For those still here...

I'm sorry I haven't kept up with the blog. I hope the information I have posted here in the past has been helpful in your writing endeavors. I'm hoping that I'll be able to continue blogging soon.

In the meantime, I've published a freelance article on the Web about buying essays online. Please check it out when you have the time. Happy writing!

Writing Concisely

Writing concisely is probably the most difficult skill to learn. It requires having a solid, mature vocabulary. It means boiling ideas down to their most basic and powerful elements and then expressing them in the simplest grammatical terms. Writing concisely, therefore, takes a good deal of practice to master. However, it is the most desired element in academic composition.

Many students shy away from writing concisely--not because of its difficulty, but because they think that doing so will prevent them from achieving the essay's length requirement. They stretch their sentences out as far as possible, breaking one word into two or three words when they can and adding additional modifying phrases. However, there are several problems with this approach to achieving length:

a. The essay usually sounds like it was written by a kindergartner.

b. The sentences are so long and convoluted, their meanings are obscured or confused.

c. The phrasing is painfully awkward.

d. Content is sacrificed in the process.

Need length? Expand your argument and dig deeper into your research for evidence and supporting details. Professors set length requirements for this very reason--to force students to become extremely familiar with a subject by developing, and then defending, a sophisticated argument.

Where does length rate on most professors' grading scales? I'll show you:

1. Student correctly followed the assignment instructions (i. e., developed an argument that was on topic).

2. Student fully addressed the writing prompt.

3. Student presented a clear and valid thesis.

4. Student addressed and defended all aspects of his or her thesis.

5. Student's research and supporting material was valid, used appropriately, and met academic standards.

6. Research was properly documented (no plagiarism occurred).

7. Student demonstrated good use of vocabulary and committed few grammatical errors.

8. Student achieved required length.

That's right. Out of all the essay's elements, length rates nearly last in importance. Nearly all professors who determine that a student was spot on with elements 1 through 7 won't care much if an essay is half a page shorter than the required length. So why waste time writing like a kindergartner?

Writing concisely means examining each sentence and determining if it can be phrased in a simpler, more powerful way. In effect, it means streamlining your sentences so that they flow well and deliver your ideas like a punch to the jaw. Achieving conciseness can mean completely rephrasing a sentence, replacing a phrase with a single word that has the same meaning, or simply cutting unnecessary words and phrases from the essay.

Examples

Original: In order to pass the new environmental bill, senators must work hard to rally the support of their constituents.

Rewrite: To pass the new environmental bill, senators must rally their constituents' support.


Original: Macbeth should not have murdered Duncan. Doing so was a mistake.

Rewrite: Macbeth committed a grave error when he murdered Duncan.


Original: The novel's protagonist travels here and there throughout the desert, eventually meeting up with the antagonist who promptly swindles him out of all his money.

Rewrite: The novel's protagonist wanders aimlessly through the desert until he meets the antagonist, who then swindles him and takes all of his money.


See the difference?

Writing Myth #1

Working as a tutor, I often hear strange opinions and assumptions about academic writing. I call these "writing myths". Today, I'd like to address the one I hear most often.

Myth #1: I must agree with my professor's point-of-view on this topic in order to get an "A" on my essay.

To say this is a myth is to invite some backlash. I know half a dozen people are out there claiming, "But I had this one professor who..." Yeah, I've those stories. And some of them are legit. But it's an egotistical snot rag of a professor who will flunk an essay just because he disagrees with a student's view. After all, higher education is about learning to think for yourself.

So why does this myth still get so much press? It has to do with students having a skewed perspective. If you think your professor is flunking you for expressing a different opinion, consider the following:

1. Students often form arguments around their misinterpretation of a text. When this happens, professors--who know the text forwards and backwards--simply give the appropriate grade and move on.

2. The student may have failed to develop or fully support his argument. If this is the case, you can guarantee the dreaded red ink will make an appearance.

3. The student expressed an opinion instead of developing an argument--an automatic death sentence for an essay's grade. For more on the difference between an opinion and an argument, read Building an Argument.

4. The professor has spent more time and research developing his or her view. Students who wish to present an opposing view had best do their homework and make it convincing.

5. The student may have misunderstood the essay assignment or failed to fully address the writing prompt. If that's the case, even agreeing with the professor's views won't help. You can read more about understanding the assignment in The Writing Process, Part 1.

Many times, students claim they received a bad grade for "disagreeing" with their professors, when another factor was really to blame. Most professors want students to think for themselves. After all, innovation derives from free thinking. However, professors must also uphold academic standards of research to ensure that any new ideas emerging in a particular discipline are valid and useful. Presenting a new idea always carries some risk, but it can be a risk worth taking. If your argument holds up under scrutiny, you could walk away with that oh-so-coveted "A".

On the other hand, there are a few egotistical snot rags out there giving out bad grades to free-thinking students. If your essay falls victim to one of these professors, you do have some recourse:

a. Ask your professor to explain, in detail, why you received a bad grade.

b. If he or she refuses to explain, or the explanation is unsatisfactory, take your essay--along with the instructions and writing prompt--to two other professors in the SAME department, preferably ones who teach the same or similar course. Explain the situation and ask them for their professional opinions.

c. If you receive positive feedback, ask if they would be willing to put it in writing. Then take your essay, their comments, instructions and prompt to the department chair.

d. Explain the situation to the department chair. Allow him or her time to review your essay and the other professors' comments. If he or she agrees the grade is unwarranted, ask him or her to speak to your professor. If the answer is "no", ask if you can file a formal complaint with the department instead.

e. Encourage other complaining classmates to do the same.

In some cases, following this procedure can get a bad grade on a GOOD essay reversed. It can also anger and annoy your professor--so don't try it unless you're 100% sure you're getting a raw deal. However, YOU paid for the course. If you're fulfilling all of the class requirements, you deserve to pass. Also, as the guardians of the academic world, professors should be held accountable. Sometimes, it's ok to challenge the status quo.

Fortunately, I've never had to do it.

Grammar Lesson #2: Fragments and Run-ons

Now that we have defined what a sentence is, I can tell you about fragments and run-ons and how to correct them. Remember that out of all grammatical errors, professors generally consider fragments and run-ons to be the worst offenders. So if you must remember anything, remember this lesson.

Fragment: an incomplete sentence, as defined by the following:

1. A sentence in which the subject noun or verb is missing, OR
2. A sentence that is missing a part that would logically complete its meaning, OR
3. An instance in which a subordinate clause has been left to stand on its own (which it cannot do).

Examples
* Steve Jobs discussing company projects. (Problem: missing "is".)
* Although he had a date. (Problem: subordinate clause. Missing rest of thought.)

Now, let me say this: we speak (and, therefore, write) in fragments fairly often. It's natural. When speaking, a person creates a context of understanding with another person that removes the need to use complete sentences. We all understand the meaning of certain fragments, such as "Not good enough" and "Too much!" For this reason, fragments are often used in creative writing to create a conversational style.

However, academic writing is different. Using fragments in an essay, even conversational ones, can make your essay sound too casual. Remember, academic writing is all about formality and professionalism. It's also about grammatical correctness, and fragments are never grammatically complete.

So, how do you catch a fragment? The best way is to read your paper aloud before starting the revision process. Ears are much more adept at catching grammatical errors than eyes. When you find a fragment, evaluate it to determine what is missing and then add the missing elements.


Run-on: an instance in which two or more sentences run together without being separated by end punctuation.

Notice I said END punctuation. Sentences separated by commas are still run-ons.

Examples
* President Obama angered several senators after he was elected he said he would eliminate pork barrel projects.
* Children should eat healthier, obesity could kill them.

Run-ons are difficult to read and tolerate. Readers naturally NEED to pause briefly in reading to process information, and end punctuation provides that essential pause. Punctuation also groups information into logical chunks that can be easily processed by the brain. Run-ons cause confusion and frustrate readers. Leaving run-ons uncorrected is a sloppy and inconsiderate thing to do, which is why professors grade them so harshly.

For example, notice the confusion of logic in the first run-on example sentence. Should the missing punctuation go after "senators" or after "elected"? The reader has to cease processing the sentence's information to figure it out. Forget about the argument you were building in your essay; the reader is now busy trying to mentally fix your sentences. If readers have to do this more than twice while reading your essay, what do you think they'll be more likely to remember afterward: your argument or their frustration? I know what your professor will remember!

Writing run-ons is like trying to sell a scratched sports car. The car may have a fantastic interior and raging horsepower. However, the first thing the car's potential buyers are going to notice is the scratches. If the scratches are bad enough, no one may offer to buy the car, no matter how great the engine or how low the price. Appearance is worth something. A polished exterior sells a great car. A polished essay sells a great argument. Grammatical errors are insanely distracting.

Correcting run-ons is fairly easy. First, know what a sentence is (as explained in Lesson #1). Second, read your essay aloud. If a sentence sounds jumbled, stop and look for where end punctuation is needed. Any sentence that causes you to stop and try to "figure out" the logic either needs to be punctuated or rephrased. If you run out of breath reading a sentence aloud or if you eyes get tired reading a sentence silently, those may be signs of a run-on. No sentence should ever be over four typed lines. Keeping sentences as short and concise as possible will eliminate most, if not all, run-ons.

In the meantime, keep up the good write!

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 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!