Writing Myth #2

Today's post will address another writing myth I hear very often.

Myth #2: I write better at the last minute.

This is the context in which I have most often heard this statement uttered: a student comes to me to have his essay checked. It is the day before the assignment is due. The draft of the essay the student hands to me is incomplete. The student may have written as little as a thesis statement. The research used in the essay (if any) has not been cited. The draft is riddled with empty phrases and grammatical errors. I point out these weaknesses to the student and inquire as to how he expects to polish this turd of an essay by the next day's deadline. He then says, "It's ok. I tend to write better at the last minute."

I know what students mean when they say this: deadlines are very motivating. The faster a deadline approaches, the more motivated students feel to grind out academic essays. Totally understandable. However, Nobel Prize-winning composition skills don't magically materialize under duress. All students possess the same writing skills on day one of an assignment as they do on day 10. If you commonly wait until the day before an assignment is due to begin the writing process, that may be why you're falling far short of earning those A's you want.

Notice I said "begin the writing process." Many A-earning students wait until the day before a deadline to put the first draft of their essays on paper, but that's Step 6 in an eight-step process. Many of the students (like the one in my example above) who claim to write better the day before a deadline are waiting until then to begin the ENTIRE writing process. And by then, it is too late.

So what does the Grammar Nazi do? For a standard 5-page essay, I take 2 to 3 days before the assignment deadline to actually write. The process, however, begins way before that. The moment I receive the assignment instructions, I begin thinking about how I will approach the essay. I immediately make notes on the assignment sheet about possible subject matter and ideas for my thesis statement. I then take the next few days to formulate and refine the thesis statement. (I often write a second thesis statement as a backup in case my first one turns out to be tragically weak, incompatible with the assignment, or insupportable.) Once the thesis statement is to my liking, I spend 1 to 2 days on research. (A day equals 4 to 6 hours in the library. Yes, that's it, because I know what to look for and, usually, how to find it.) I then take anywhere from 5 minutes to an hour to draft my outline. When that is done, I am prepared to write.

Now, try cramming that entire process into a single 24-hour day and you can see how it quickly becomes overwhelming. This is what many students do: they refuse to think about the assignment until they can no longer ignore the encroaching deadline. Under stress, they throw together a semi-cohesive thesis statement, pull a couple of quick sources from the Web, and stay up all night frantically typing anything relevant that comes to mind. Is it any wonder that bad grades typically result from this approach to writing?

Many elements must be present in stellar composition: correct grammar and punctuation, writing that's cohesive and stays on topic, a solid thesis statement, a well-reasoned argument, and academic research. A student that is stressed out and sleep deprived from starting an assignment at the eleventh hour is incapable of ensuring the quality of all those elements, even with Spell-check at their disposal. Writing stellar essays means starting the writing process soon after receiving the assignment--even if that means just taking a few days to think about a plan of action.

And for goodness sake, GET SOME SLEEP!

Building an Argument

Once while giving a presentation on academic writing, I stated that essays should be relatively free of opinion. Immediately, a student asked, "But isn't the thesis statement basically the writer's opinion on a subject?"

Well, yes. And no.

An opinion is simply a belief that a person holds. It can be rational or irrational, supported or unsupported by fact. An opinion can develop from any type of influence or no influence at all.

A thesis statement, however, is a logical, well-structured argument that is formed after a student has thoroughly analyzed a subject, problem, or text. It MUST be supported by a well-reasoned argument based on research and evidence. Therefore, a thesis statement is not simply an opinion.

Building and supporting an argument is perhaps the toughest challenge of writing any essay. Many students struggle to do it and fall short--mainly because they are never taught how to create an argument of college-level sophistication. However, building a solid argument has been boiled down to a practical formula:

Essay Body Paragraph

Sentence 1: Topic sentence--introduces the point, focus, or argument for that paragraph ONLY.

Sentence 2: Explanation or expansion of the topic.

Sentence 3-4: Crux of argument (may include quote from text or expert.)

Sentence 5: Explanation/interpretation of quote in the previous sentence, or example from text that demonstrates or supports argument.

Sentence 6: Explanation of example provided in previous sentence, or concluding thought on the quote explained in previous sentence.


...Or to break it down even more simply: statement, example, interpretation/explanation, conclusion (in that order).


I will provide an example of this formula at work in an excerpt from one of my own college essays:

The most notable aspect of Douglass’s Narrative is the way in which Douglass redefines Christianity. (Topic) This indeed involves psychological strategy, as Douglass constructs his perspective of Christianity through the “othering” of the southern slaveholders’ beliefs and behaviors. (Expansion of Topic + Crux) In the process of “othering”--as described by Toni Morrison, the Nobel Prize-winning author--one standard of behavior is described and, in Douglass’s case, shown to be undesirable. (Expert definition + Explanation) Its presence in the text then serves to define and highlight its more desirable opposite (16-17). (Further explanation) This process is most visibly seen in Douglass’s account of the Sabbath school, which he taught while working for Mr. Freeland. (Example from text) He says,

"It was necessary to keep our religious masters at St. Michael’s unacquainted with the fact, that, instead of spending the Sabbath in wrestling, boxing, and drinking whiskey, we were trying to learn to read the will of God; for they had much rather see us engaged in those degrading sports, than to see us behaving like intellectual, moral, and accountable beings. My blood boils as I think of the bloody manner in which Messrs. Wright Fairbanks and Garrison West...rushed in upon us with sticks and stones, and broke up our virtuous little Sabbath school...all calling themselves Christians!" (1924-25) (Quote illustrating example)

Here, Douglass draws attention to the discrepancy between the slaveholders’ profession of faith and their behavior. (Interpretation of quote) While many of his masters make long prayers and preach revivals, they ultimately use their beliefs as “a dark shelter under, which the darkest, foulest, grossest, and most infernal deeds of slaveholders find the strongest protection” (1923). (Logical conclusion based on interpretation + additional supporting quote)


Benefits of following this formula:

1. Thesis statement is always well-supported.

2. Argument is clearly defined and explained.

3. Writing flows well and STAYS ON TOPIC!

4. Meaningless repetition and empty statements are avoided.

5. You will have written a stellar essay.

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.