allows you to indicate clearly the relative importance of each idea • It allows you to figure out the links among the key ideas more easily • It allows you to see all your basic information on one page • It allows you to add in new information without messy scratching out or squeezing in • It makes it easier for you to see information in different ways, from different viewpoints, because it does not lock it into specific positions. • It allows you to see complex relationships among ideas • It allows you to see contradictions, paradoxes, and gaps in the material -- or in your own interpretation of it -- more easily, and in this way provides a foundation for questioning, which in turn encourages discovery and creativity Dr Jovo Ateljevic, University of Stirling

11. Conceptual Thinking It is the ability to understand a situation or problem by identifying patterns or connections and addressing key underlying issues. Conceptual Thinking includes organizing the parts of an issue or situation in a systematic way Dr Jovo Ateljevic, University of Stirling

12. Conceptual Thinking Means • looking for the common factors in different situations and using/modifying previously successful approaches to meet the unique needs of the situation. • identifying key factors in a complex problem, associating seemingly unrelated information in order to analyze a situation and simplify it for the eyes of others • coming up with a new or different way of describing or explaining a situation or opportunity • responding to changes or constraints by formulating new concepts or approaches • Talking through a problem or situation is a good technique for stimulating thought and developing insight. Getting another view point adds more ideas and energy. Dr Jovo Ateljevic, University of Stirling

13. Research and referencing • Gather resources • People (teaching staff, professionals)References (text book, web sites, journals, news papers, professional reports) • Read, discuss   • Include in each paragraph an explicit reference • If using a quote, elaborateon its meaning using words from it. Don't leave it up to the reader to figure out how to interpret the language quoted • Reference list?! Dr Jovo Ateljevic, University of Stirling

14. References • Book:Williamson, O. E. (1975). Markets and Hierarchies. New York: Free Press. • Chapter:Kirzner, I. (1980). The primacy of entrepreneurial discovery. In A. Sheldon (Ed.), The Prime Mover of Progress: The Entrepreneur in Capitalism and Socialism. London: Institute of Economic Affairs. • Journal article:Storey, D. J., & Westhead, P. (1996). Management training and small firm performance: why is the link to so weak? International Small Business Journal, 14(4), 13-24. • Conference paper:Gray, C. (1993, November). Certifying The Small Business Manager: Personal Skills, NVQs, BS 5750 and the Certificate in Small Business Management. Paper presented at the 16th National Small Firms Policy and Research Conference, Nottingham. • News paper: The Economist (1999, January 9). Direct hit, Business Section. The Economist, 57-59. • Web Site:Anderton, J. (1999). Importance of regional and local economies. Retrieved 25/11/1999, from the World Wide Web: www.executive.govt.nz Dr Jovo Ateljevic, University of Stirling