Academic Writing: Content & Form

1. Academic Writing:Content & Form Dana Collins

2. Brief Introductions • Name • Area of Study • Professional Goals

3. So you’ve been assigned a formal academic paper to write…now what?

4. STEP 1: Determine what type of paper you are writing. Based on this, establish goals. *Note: Often, essays will contain elements of multiple types of papers. For example, an argumentative paper on the inner workings of the American judicial system might make the argument that the judicial system is flawed, but also be expository in that it explains how the system works, and analytical in that it evaluates the way it works for evidence that support the argument. (Brief Activity)

5. Codes & Conventions • In an argumentative paper, argue, reason, develop ideas! Be strong in your convictions! Just OK: I think that Shakespeare’s poems sometimes touch on themes of aging and maturity because some of his poems occassionally show imagery of time passing. Much Better: A common theme found in Shakespeare’s sonnets is aging. Several of his poems show imagery of time passing. These poems include Sonnet 60, Sonnet…

6. Always clearly define your thoughts. Develop your ideas by being specific and providing relevant support. Just OK: Austen’s main character is stubborn and always wants to get her way. Much Better: Despite Austen’s description of her heroine as “lively” and “playful” (Austen, 5), Elizabeth Bennet is more often characterized by her stubborn temperament and brusque manner. For instance, she often refuses to marry many suitors and even turns down Mr. Darcy.

7. It is okay to use the first person, “I,” but don’t rely on it too heavily. You want your paper to be convincing because of the evidence you present rather than just stating your opinions. Just OK: The Sopranos finale left viewers uncertain as to the futures of their beloved characters. I for one was unsatisfied. You get the feeling that they will be trapped in a diner forever. Much Better: The Sopranos finale left viewers uncertain as to the futures of their beloved characters. According to HBO’s 2010 viewer surveys, 52% of the show’s fan base were left unsatisfied with the ending. Many reviewers, including Emily Nussbaum for The New Yorker in 2013, described a sense of limbo, in which the characters were to be trapped in a diner for all eternity.

8. In an expository essay, explain more than you would in a normal conversation. Just OK: Jerry ate some cereal, and then Elaine complained about her job. Then Kramer walked in and everyone was laughing. Much Better: Jerry ate some cereal as Elaine complained about her job. The tone of the show became serious because Elaine was genuinely worried about losing her employment. Then, Kramer stumbled through the door with his shirt buttoned up wrong. He knocked the coat hanger over on his way in. Jerry and Elaine couldn’t help laughing at this and there was a dramatic shift in the entire mood of the scene.

9. Provide background information and historical context when necessary. Just OK: Students shouldn’t have to take the New York State Provisional Reading Test, especially when they are already passing the other tests they have to. Much Better: The New York State Provisional Reading Test was mandated by the state legislature of New York as a requirement for all college freshmen in the fall of 2010. Since then, there has been a nearly 100% passing rate according to the Center for State Tests. Many students feel that this test is unnecessary, since they have to pass a harder reading test, The Initial Assessment Exam (TIAE) as a prerequisite for even being in the classroom.

10. Write out contractions (e.g. “do not” instead of “don’t” or “cannot” instead of “can’t) Just OK: Poets Smith and Jones couldn’t believe that their collaborative poem’d been rejected from the American Poetry Review. They felt that Allen should’n’t’ve been chosen since he’d won the year before. However, they also conceded that they could’ve worked harder on their poem. Much Better: Poets Smith and Jones could not believe that their collaborative poem had been rejected from the American Poetry Review. They felt that Allen should not have been chosen since he had won the year before. However, they also conceded that they could have worked harder on their poem.

11. Avoid writing “there is” and “there are.” Just OK: There are many people of color who feel they are being discriminated against in the workplace. Much Better: Many people of color experience discrimination in the workplace.

12. Avoid writing “really,” “very,” “a lot,” “so” Just OK: Bloom thought the text was very hard. Stem cell research is a really divisive issue. Much Better: Bloom thought the text was difficult. Stem cell research is a divisive issue.

13. Don’t change tenses frequently Just OK: Bloom reviews Shakespeare. He felt that Shakespeare is a strong poet. Much Better: In the course of his career as a literary critic, Bloom frequently reviewed Shakespeare. He felt that Shakespeare was a strong poet and worthy of critical analysis.

14. Don’t over-generalize! • Let’s look at this sample of student writing from “The Conventions of Expository Writing” by Myra Kogen. The essay is titled “My Strengths as a Student.” The only way I can accomplish what I want to in life is to have strength as a student. I want to do some kind of technical work with my hands, and if I don’t finish my degree, I'll never accomplish what I set out to do. With all the changes I went through with when I came to Register, I feel showed some strength of determination. My Job didn't help matters in fact they eyen add to the confusion. I was told I would get a transfer and at the last minute they couldn't do it. I was left running around trying to get all the classes I needed to be a full-time student. Now I am in school and I feel I can finish once and fore all if I keep my head in the books which shouldn't be too hard. What type of essay is this? What is the student arguing? What elements of this are confusing? Does it make a good argument?

15. What do you think the modified version includes that the original version does not? • Background information • Supporting details • A clear thesis that is reiterated

16. Let’s discuss the THESIS some more! • Every academic essay needs a thesis. • The thesis is the main idea of your essay. It can also be defined as the central argument that ties all the ideas of the paper together. • It is usually the last line of the first paragraph of your essay. • If you answer the question, “What’s the point of this essay anyway?” your answer will probably be the thesis. • State your thesis as clearly and concisely as possible. • A good thesis is both well-supported AND relevant. • Also remember, IF WHAT YOU’RE WRITING DOESN’T MATTER TO YOU, IT WON’T MATTER TO YOUR READER EITHER!!!

17. Thesis Activity • Highlight the thesis in the sample introductory paragraph • Choose a or b depending on which statement you think provides the best thesis

18. Writing Process

19. Writing Process In Detail • Teacher assigns a compare/contrast essay: “Compare and contrast two sitcoms from the 1990’s.” • Writer begins brainstorming What about this topic interests me? Well, I do like to watch television. My favorite sitcoms from this period are Roseanne and Friends. How or why are they my favorites? Well, I like Roseanne because it’s about a working class family, which I can identify with. I like Friends because their city way of life feels like an escapist fantasy to me. Maybe, I can compare the economic realities of these two shows!

20. 3. Writer begins developing a thesis Why am I going to compare the economic realities of these two sitcoms? Well, because they’re both funny in very different ways. What kinds of different ways? One show explicitly discusses money and it’s an ongoing conflict for the characters. The other show shows the characters working but never openly discusses money. How can I work this into a thesis? What about: Roseanne and Friends are both popular sitcoms from the 1990’s that differ in their perspectives on money in proportion to the characters’ relative economic statuses. Keep asking questions to refine your thesis!

21. Outlines are great for organization! Introductions should catch the reader’s attention! They can also be a ‘map.’ 4. Writer drafts an outline • Introduction A. Introduce the two sitcoms to be discussed 1. Roseanne 2. Friends B. Give a brief history of the shows C. Thesis statement 1. Compare/contrast the economic realities of the two shows II. Body A. Paragraph One: Examine the economic reality of Roseanne in depth with examples B. Paragraph Two: Examine the economic reality of Friends in depth with examples C. Paragraph Three: Directly compare specific examples from the two shows 1. Highlight material side effects of economic disparity 2. Quantify the amount of times money is/is not explicitly discussed a. Point out when it is part of the storyline on Roseanne • Conclusion A. Link to previous paragraphs B. About one paragraph long (more for longer papers) C. Reinforce the thesis statement D. Implications/predictions The Body is where you want to put the most supporting evidence. Here is where you dissect the bulk of your research. Make a powerful concluding statement. What are the implications of this paper? Conclusions tie things together. They don’t contain new information!

22. 3. Writer researches QUESTION  LEARNING  QUESTION  LEARNING….(and on and on…) What to consider when choosing sources: • Get to the original source (the majority of your sources should be original sources). These can include a variety of documents, books, articles, peer-reviewed research reports… -Primary vs. Secondary sources • Use the internet (but beware false information!) • Check reference lists • Read what others have to say about your same topic

23. My Paper Worksheet • Fill out the worksheet with information about a paper assignment you currently have or once had

24. Any Questions?????

25. Know Your Audience! In regard to the proposed writing proficiency exam, I fail to see why students already enrolled at this college should be subjected to it. The failure of this exam would deny a student his or her degree. I consider this highly unfair, because the students already attending this college would have a chance of coming out with nothing. ***Writing Sample from “The Conventions of Expository Writing” by Myra Kogen

26. This version has the same opinion, but a reasoned explanation rather than a forceful opinion. In regard to the proficiency examination, I do believe it is very strong in principal. We are in college to earn a degree. So I do think we should work a bit harder to get a wider and voluminous vocabulary and come out to the world with greater knowledge. However, this exam requires a great deal of perfection, "fewer than 5 errors in grammar and spelling" has a big meaning in a 500 word essay. However, if the rules or procedures could be changed to the official decision of a smaller essay and classwork it would be easier to accept as a better rule. I suggest it not take place next spring. We should wait and have another view of this matter. ***Writing Sample from “The Conventions of Expository Writing” by Myra Kogen

27. Don’t be overly emotional! Our new president Jimmy Carter a peanut farmer from Plains, Georgia. My prediction is that frankly he is like the rest of those so-called Presidents down deep inside, corrupt, sinster, indignant, bombastic, malice. Jimmy Carter is just a figment of speech not a figurehead, he really is Big Business. A calm, rational tone is the most persuasive, and thus, the most effective! ***Writing Sample from “The Conventions of Expository Writing” by Myra Kogen

28. Online Resources • http://www.canberra.edu.au/studyskills/writing/introductions • https://owl.english.purdue.edu/owl/resource/545/01/ • http://www.cws.illinois.edu/workshop/writers/tips/thesis/ • http://www.ipl.org/div/aplus/linkscommon.htm • http://wac.colostate.edu/jbw/v5n1/kogen.pdf

29. Thank you for attending this workshop. Please come back next Tuesday night for “Critical Thinking and Reading Skills”Good luck with your papers!