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Essay writing guide: Introductions
These are key points in an essay because first and last impressions matter. Remember that the introduction is introducing your essay.
It should:
establish/ define any necessary terms /concepts/events/methods etc.
establish your point of view i.e. your main points (what you are going to argue).
orient your reader to what follows i.e. your main points, how you establish your response, the ideas and arguments to be developed.
have a clear and comprehensive statement of your argument in relation to the set topic.
It should not:
merely repeat the terms of the topic
give too much general background - just enough to introduce the general area and the issue/problem/question etc.
announce your intention to write an essay ('this essay will answer the question posed...').
talk about your difficulty in coming to terms with the topic (unless there are legitimate academic reasons for doing so).
You may find it useful to think of an introduction as being constructed according to 4 'moves':
Move 1 Introduce the field/context
What is the field/context in which you are writing? Why is the topic important or interesting?
Move 2 Summarise previous research/what is currently understood
What is the current understanding of the topic?
Move 3 Prepare for present essay/research
What is the issue/problem/controversy needing resolution?
Move 4 Introduce the present research
What is your approach and line of argument with respect to the topic?
(NOTE: The above principles may not easily apply to disciplines such as Literature and Philisophy)
In general
No one length or format of introduction suits all essays. Length varies according to the word limit and the amount that has to be introduced.
A key quotation may be used, but immediately draw out its significance in terms of your argument i.e. the reader must understand how/why you are using it.
Most writers feel that they need to revise their introduction several times until it exactly reflects their argument and what they have discussed. Some write it first, before the essay, others wait to see what they have written. Either way, it is probably not possible to have a really finished version until after the essay is written; after all, it is introducing the essay and so you need to know what it is introducing.
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Essay writing guide: Analysing an essay question
Here are two essay questions from a first year Anthropology course:
(a)"Hunters and gatherers were the original affluent societies." Discuss with reference to at least two traditional societies.
b) Describe the potlatch and discuss the more recent views of its functions.
Most essay questions require analysis at three levels:
1. SUBJECT: broad field, subject, theory, concept, i.e. WHAT the topic is
e.g. (a) Hunters and gatherers
(b) The potlatch
2. ANGLE: area of controversy, problem, discussion, evaluation, i.e. WHY you should consider the subject
e.g. (a) In what ways, if any, are hunters and gatherers affluent?
(b) In what ways, and why, do views of its functions differ?
3. PROCESS: direction words, instructions about coverage, i.e. HOW you must process in your essay
e.g. (a) Discuss with reference to at least two examples...
(b) Describe... and discuss recent views...
DISCUSS is the most commonly used directional word but there are many other ways of wording a topic:
Explore this comment.
Analyse.
Examine carefully.
Evaluate this claim.
To what extent?
Critically review.
Compare and contrast.
Do you agree?
All of these directions imply ARGUE - develop a logical sequence of points, supported by evidence, leading to your conclusion:
Procedures that MAY be involved in developing an argument:
define
describe
explain
elaborate
give examples
paraphrase
quote
summarise
Procedures that are ALWAYS involved in developing an argument:
ANALYSE: Break your material into units which suit your argument
CRITICISE: Consider both strengths and weaknesses of the evidence
EVALUATE: Reach a (tentative) conclusion indicating your position on the issues discussed
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Essay writing guide: Stages of writing an essay
When writing an essay, certain things need to be done at several stages.
1. ANALYSE AND DEFINE THE TOPIC or QUESTION
Analyse the topic or question if it is already set what EXACTLY is the lecturer asking you to do?
If answering a set question, use the Subject-Angle-Process method of analysis.
If writing on a general topic, consider making it into a question as a specific question is easier to research and write on than a general topic.
2. IDENTIFY SOME KEY IDEAS
Look at course outlines, lecture notes, tutorial/seminar readings to identify key themes of the course.
Use brainstorming or mind-mapping techniques to identify key ideas.
3. THE FIRST LITERATURE SEARCH
Based on the topic and the brainstorming session, identify some KEYWORDS with which to search library catalogues, abstracts and databases for material.
Pay particular attention to journals in the general field skim back issues.
Cover the key writers in the field how can you identify these?
Ask your lecturer/tutor to recommend articles, books.
4. READ
Initially, it may be useful to go over the seminar/recommended readings on the topic or set question before looking at the materials discovered during independent research.
Read to obtain an overview of what people are writing on the topic: where are the debates within this topic? What are the key issues of these debates? Are there any key theorists writing on the topic? What evidence is being used to justify each position or interpretation of the topic?
Take careful notes as you read.
5. FORMULATE YOUR ARGUMENT IN RELATION TO THE TOPIC
Try to express your argument or position in one clear sentence, e.g., It is argued that . . ..
The argument requires supporting evidence and ideas.
Next, consider what things you need to do to persuade the reader of your position. Will you need to define key terms, compare and contrast, critically evaluate the literature, provide background context, analyse a case study, and so on? Once you have thought of the things you will do, this is called the structure of argument and it provides a potential outline of the main sections of the essay.
6. DEVELOP THE PRELIMINARY OUTLINE OF THE ESSAY
The first division of your topic into parts represents your view of what is important in these debates: this is your preliminary analysis.
Keeping the required length of the essay in mind, transfer key ideas and supporting ideas from the brainstorm session to a linear structure (outline). This outline is the bare bones of the essay.
Prepare a more detailed outline with a section and sub-section plan.
Expand or contract the outline to suit the length required add or delete main points, supporting points, the evidence you will use to explain and support them, potential responses to counterarguments or challenges to your position.
Remember: you may need to read more in order to flesh out your ideas.
7. WRITE THE FIRST DRAFT: for yourself
The purpose of this draft is to work out what you think about the topic, in relation to what you have read.
Try to write it all in one go: BODY, CONCLUSION then INTRODUCTION last? Which order do you prefer?
8. DO SOME MORE FOCUSED READING
Identify where you need more information.
Widen/extend/narrow your literature search for more material.
Find examples to support your main points.
9. TAKE A BREAK
Put some critical distance and time between yourself and your work.
10. REVISE FIRST DRAFT, COMPLETE SECOND DRAFT: for your reader
Give this draft to someone else for comments and feedback, for example, a friend, your partner, a fellow student, or an ASLC adviser. Take note of their comments.
11. EDIT
Use a checklist for editing the final draft, which incorporates formatting requirements as well as things you know you often have problems with, e.g., referencing, expression, etc.
12. HAND IT IN AND REWARD YOURSELF!
Go to a movie
Eat out
Spend the day watching television
Buy a CD
Relax
Go swimming
Head off to Sydney
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STRUCTURE STRATERGIES
WORD CLASS
1.CONTENTIVE คำที่เน้นเนื้อหาสาระ
1.1 NOUN
1.2 VERB
1.3 ADJ
1.4 ADV
2.FUNTIONAL คำที่เน้นหน้าที่ ไม่ได้แสดงเนื้อหาหลักในประโยค
2.1 determiner
2.2 auxiliary
2.3 pronoun
2.4 connective
ex
She has gone to school.
she = pro
has = aux
gone = v STRESS
to = perp
school = n STRESS
เวลาที่เรา stress เสียง เราจะ stress ที่ contative
NOUNS
1. FUNCTIONS
a. Water is essential for life.
water เป็น subject
b. She's drinking water
water เป็น object
c. What he needs is water
water เป็น compliment เพราะว่า เวลาอ่านกลับประโยคแล้วความหมายไม่เปลี่ยนแปลง คำว่า is เป็น linking verb แปลว่า เป็น
d. I love watermelons.
water เป็น modifier หรือ adjunct
2.FEATURES
a. commoness and definiteness
common
1.เป็นคำนามทั่วไป ส่วนใหญ่เป็นตัวอักษรตัวเล็ก ยกเว้น ประเทศ กับ ศาสนา
2.สามารถเปลี่ยนแปลง determiner ได้
ex
She is sitting by the/many/a few windows.
3.เราสามารถเปลียนแปลง นาม เป็น plu หรือ sing ก็ได้
ex
She is sitting by the window.
4. common noun can แยกเป็น
1. definite ---> She is sitting by the windows.
2. indefinite ---> She is sitting by some windows.
proper
1. มักจะสะกดด้วยตัวใหญ่ เป็นพวกชื่อเฉพาะ
2. ห้าม เปลียนแปลง determiner
ex
I just bought WINDOWS for my new computer.
ห้ามใส่ the/some/many เด็ดขาด
3. ห้ามยุ่งกับ sing และ plu
จากตัวอย่างข้างยบ เราไม่สามารถตัด s ออกได้
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SORRY
SORRY
= APOLOGY เวลาเหยียบเท้า
=REGRET ไม่ได้ไปเที่ยวด้วย
=SYMPHATHY เห็นอกเห็นใจ
=EXCUSE FOR INTERRUPTION
=REFUSE ปฏิเสธ
=CALL FOR INTENTION เวลาเราทำของตกแล้วเขาเรียกเรา
=ANGRY พูดเพื่อแสดงความโกรธ
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