Finding Great Ideas

On this blog, you've read about brainstorming. You've read about writing thesis statements. Yet your first thought when asked to write an essay is still, "Uh...."

You're asked to write an essay comparing Macbeth to Othello and your response is, "But there's nothing to compare!"

I understand.

Just coming up with ideas for a stellar thesis statement can be tough. It requires some well-placed effort and focus--including:

#1. Reading analytically. And taking notes.

When you sit down to read a text, you should always jot down the following information:

a. Title of text
b. Name and short bio of the author
c. Year of publication/Historical time period
d. Subject of text
e. Theme (or thesis) of text
f. Description of major characters (for literary texts)
g. Main points/Quotes relevant to the theme or thesis
h. A one-paragraph summary of the text

Not only will these notes shave HOURS off of your study time in a class that requires you to read six or more books, they will help you write a stellar thesis statement for your next essay.

Why these?

* The author's bio may reveal a bias or experience that affected his or her writing. Exploring said bias can be the focus of a stellar essay.

* You may discover a similar theme in another work and, therefore, have the foundation for a great compare/contrast essay.

(What is a theme, you ask? The theme is like a comment on a work's subject. For instance, say the subject of a novel is "war". Therefore, the theme might be "war is evil" or "war is necessary". A work's theme reveals itself through poignant quotes, events and outcomes.)

* Books and novels often comment upon the times or society in which they are published. Such commentary can be explored in an essay.

* Character analysis can also make a great essay.

* The other notes? They will help you remember the text you read, which is essential when you're facing a midterm.

Reading analytically means keeping your eyes peeled for anything significant in the text. Pay special attention to the main character's evolution through the story, symbols, the story's ending, and conflicts between and within the characters.

#2. Go to class and pay attention (and take more notes).

I'm not being sarcastic here. If you listen to your professor during class, he or she will clue you in to the major themes and important quotes of the texts you are reading. This can be a huge help when stuck reading a long, boring, or confusing text. If your professor focuses on a particular scene, make a note of it and what he says about it. If your professor mentions a certain quote two or more times in class, underline and highlight that bad boy. You can rest assured said scene or quote will appear on a test, if not in your essay. Make notes in the margin of your text if necessary. Fold the page down for future reference. Organize your notes for easy reference later.

Some students complain that taking notes doesn't help them much. That's because they aren't taking the RIGHT kind of notes. Often, students try to frantically scribble down their professor's every word. Not effective. Instead, do this:

* Write down what he or she puts on the blackboard.

* Note the pertinent information he or she gives on the text.

That's it. Spend the rest of class listening and participating in the discussion.

#3. Think big and dig deep.

The biggest problem I see in poor essays is mediocrity (i.e., lack of significance or relevance). Sure, two characters in different stories may have gray hair and wear trench coats, but how is that worth mentioning? Do the gray hair and trench coats symbolize anything? Similarities and differences aren't worth discussing unless they are significant.

Actively look for ways to explore a text. Focus on symbolism or timelessness (i.e., a work written in 1604 still has relevance today because...?). Look for information that can tie two works together in a meaningful way. Do so, and you'll be on your way to writing a stellar essay.

Stellar Introductions

The introduction is the most important part of the essay. It is the first impression a professor receives of a student's ability to write. It introduces the essay's topic. And most importantly, it contains the thesis--the student's argument and the organizational framework for the entire essay.

Naturally, the introduction is the most difficult part of the essay to write. How does one begin a stellar introductory paragraph? And what should it look like when it is finished?

A good introduction is usually short and always concise. That said, it should always contain AT LEAST four (4) sentences, the amount required for a full-length academic paragraph. Students in the past have tried to argue this point, claiming that two sentences can do the job. Too bad they can't. One sentence is the thesis statement, which means the other sentence must fully introduce the topic and give the professor that oh-so-crucial first impression. No single sentence can effectively achieve both of those objectives. So, prepare to write four or more.

Also, it's called a thesis STATEMENT, not statements. Never split up a cohesive thesis statement into more than one sentence just to achieve the required number of sentences. It will not bode well for thee and thy grade.

The first sentence of any paragraph is called the topic sentence. The topic sentence introduces the topic, or focus, of that paragraph. In the case of the introduction, the topic sentence introduces the subject of your essay. The topic sentence should be more general in substance than the thesis statement, which introduces your argument.

Review:
topic sentence = essay topic (general)
thesis statement = argument about topic (specific)

Now that you have introduced the subject of your essay, what comes next? How about some background information? Let me demonstrate:

Mountain lions are creatures that naturally prefer to avoid confrontations with other non-prey animals (topic). In recent decades, however, shrinking habitats have forced mountain lions into areas populated by humans (history). As a result, mountain lions are attacking humans at increasing rates every year in an attempt to protect their territory (background). Lawmakers can help solve this problem by setting aside more land for wildlife reservations, providing more funding to national parks to educate the public on wildlife safety, and enforcing hunting restrictions on reserved land (thesis).

As you can see, each sentence flows into the next, providing relevant information that introduces the essay's argument. This is what a stellar introduction looks like.

Let's look at another example:

American novelist and nineteenth century writer Nathaniel Hawthorne was the first writer to apply artistic judgment to Puritan society. There were many transcendentalists during Hawthorne's time period, but his works showed little optimism and self-confidence. Most of his works were written from a Puritan preoccupation. With a series of short stories and novels that brought back the life of New England's Puritan past, Hawthorne achieved one of the most distinguished literary careers of the nineteenth century.

With words like "transcendentalist" and "preoccupation", you can't go wrong, can you? However, this paragraph is missing two very important elements. Can you guess what the are?

Answer:
1. flow
2. a thesis statement!

Sure, the vocabulary sounds great, but what will this essay address? How Hawthorne applied artistic judgment? How Hawthorne differed from his fellow transcendentalists? How he captured the Puritan lifestyle in his works? I can't tell! But with a little revision, this can become a stellar intro.

Nineteenth century American novelist Nathaniel Hawethorne produced many popular works based on Puritan themes. He was the first writer to apply artistic judgment to Puritan society by reconstructing the harsh images and bleak landscape associated with New England's Puritan past. Although considered a transcendentalist like many of his contemporaries, Hawthorne's work lacked optimism and, in some cases, seemed short on self-confidence by comparison. However, Hawthorne's preoccupation with Puritan themes earned him one of the most distinguished literary careers of the nineteenth century. The themes Hawthorne focused on most frequently in his works include religion, women in society, and retribution.

With a little extra information and some smooth transitions, this introduction now flows logically toward a clearly defined thesis.

Remember, at least four sentences:

1.Topic
2. Background/History
3. Background/History
4. Thesis statement

The List of the Forbidden

The chief complaint about the English language and the writing process is that there are few to no hard-and-fast rules. "I" before "E" except after "C"...90% of the time. It seems there's always an exception to the rule lurking around the corner.

Until today.

Writing academic essays--no matter the topic--is unlike any other kind of writing out there. It's direct, clear, emphatic, researched, and highly polished. And if you want to succeed as an academic writer, there are some iron-clad rules you must follow.

1. The following words are forbidden:

* things
* stuff
* a lot
* get
* everyone/everybody
* we/us/our/you

Why these? Because they are vague. Want proof? Here it is:

a. "Everybody" doesn't know, feel, or experience the same facts, emotions, or events. You can't even say that "everybody knows that the sky is blue." Some people are blind and don't know what "blue" is. So you can't very well use the word to factually support an argument, can you? If you're referring to a group of people, name them: Americans, parents, voters, Christians, etc.

b. Things. There are many "things" on this planet. Which one are you discussing? Can you name it? Watch this:

Example: Steve Jobs mentions several interesting things in his book, including future products that will help many people.

Revised: Steve Jobs mentions in his book several interesting projects his company is working on that will revolutionize the way people use technology.

Which sentence would YOU want in your essay?

c. Stuff. The "things" of 5-year-olds.

d. A lot. If you're talking about "a lot" in your essay, it better refer to a piece of real estate. It's a Paris Hilton substitute for the words "much", "many" and "several." Use one of them and leave "a lot" alone.

e. "Get" is a generic word that takes the zing straight out of your essay. A host of more specific and sophisticated words can replace "get": retrieve, purchase, obtain, achieve, receive, etc. So REMOVE (not get) "get" from your repertoire.

f. "We", "us", and "our" are collective pronouns. They are used to refer to yourself and at least one other person when you and that person have been named in a previous sentence, as in "Julie and I laughed; we had a good time." But most of the time when students use "we" and "us", they haven't named anyone. The result is an essay that sounds preachy, especially when the writer directly addresses the reader by using "you". Not only are these words vague, their use suggests that the reader shares the same ideas and beliefs as the writer, which can offend the reader--who happens to be your professor!

2. No contractions.

I may use contractions (you're, can't, won't) on my blog, but NEVER in an academic essay. Abbreviations (b/c, w/o) are a no-no, too. Write out every word. Nearly all professors require students to do so, and it will make your essay look and sound more professional and intelligent.

3. Don't start sentences with coordinating conjunctions.

Starting a sentence with a coordinating conjunction (and, or, but) is a great way to create a conversational style. But you're not writing a blog or a short story. You're writing an academic essay. That means conversational style is out and professionalism is in. Put those conjunctions where they traditionally belong: in the middle of the sentence. Need a transition? Use "however", "therefore", "moreover", etc.

4. Avoid cliches and idioms.

Using figures of speech to make your point usually backfires. When you use them, you aren't being specific or professional. The meaning behind some cliches and idioms aren't always clear. Also, idioms tend to vary by region and culture, so the ones you use may not be ones your professor has heard.

Example: The US Senate has a long row to hoe when it comes to passing health care reform.

Revised: The US Senate will have to fight long and hard to pass health care reform.

5. No questions. Especially rhetorical ones.

Just because the writing prompt is in the form of a question does not give you license to phrase your thesis in the form of a question. It's called a thesis STATEMENT for a reason. The same goes for your essay's title. EVERYTHING in your paper should be phrased as a fact. Make statements, then provide the evidence to support them.

The same goes for rhetorical questions. Your job as the writer is to convince the reader of your point of view--NOT leave the reader to form an opinion based on his or her emotional response to a loaded question. Asking rhetorical questions is a cheap (and damaging) way to avoid building an effective argument.

Any questions?

The Writing Process, Part 2

#4. Research.

Now that you have your thesis statement, you can begin research.

Why write a thesis statement first? Because it will save you from digging through tomes of information that you'll never use. The library is overflowing with volumes on the Civil War. If you know in advance that you are writing about the war's leaders, you can skim right over the books and chapters on the war's causes, race issues, etc. Knowing what you need will help you (and the librarian) find it quickly.

Research can also reveal if your thesis statement is too weak or insupportable. In that case, revising your thesis is usually an easy task.

When you find a quote or a fact you want to use in your essay, write it on a note card and label it so you know where it came from.

Also, write the sources you find on a sheet of paper or on separate note cards. Include the full name(s) of the author(s), publication title, article title, editor's full name, volume and/or issue number, publication date or copyright year, press name and city of publication, page number(s) that contain the information you want to use, Web URL, and the date you accessed the information. Not all sources will have (or require) all of this information. The point is to write down as much identifying information about the source as possible so you can correctly format your Works Cited page without having to look up the source again.

More on research later.

#6. Develop an Outline.

So you have a stellar thesis statement and some hard-hitting facts. Time to make an outline!

What's that? Your professor doesn't require an outline? Well, I do. So make one.

The ten minutes you spend making an outline will save you hours of writing on your draft. An outline organizes your points in a clear, logical fashion so you don't have to stop after every sentence and wonder what comes next. With an outline, you won't wander off topic or leave anything out. It will be the anchor you cling to when you're braindead at 3 a.m.

Start by writing the title of your essay at the top of a sheet of paper, followed by your thesis statement. Now write Roman numerals I, II, III and so on at the left-hand margin. These will represent your MAIN points or paragraph topics. The first and last points are always your introduction and conclusion respectively.

Let's say you're writing that Civil War paper. Your outline would look like this:

How Grant, Jackson, and Lincoln Affected the Outcome of the Civil War

Thesis: The actions of Ulysses S. Grant, General Stonewall Jackson, and Abraham Lincoln shaped the outcome of the Civil War in profound, surprising ways.

I. Introduction
II.Ulysses S. Grant
A.
B.
III. Stonewall Jackson
A.
B.
IV. Abraham Lincoln
A. Freed the Slaves
1.
2.
B.
V. Conclusion

See those A's and B's? Those are SECONDARY points that support the main points. (I filled in one as an example.) The small 1's and 2's contain information that explains the secondary points. You can expand your outline as far as you want or need, and can even write out the points as full sentences instead of phrases.

Does the Grammar Nazi write an outline every time? Yes, she does!

#6. Write the first draft.

At last, you can sit down and write! With your assignment instructions, thesis statement, and outline GLUED TO YOUR ARM, this should be a much less painful process.

Most students start by writing the introduction (with the thesis statement as the LAST sentence in the paragraph) and finish with the conclusion. But you don't have to write that way. If you're itching to tackle the heart of your essay, you CAN write the body first! Just make sure all the parts are in the correct order before you submit your essay.

Oh, before I forget: SAVE, SAVE, SAVE your essay to YOUR computer (not the library's) or storage device every few minutes. A glitch, power outage, or an accidental click on the program's "Close" button could wipe out all your work. And then you'll cry.

#7. Format the Works Cited page.

As you wrote the first draft, you should have cited any researched information with the author's last name and page number in parenthesis (or in a footnote). The Works Cited page provides the full source details for that information. First, know what documentation style you are using: MLA, APA, etc. (Some professors require their own unique style.) Then arrange the sources in alphabetical order by the authors' LAST names. This means Graves, John L. comes BEFORE Zimmer, Alan.

#8. Revise

Finished with that first draft at last? Great. Save it one last time and leave it alone for a few hours. Go outside and toss a Frisbee, grab a snack in the student lounge, whatever. Then come back and print out your essay. Yes, on paper. Read it ALOUD. Yes, audibly. Any sentence or phrase that causes you to stumble or pause with wrinkled eyebrows needs to be reworked. Mark up any errors you see with a COLORED PEN. Then make the corrections on your computer. Print out a second copy. Have an intelligent friend, roommate, parent or classmate look it over. Make any needed corrections. Print a clean copy for your professor.

Now you should have an essay worthy of grading.

The Writing Process, Part 1

So, you've received an essay assignment. You know what your professor will be looking for when he or she grades it. Now what?

If your answer is, "Sit down and start writing," you are wrong! There is a process when it comes to writing stellar essays, and writing doesn't really begin until near the end. First, you must prepare.

Here's how the process goes:

1. Understand the assignment
2. Brainstorm
3. Write a thesis statement
4. Research
5. Develop an outline
6. Write the first draft: intro, body, and conclusion
7. Format the Works Cited page
8. Revise

If you had never really skied before, you wouldn't sign up for the Winter Olympics, slap on a pair of skis, climb to the top of a jagged peak and take off, would you? Of course not. You'd be lucky to survive with little more than a broken leg. Skiing at that level takes years of training and practice. Yet many students approach college composition this way: they jump straight to step six and then wonder why their essays come back dripping with red ink. So, let's take these one at a time:

#1. Understand the assignment.

Want to make absolutely sure you're doing what your professor wants? Before doing anything, read the assignment instructions SLOWLY at least THREE times, focusing on ALL the required elements. Number or highlight said elements if necessary. After that, keep those instructions glued to your arm. Literally. Don't write or do research without them in front of you. Consult them OFTEN--after every paragraph if necessary. Read them AGAIN just before your final revision. This will ensure your writing stays on track through the entire process.

Do the instructions read like a passage from Faulkner? Ask your professor to explain them to you. DO THIS FIRST! Trust me: most professors would rather explain an assignment a dozen times than grade a bad essay. When your professor is explaining, don't just stand there and nod your head. Rephrase the explanation in your own words and repeat it back for confirmation: "So what you're saying is, I should..." Better yet, take notes. Return to your professor ANY TIME you have a question.

Can't understand the professor? Find the smartest person in your class and ask him or her to explain it. Still not good enough? Post them on here, and I'll help you.

Additionally, you need to understand that various types of assignments have their own requirements. For example, let's say you receive the following prompt:

Compare and contrast the theme of The Octopus by Frank Norris with the theme of Upton Sinclair's The Jungle.

In this instance, you know that you are going to be EQUALLY analyzing TWO novels and discussing their similarities AND differences. Notice the words in all caps. Some students read this type of prompt and focus only on the first novel with information from the second one thrown in as an afterthought. Or they might discuss the similarities but omit the differences. Understanding the assignment, however, means KNOWING what you have to do and MAKING PLANS to do it. Writing doesn't stop when you've reached the required page length; it stops when you've fully addressed the prompt.

#2. Brainstorming.

Now that you understand the assignment, you need some ideas for how to approach it. Graphing your thoughts is a great way to start because it lets you literally see the flow of ideas and the connection between different types of information.

For example, let's say you're going to answer the sample prompt above. First, you will need to have read the two novels. (Duh!) Next, draw two large overlapping circles on a sheet of paper. Write The Octopus above the first circle and The Jungle above the other. Where the circles overlap, list any similarities you found between the themes, which may include the following: identical characters, socialist ideas, demonization of technology, similar events, etc. In the remainder of the two circles, list the differences that correspond to each title.

Now select the most interesting ones to include in your essay--ones that you can really expand upon. (Three of each is generally a good rule of thumb.) Leave out ones that can be explained in a single sentence. You want full, detailed paragraphs.

Example #2: let's say you need points to explore in an essay on the American Civil War. In this instance, you should use a "bubble" or "tree" graph. Start by drawing a large circle and write "Civil War" in the center. Next, think of the various aspects surrounding the war: its leaders, issues of race, defining battles, outcomes, etc. As each point comes to mind, put it in a separate smaller circle outside the large one and draw a line from the large circle to the small one. Then work to expand the graph by listing at least three aspects of each point outside its circle, again connecting them with lines. When you are finished, you will be ready to write your thesis statement.

#3. Write a thesis statement.

The thesis statement is the most critical part of the essay. It provides the framework and the focus for the entire paper. You CANNOT write a stellar essay without one.

Remember those points you wrote down during your brainstorming session? They will come together to form your thesis statement.

There are TWO types of thesis statements: a listing thesis and an inclusive thesis.

Listing thesis statements are easy to write. You simply list the points you will address in your essay. For example, a thesis statement for the Civil War paper might read: The actions of Ulysses S. Grant, General Stonewall Jackson, and Abraham Lincoln shaped the outcome of the Civil War in profound, surprising ways. Here, you are discussing three Civil War leaders. Subsequently, the main body of your essay will be divided into three DISTINCT parts, each focusing EXCLUSIVELY on one leader.

Inclusive thesis statements are used when listing would be too awkward, such as in a compare/contrast essay. Many professors prefer inclusive thesis statements because of their sophistication, but they are difficult to do right. The main problem is that they can come off sounding too general--more like a topic sentence than a thesis statement. The rule to remember is that GOOD thesis statements are ALWAYS specific and direct.

Example: Although The Jungle and The Octopus similarly demonize the industrial and agricultural revolution in America, Sinclair shows how the revolution affects urban immigrants while Norris illustrates the plight of rural farmers.

The first few paragraphs would then describe how each novel characterizes the industrial revolution, followed by an explanation of how the authors' focus on different social groups shapes the reader's perception of each novel's message or theme. This is the kind of essay that wins awards.

Newsflash: professors want sophistication, not summaries.

The remainder of the writing process will be covered in Part 2.

Think Like a Professor

One of the biggest complaints I've heard from students is that they don't understand what their professors want when it comes to essays. These students spend days agonizing over assignments, working late into the night to meet a page length requirement, only to receive C's and D's for their efforts.

Thankfully, this problem has an easy solution: think like a professor.

Every time a professor sits down to grade an essay, he or she will look to see if several criteria have been met:

#1. The student has fully addressed the writing prompt.

This sounds simple, but you would be surprised how many students write pages of material that don't even come close to fulfilling the assignment. I once tutored some history students on a four part book review assignment: (1) summary of the book's main points, (2) discussion of the book's strengths and weaknesses, (3) critique of the book's format, and (4) critique of the book's sources. Most of the students came to me with drafts that addressed parts one and two, but excluded parts three and four. Their professor was not a happy woman. Neither were her students when they saw their grades.

#2. The student has provided solid, well-documented research to support the essay's thesis.

Professors want specific information in a well-reasoned format. Personal opinions and generalizations won't cut it. Neither will quotes from Billy Bob's Quick Facts Site (otherwise known as Wikipedia).

#3. The essay is well-organized, flows logically, and is easy to understand.

Contrary to popular belief, professors aren't adept at interpreting gibberish. If you don't know what you're trying to communicate, they won't either.

#4. The student used proper spelling, grammar, and punctuation.

I've seen countless students fail essays over bad grammar. It's a big deal, and not just with English professors. The theory is that sixth-grade English skills shouldn't be a problem for someone writing at the college level.

#5. The essay is formatted with the correct margins, font type and size, and research documentation style (MLA, APA, etc.).

Blowing up the font size or widening the margins to stretch your essay to the required length is a death sentence. Even if your professor is literally blind, he or she will not be fooled.

Adhering to documentation style is crucial as well. A source's format communicates what type of source it is (book, journal, Web site) so that it can be quickly located and verified. If your professor cannot verify your research, he or she might assume you have invented or plagiarized the information--which usually comes with an automatic "F".

And that, my friends, is what you should keep in mind when approaching any writing assignment. In future posts, I will be discussing each of these points in detail, showing you how to write clear, simple sentences; how to write stellar thesis statements; how to quickly organize your essay's main points; and so on. Stay tuned!

Everyone needs a Grammar Nazi

Welcome to the Grammar Nazi. Now prepare to learn.

You're here because you need an A on your next writing assignment. You want to write the kind of scholarship letters that inspire alumni committees to throw wads of cash in your direction. Your eyeballs are bleeding from all the sleep you've lost trying to squeeze out a measly five-page essay.

I can help you.

I know what it takes to write stellar college essays--the kind that win awards and scholarships. I know because I've done it. I've also spent my years as a student and beyond tutoring writers of all ages and levels: high schoolers, undergraduates, graduates, ESL students.

I've helped students with papers on nearly every subject. Poetry. Art history. Quantitative analysis. Japanese anime.

I have tutored at the University of Memphis in Tennessee--where I graduated with my degree in English Literature--and at The Citadel Military College in Charleston, SC, where I earned a Master Level 3 tutoring certification from the College Reading and Learning Association (CRLA).

I will teach you to write better, faster...or die trying.

My blog will cover myriad topics related to college composition, including:
* How professors grade essays
* Writing killer thesis statements
* Analyzing poetry and literature
* Introductions and conclusions
* Brainstorming and organization

And I'll explain it all in plain English.

If you need other resources, check the column on the right. The links there will lead you to websites with more writing information, including handouts and practice tests. I will be adding more links in the future.

I'll also be adding more writing blogs to my blog roll for your perusing pleasure.

In the meantime, feel free to take one or both of the polls in the left-hand column. And don't hesitate to leave a comment or a question after a post. If there's a particular topic you'd like to see covered, let me know! The Grammar Nazi is officially on duty.