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How to Plan Essays
1. Strategy
You can approach the composition of an essay using a number of different
writing strategies. Some people like to start writing
and wait to see what develops. Others work up scraps of ideas until they perceive
a shape emerging. However, if you are in any doubt
at all, it's a good idea to plan your work. The task of writing is usually much easier
if you create a set of notes which outline
the points you are going to make. Using this approach, you will create a basic
structure on which your ideas can be built.
2. Plans
This is a part of the essay-writing process which is best carried
out using plenty of scrap paper. Get used to the idea of shaping
and re-shaping your ideas before you start writing,
editing and
rearranging your arguments as you give them more thought. Planning on-screen using a word-processor is
possible, but it's a fairly advanced technique.
3. Analyse the question
Make sure you understand what the
question is asking for. What is it giving you the chance to write
about? What is its central issue? Analyse any of its
key terms and any instructions. If you are in any doubt, ask your
tutor to explain what is required.
4. Generate ideas
You need to assemble ideas
for the essay. On a first sheet of paper, make a note of
anything which might be relevant to your answer. These might
be topics, ideas, observations, or instances from your study
materials. Put down anything you think of at this stage.
Richard Turley, Writing Essays: A guide for students in English and
the humanities, London: Routledge, 2000, pp.145.
Explains how to generate the structure of an essay - by exploring the
question. Covers making links between topics and guiding
readers through an argument. Shows how to go through a series of edits to
clarify and improve ideas. Also covers quotations and the
conventions of scholarly referencing, which many students find difficult.
Review HERE
5. Choosing topics
On a second sheet of paper, extract from
your brainstorm listings those topics and points of argument
which are of greatest relevance to the question and its central
issue. Throw out anything which cannot be directly related to
the essay question.
6. Put topics in order
On a third sheet of paper, put these
chosen topics in some logical sequence. At this stage you should be
formulating a basic response to the question, even if it is
provisional and may later be changed. Try to arrange the points
so that they form a persuasive and coherent argument.
7. Arrange your evidence
All the major
points in your argument
need to be supported by some sort of evidence. On any
further sheets of paper, compile a list of brief quotations from
other sources (together with page references) which will be
offered as your evidence.
8. Make necessary changes
Whilst you have been engaged in
the first stages of planning, new ideas may have come to
mind. Alternate evidence may have occurred to you, or the line
of your argument may have shifted somewhat. Be prepared at
this stage to rearrange your plan so that it incorporates any of
these new materials or ideas. Try out different arrangements of
your essay topics until you are sure they form the most
convincing and logical sequence.
9. Finalise essay plan
The structure of
most essay plans can be summarised as
Introduction - Arguments - Conclusion. State your case as briefly
and rapidly as possible, present the evidence for this case in the
body of your essay, then sum up and try to 'lift' the argument
to a higher level in your conclusion. Your final plan should be
something like a list of half a dozen to ten major points of
argument. Each one of these points will be expanded to a
paragraph of something around 100-200 words minimum in
length.
10. Relevance
At all stages of essay planning, and even when
writing the essay, you should keep the question in mind. Keep
asking yourself 'Is this evidence directly relevant to the topic I
have been asked to discuss?' If in doubt, be prepared to scrap
plans and formulate new ones - which is much easier than
scrapping finished essays. At all times aim for clarity and logic
in your argument.
11.Example
What follows is an example of an outline plan drawn
up in note form. It is in response to the question 'Do you think
that depictions of sex and violence in the media should or
should not be more heavily censored?'. [It is worth studying
the plan in its entirety. Take note of its internal structure.]
Stylewriter is a software program which offers help with writing skills such as summarising, editing, and proof-reading your work. It also offers a selection of writing styles to choose from - academic writing, journalism, formal prose, and so on. Mistakes and suggestions for improvement are highlighted and done in a single click.
'Do you think that depictions of sex and violence in the media
should or should not be more heavily censored?'
Introduction Sex, violence, and censorship all emotive subjects
Case against censorship
1. Aesthetic: inhibits artistic talent, distorts art and truth.
2. Individual judgement: individuals have the right to decide for
themselves what they watch or read. Similarly, nobody has the
right to make up someone else's mind.
3. Violence and sex as catharsis (release from tension): portrayal
of these subjects can release tension through this kind of
experience at 'second hand'.
4. Violence can deter: certain films can show violence which
reinforces opposition to it, e.g. - A Clockwork Orange, All Quiet
on the Western Front.
5. Censorship makes sex dirty: we are too repressed about this
subject, and censorship sustains the harmful mystery which has
surrounded us for so long.
6. Politically dangerous: Censorship in one area can lead to it
being extended to others - e.g., political ideas.
7. Impractical: Who decides? How is it to be done? Is it not
impossible to be 'correct'? Any decision has to be arbitrary
Case for censorship
1. Sex is private and precious: it should not be demeaned by
representations of it in public.
2. Sex can be offensive: some people may find it so and should not
have to risk being exposed to what they would find pornographic.
3. Corruption can be progressive: can begin with sex and continue
until all 'decent values' are eventually destroyed.
4. Participants might be corrupted: especially true of young
children.
5. Violence can encourage imitation: by displaying violence - even
while condemning it -it can be legitimised and can also encourage
imitation amongst a dangerous minority.
6. Violence is often glorified: encourages callous attitudes.
Conclusion Case against censorship much stronger. No
necessary connection between the two topics.
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