Below are some tricks and tips to help you become a confident essay writer!
what is an essay?; what makes a good essay?; 15 of the most common grammatical errors in student writing; 5 of the most common stylistic errors in student writing; how to reduce errors in essay writing; structure of an essay; the golden rules of essay writing; breaking down the question.
Firstly, what is an essay?
- It is a piece of structured writing
- It is usually written in a formal and academic format
- It analyses and evaluates a subject
- It is a way to assess how well you understand a subject
So, what makes a good essay?
- It answers the question or statement
- It aimes to persuade readers of an idea based on evidence
- It should have a thesis statement and an arguement
- It should present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence
- It should include relevant examples, supporting evidence and information from credible sources.
15 of the Most Common Grammatical Errors in Student Writing
Before you get started, it is worth noting the 15 most common grammatical errors in student essay writing:
1. Missing a comma after introductory elements.
Introductory words are often used to help sentences flow well from one to the next. In addition, sometimes there are common expressions or phrases (e.g. 'of course' or 'on the other hand'). These words or phrases do not have any grammatical connection to the remainder of the sentence. Common introductory words include the following: however, still, meanwhile, furthermore, in addition to, in conclusion.
Examples:
- Yes, you do need to purchase all the books in the series.
- However, you can purchase them one at a time.
- Meanwhile, read them slowly, so that you are not left waiting to find out what happens in the next book within the series.
2. Vague pronoun reference.
A pronoun is a word that takes the place of a noun. For example, take a look at the following sentence:
Jack saw Jill, and he waved at her.
The pronouns he and her take the place of Jack and Jill, respectively.
Pronouns should be used after a specific word (or set of words as in the example above) in order to ensure the sentence maintains clarity. Overusing pronouns can confuse the reader and will make it difficult to decipher what message the sentence is attempting to convey.
3. Missing comma in a compound sentence.
A compound sentence is when two independent clauses are joined together by a conjuction. There are seven conjuctions: and, but, so, yet, nor, or, for. When two or more sentence parts are joined by a conjuction, insert a comma to indicate a pause between the two thoughts.
Example:
- The computer crashed. I lost of all my work.
The computer crashed, so I lost all of my work.
4. Using the wrong words.
Avoid mixing up words that sound somewhat alike, using a word with the wrong shade of meaning or using a word with a completely wrong meaning altogether. If you are unsure of a word's definition or correct spelling - look it up. If you have used a thesaurus in an attempt to widen your vocabulary, be sure to see the ways in which the word is used in sentences.
5. Missing comma with a nonrestrictive element.
A nonrestricitve element is a word, phrase or clause that provides added information to a sentence.
Example:
- The couple, who first met in highschool, were chatting easily.
- The car, a birthday gift from her parents, was now merely a pile of metal and rubber.
6. Wrong or missing verb endings.
It is easy to forget the verd endings -s (or -es), and -ed (or d) because they are not always pronounced clearly when spoken.
7. Wrong or missing preposition.
Prepositions are words that indicate location. They often show the location of something in the physical world.
Example:
- The puppy is on the floor.
- The puppy is in the kennel.
- The puppy is beside his owner.
Example:
- At midnight, the group left the party.
- In spring, I tend to get bad hayfever.
- During the marathon, Samantha had shooting pain in her left leg.
8. Comma splice.
A comma splice refers to the joining of two independent clauses without the proper use of grammar. An example of such is the sentence:
It is nearly half past five, we cannot reach town before dark.
To correct a comma splice, you can insert a semicolon (;) or period (.), add a conjuction or restructure the sentence altogether. Below are the corrected forms of the above example in order of the suggestions listed.
Corrected Examples:
- It is nearly half past five; we cannot reach town before dark.
- It is nearly half past five. We cannot reach town before dark.
- It is nearly half past five, so we cannot reach town before dark.
- We cannot reach town before dark as it is nearly half past five.
9. Missing or misplaced possessive apostrophe.
A possessive noun refers to it's ownership over something else. To make a noun possessive, you must add either an apostrophe followed by an -s (Edward's book) or an apostrophe alone (the boy's gym).
10. Unnecessary shift in tense.
All verb tenses in each of your sentences should work together appropriately. An example of an unnecessary shift in tense can be seen within the sentence:
Advocates of thorough hand washing believe this practice will help prevent illness; there have been those who challenged this view.
Corrected Example:
Advocates of thorough hand wahing believe this practice helps prevent illness; there are those who challenge this view.
Ensure that all sentences are written using the same tense.
11. Unnecessary shift in pronoun.
A pronoun are words that stand for other nouns. For example: he, she, you, it, they, etc. An unnecessary shift usually occurs when a writer who has been using one kind of pronoun to refer to someone or something then shifts to another pronoun for no apparent reason. An example is shown in the sentence below:
She had never seen a building so tall in her life before. You couldn't even begin to count how many floors the building was made up of.
Corrected Example:
She had never seen a building so tall in her life before. She couldn't even begin to count how many floors the building was made up of.
Ensure the pronoun you use to write with is consistent within your work. Underline the pronouns in your draft to check your essay's consistency.
12. Sentence fragment.
Check your draft for sentence fragments by reading it out loud, sentence by sentence. This will help you hear any issues with your sentence fragmentation and may also assist in your trying to fix it. When reading sentences aloud, every time you need to take a breath, a comma or full stop should be inserted.
13. Wrong tense or verb form.
Errors of wrong tense or wrong verb form include using a verb that does not indicate clearly when an action or condition is, was or will be completed. An example of this can be seen in the sentence:
I go to the shops and I bought milk.
Corrected Example:
I went to the shops and bought milk.
'Go' is a present term and 'bought' is a past. Hence, we must change 'go' to the past tense 'went' so that the sentence makes sense.
14. Lack of subject-verb agreement.
A verb must agree with its subject in number and in person.
Example:
- The pen is/are on the desk.
- The pen and the pencil case is/are on the desk.
15. Missing commas in a series.
When three or more items appear in a series, they should be seperated from one another with commas.
Example:
- Her jumping castle was blue, green, red and yellow.
5 of the Most Common Stylistc Errors in Student Writing
Just as important as grammar is the style of your writing. Style refers to structure, word choice and sentence fluency. To produce a well-written essay, both grammar and style must be addressed. Below are the 5 most common stylistic errors that arise in student essay writing.
- Word Repetition or Tautology
Tautology is the repetition of the same word or phrase, or of the same idea or statement in other words. In order for an essay to flow nicely for the reader, word repetition should be avoided. Recycled words can take attention away from the essence of the essay, restricting its development. Tautology can be seen in the sentence below:
To Kill a Mockingbird is a novel that explores the concept of racial discrimination as the story looks at the effects of racism.
Corrected Example:
To Kill a Mockingbird is a novel that explores the concept of racial discrimination by examining the repercussions negative thinking can have on individuals in society.
By recycling words in essays, information becomes limited as the explanation of points being made is often overlooked. Moreover, try using a thesaurus to broaden your vocabulary (if it is a new word you have never used before, check its meaning and look at sentence examples to ensure you are using it correctly). Reusing the same words can make your essay sound dull and repetitive. Below is a sheet to get you thinking of how to reword similar thoughts and ideas. Use the words provided to avoid repetition in your essay and help to give your writing some flair!
Word_Bank | |
File Size: | 14 kb |
File Type: | docx |
2. Sentences that are Too Long or Too Short
Sentences that are too long make it difficult for the reader to grasp the idea or thought you may be trying to convey. To avoid run on
sentences, you should aim to keep them under three lines long. Read your work aloud to check for this. If you need to take a breath
before you have used any punctuation, your sentences are too long. If your sentence is longer than one line, you will most likely need
to insert a comma somewhere (at the very least). On the other hand, sentences that are too short may not make much sense either.
Again, reading this aloud may help you identify the necessity to make any changes to the length of your sentences.
3. Use of Inappropriate Words or Phrases that are either Too Formal or Informal
Essays require you to write in a formal, structured format. Disgard the use of colloquial (or informal) language within your essay.
For example, 'hasn't' should be written as 'has not'. The only time it is ok to use informal language is if you are quoting from a
relevant text or source which has used such format. Moreover, language that is too formal may disrupt the progress of
your writing. The reader should be able to follow along the essay with ease.
4. Incorrect Use of Quotation Marks
When using a quotation within an essay, be sure to introduce the quotation with its context. For example, Duke says: "..."; or The
narrator states: "...". Placing quotations in their own sentence alone is confusing for the reader, who may not be familair with the
text and/or quotation. Quotation marks are only to wrap around the words of which you are extracting from a source, and those
only. They indicate to the reader that these words are not your own and have been written or spoken by someone else.
5. Sentences Beginning with Coordinating Conjunctions.
As mentioned earlier, conjunctions are words that join two or more independent clauses together. They generally belong in the
midst of a sentence - not the beginning. Starting a sentence off with a conjunction is grammatically incorrect and considered
informal. If you have a sentence beginning with one of the seven conjunction words, either join it up with the previous sentence, or
seperate the two sentences.
Sentences that are too long make it difficult for the reader to grasp the idea or thought you may be trying to convey. To avoid run on
sentences, you should aim to keep them under three lines long. Read your work aloud to check for this. If you need to take a breath
before you have used any punctuation, your sentences are too long. If your sentence is longer than one line, you will most likely need
to insert a comma somewhere (at the very least). On the other hand, sentences that are too short may not make much sense either.
Again, reading this aloud may help you identify the necessity to make any changes to the length of your sentences.
3. Use of Inappropriate Words or Phrases that are either Too Formal or Informal
Essays require you to write in a formal, structured format. Disgard the use of colloquial (or informal) language within your essay.
For example, 'hasn't' should be written as 'has not'. The only time it is ok to use informal language is if you are quoting from a
relevant text or source which has used such format. Moreover, language that is too formal may disrupt the progress of
your writing. The reader should be able to follow along the essay with ease.
4. Incorrect Use of Quotation Marks
When using a quotation within an essay, be sure to introduce the quotation with its context. For example, Duke says: "..."; or The
narrator states: "...". Placing quotations in their own sentence alone is confusing for the reader, who may not be familair with the
text and/or quotation. Quotation marks are only to wrap around the words of which you are extracting from a source, and those
only. They indicate to the reader that these words are not your own and have been written or spoken by someone else.
5. Sentences Beginning with Coordinating Conjunctions.
As mentioned earlier, conjunctions are words that join two or more independent clauses together. They generally belong in the
midst of a sentence - not the beginning. Starting a sentence off with a conjunction is grammatically incorrect and considered
informal. If you have a sentence beginning with one of the seven conjunction words, either join it up with the previous sentence, or
seperate the two sentences.
How to Reduce Errors in Writing
- Write first and edit later.
- Give yourself time (in cases where your time is limited, exercise tame management).
- Print your paper out to draft it in hardcopy.
- Find yourself a proofreader.
- Read other well-written prose or exemplars.
- Focus on correcting one error at a time.
Structure of an Essay
Essays have three main parts: the introduction, body and conclusion:
Introduction:
Within the introduction should be the thesis statement (a sentence that states the main idea of a piece of writing that helps to control the ideas within the paper) as well as the texts and authors that will be examined.
Body Paragraphs:
The body paragraphs make up the bulk of the essay - this is where all the important information can be found. Each body paragraph should have its own idea. Body paragraphs are generally made up of a topic sentence, which introduces the ideas of the paraticular paragraph, followed by evidence, an explanation and finish with a linking sentence. The linking sentence should summarise the paragraph and hint towards the next. Each idea within each body paragraph should be relevant and draw a clear connection to the essay question.
Conclusion:
The conclusion should wrap up the entire argument of your essay. Again, it should connect to the essay question and summarise the topic and ideas explored within the essay body.
Introduction:
Within the introduction should be the thesis statement (a sentence that states the main idea of a piece of writing that helps to control the ideas within the paper) as well as the texts and authors that will be examined.
Body Paragraphs:
The body paragraphs make up the bulk of the essay - this is where all the important information can be found. Each body paragraph should have its own idea. Body paragraphs are generally made up of a topic sentence, which introduces the ideas of the paraticular paragraph, followed by evidence, an explanation and finish with a linking sentence. The linking sentence should summarise the paragraph and hint towards the next. Each idea within each body paragraph should be relevant and draw a clear connection to the essay question.
Conclusion:
The conclusion should wrap up the entire argument of your essay. Again, it should connect to the essay question and summarise the topic and ideas explored within the essay body.
Steps to Writing an Essay
Note some features of essays:
- Essays have no limit for subjects. Any topic can be disclosed within the frames of an essay without compromise to value or meaning.
- They do not have to be long. Essays are supposed to be straight to the point, with no need for excessive or irrelevant information.
- They have a strict structure. Logical organisation adds to the essya's easy comprehension.
- They have no limits for methods of anaylsis. Essays can be written on the basis of any approach or method.
|
|
The Golden Rules of Essay Writing
Now that you know what an essay is, what a good essay consists of, fifteen of the most common grammatical errors in student writing and how to manage those, it is time to aquaint yourselves with the 10 Golden Rules of Essay Writing:
- Stick to the topic; relevance is essential.
- Make sure to identify the keywords to focus on when planning the essay.
- Make a paragraph by paragraph plan that presents a developing argument to the topic.
- Avoid waffling in the opening paragraph; focus immediately at the given topic.
- Spend theintroduction on outlining the ground you intend to cover in the essay.
- Make one point in each subsequent paragraph using a topic sentence. Develop the paragraph with close textual reference and end it with a summary or a link to the next paragraph.
- Use linking words at the beginning of paragraphs to help the reader follow the development of the essay. Common linking words: nevertheless, furthermore, thus, however, consequently, similarly, on the contrary, additionally, moreover,
- The concluding paragraph must return to the topic or issue that was raised at the first part of the essay and draw a conclusion.
- All sources must be clearly identified either in the body of the essay or in a bibliography list.
- Check the essay for proper grammar and spelling. Iron out typos and other commong writing errors.
Now to Get Started
Breaking Down the Question
Make sure you read what the question is asking of you. Breaking down the question is one of the first things you should do before providing an answer. This is done by identifying key words and phrases. Even in examinations, circling and underling these aspects of the question can be quite helpful in maintaining your focus.
Example:
Analyse how Frankenstein and Blade Runner imaginatively portray individuals who challenge the established values of their time.
Our first keyword is 'analyse'. This is the key verb in the question - what our essay is asking us to do. When we analyse, we are 'identifying components and the relationship between them, drawing out and relating implications' (as defined in the HSC directives - available on the board of studies website and a copy is attached below).
The next two keywords are Frankenstein and Blade Runner: the two texts that the essay question is asking us to discuss.
Our last important note is the key phrase: 'individuals who challenge the established values of their times'. This is the content of the essay - the issue or idea that will need to be discussed in relation to the texts listed within the question.
Getting into the habit of highlighting the keywords and phrases within questions will be beneficial to the overall outcome of the essay. It allows the next stage of essay writing to remained focused on answering the question directly, reducing your chance of straying away from the topic and wasting your time and energy in unrelated work. Always make sure that you are answering the question provided!
Additionally, it will be beneficial to familiarise yourself with the HSC directives. Below is an attached document with the HSC directives outlined and defined, as well as some scaffolding ideas to help utilise them.
Example:
Analyse how Frankenstein and Blade Runner imaginatively portray individuals who challenge the established values of their time.
Our first keyword is 'analyse'. This is the key verb in the question - what our essay is asking us to do. When we analyse, we are 'identifying components and the relationship between them, drawing out and relating implications' (as defined in the HSC directives - available on the board of studies website and a copy is attached below).
The next two keywords are Frankenstein and Blade Runner: the two texts that the essay question is asking us to discuss.
Our last important note is the key phrase: 'individuals who challenge the established values of their times'. This is the content of the essay - the issue or idea that will need to be discussed in relation to the texts listed within the question.
Getting into the habit of highlighting the keywords and phrases within questions will be beneficial to the overall outcome of the essay. It allows the next stage of essay writing to remained focused on answering the question directly, reducing your chance of straying away from the topic and wasting your time and energy in unrelated work. Always make sure that you are answering the question provided!
Additionally, it will be beneficial to familiarise yourself with the HSC directives. Below is an attached document with the HSC directives outlined and defined, as well as some scaffolding ideas to help utilise them.
|
|
Essay Planning
It is essential that before you attempt to delve into essay writing, that you plan! This helps to categorise ideas, thoughts, themes and knowledge so that your essay will have direction and meaning once you start, minimising a huge amount of stress. There are many ways in which essay planning can take shape. Below are some templates to help you begin:
|
A brief essay planner that allows you to visually organise your thoughts and ideas, as well as practicing time management.
|
Introduction
The introduction to an essay should be short and breif. It should include your thesis statement (the main idea, topic or arguement you essay is exploring), introduce the main texts that will be discussed (be sure to always underline or italicise the names of the texts) and lead the content pathway of your body paragraphs. An introduction aims to introduce your arguement, the topic of the essay, and offer some relevent background information. (Note: the thesis statement is usually the first sentence of the introduction and should clearly answer the essay question by simply rewording it to fit your argument).
Example:
Mary Shelley's Frankenstein and Ridley Scott's Blade Runner, both imaginatively portray individuals who challenge the established values of thier time. Frankenstein was published in 1818, during the Romantic period, when the power of imagination, individualism and nature were largely valued. Blade Runner, on the other hand, was produced in 1982, when their was a great accleration in technological growth. This essay will explore how both these texts depict individuals who challenged the dominant values of thier time by examining character's actions, consequences and relisations.
Example:
Mary Shelley's Frankenstein and Ridley Scott's Blade Runner, both imaginatively portray individuals who challenge the established values of thier time. Frankenstein was published in 1818, during the Romantic period, when the power of imagination, individualism and nature were largely valued. Blade Runner, on the other hand, was produced in 1982, when their was a great accleration in technological growth. This essay will explore how both these texts depict individuals who challenged the dominant values of thier time by examining character's actions, consequences and relisations.
Body Paragraphs
PEEL | |
File Size: | 19 kb |
File Type: | docx |
The PEEL method is an effective and simple way to plan your paragraphs. Below is an example of a paragraph formed using the PEEL method. (The essay question to which each sentence relates to is: 'Is Shrek a dynamic character?')
Point:
The first sentence in the body paragraph should state your point. It should introduce the topic that you are about to discuss and tell the reader what the paragraph is going to be about. This is also known as the topic sentence.
Example:
Within Shelley's Frankenstein, Dr. Victor Frankenstein goes against the established values of his time by 'playing god' and creating a leaving creature.
Evidence:
Next, you must support your point with relevant examples and evidence. In the following sentences, the evidence you produce must expand upon and back up the point you made. Evidence can include facts, statistics, research or quotes from genuine sources. If you are using quotations, remember to place them around the words that you have extracted from the source only. Use square brackets ([,]) when you have to change the quote to fit the flow of the essay - however, using square brackets to alter quotations should not change it's meaning. (For example, the quote: "I declared my love for Lucy" could be changed to: He "declared [his] love for Lucy". This also applies to tenses: "want" > "want[ed]".)
Example:
He has become obsessed with the modern scientific age, stating: "I pursued nature to her hiding places".
Explanation:
This is where you show your understanding by explaining in more detail how and why your evidence supports your point. Your explanation should interpret the evidence for the reader. Use analytical language (This shows that...; From this, we can see that...; It is evident from this that...; This explains...). Beware of lapsing into narrative when composing your explanation. This section is not supposed to recount a story but rather explain it's meaning.
Example:
Dialogue helps to convey Frankenstein's actions and motives. He has forgotton the power of nature, something highly valued to Romantics, and instead taken the discipline of science too far. Shelley has used the persuit of science within her novel to depict the great risks in the misuse of science, and to question where people will draw the line.
Link:
The final sentence of the body paragraph is where you should reinforce your original point, and/or link your writing to the next paragraph. Regardless of which avenue you choose, it should connect back to the essay topic. The linking sentence can provide a transition to the next idea in the following paragraph.
Example:
Therefore, Frankenstein is a highly creative fiction which challenges the values of the era in which it was produced.
Point:
The first sentence in the body paragraph should state your point. It should introduce the topic that you are about to discuss and tell the reader what the paragraph is going to be about. This is also known as the topic sentence.
Example:
Within Shelley's Frankenstein, Dr. Victor Frankenstein goes against the established values of his time by 'playing god' and creating a leaving creature.
Evidence:
Next, you must support your point with relevant examples and evidence. In the following sentences, the evidence you produce must expand upon and back up the point you made. Evidence can include facts, statistics, research or quotes from genuine sources. If you are using quotations, remember to place them around the words that you have extracted from the source only. Use square brackets ([,]) when you have to change the quote to fit the flow of the essay - however, using square brackets to alter quotations should not change it's meaning. (For example, the quote: "I declared my love for Lucy" could be changed to: He "declared [his] love for Lucy". This also applies to tenses: "want" > "want[ed]".)
Example:
He has become obsessed with the modern scientific age, stating: "I pursued nature to her hiding places".
Explanation:
This is where you show your understanding by explaining in more detail how and why your evidence supports your point. Your explanation should interpret the evidence for the reader. Use analytical language (This shows that...; From this, we can see that...; It is evident from this that...; This explains...). Beware of lapsing into narrative when composing your explanation. This section is not supposed to recount a story but rather explain it's meaning.
Example:
Dialogue helps to convey Frankenstein's actions and motives. He has forgotton the power of nature, something highly valued to Romantics, and instead taken the discipline of science too far. Shelley has used the persuit of science within her novel to depict the great risks in the misuse of science, and to question where people will draw the line.
Link:
The final sentence of the body paragraph is where you should reinforce your original point, and/or link your writing to the next paragraph. Regardless of which avenue you choose, it should connect back to the essay topic. The linking sentence can provide a transition to the next idea in the following paragraph.
Example:
Therefore, Frankenstein is a highly creative fiction which challenges the values of the era in which it was produced.
Now, lets see it as a completed body paragraph:
Within Shelley's Frankenstein, Dr. Victor Frankenstein goes against the established values of his time by 'playing god' and creating a leaving creature. He has become obsessed with the modern scientific age, stating: "I pursued nature to her hiding places". Dialogue helps to convey Frankenstein's actions and motives. He has forgotton the power of nature, something highly valued to Romantics, and instead taken the discipline of science too far. Shelley has used the persuit of science within her novel to depict the great risks in the misuse of science, and to question where people will draw the line. Therefore, Frankenstein is a highly creative fiction which challenges the values of the era in which it was produced.
Within Shelley's Frankenstein, Dr. Victor Frankenstein goes against the established values of his time by 'playing god' and creating a leaving creature. He has become obsessed with the modern scientific age, stating: "I pursued nature to her hiding places". Dialogue helps to convey Frankenstein's actions and motives. He has forgotton the power of nature, something highly valued to Romantics, and instead taken the discipline of science too far. Shelley has used the persuit of science within her novel to depict the great risks in the misuse of science, and to question where people will draw the line. Therefore, Frankenstein is a highly creative fiction which challenges the values of the era in which it was produced.
Can you identify PEEL in the following paragraph?
Alike Frankenstein, Blade Runner explores the concept of the misuse of technology in the future. The setting exhibits the lack of connection man has with the world around him, especially with the natural world, which is depicted as dark, barren and empty. As Blade Runner was produced during a great technological age, where industrial science was rapidly progressing, Scott questions the consequences of relying to heavily upon technology. His concern for the impact upon the environment is reinforced in the setting. Hence, Scott takes an imaginative look at where the world might be headed if man continues to depend so greatly upon technology, challenging the values of his time.
Here is another (unrelated) example (Text: Shrek):
Shrek is a dynamic character because his attitude towards friendship changes. This can be clearly seen from his care and concern for both Donkey and Fiona near the end of the story, as compared to how he preferred being alone in the beginning. For instance, Shrek insists on Donkey "leav[ing] [him] alone" when they first met, but eventually develops a close relationship with him. This shows that Shrek overcame his aversion or dislike of other people, altering his perspective and attitude towards friendship. Therefore, Shrek's shift in attitude makes him a dynamic character.
Alike Frankenstein, Blade Runner explores the concept of the misuse of technology in the future. The setting exhibits the lack of connection man has with the world around him, especially with the natural world, which is depicted as dark, barren and empty. As Blade Runner was produced during a great technological age, where industrial science was rapidly progressing, Scott questions the consequences of relying to heavily upon technology. His concern for the impact upon the environment is reinforced in the setting. Hence, Scott takes an imaginative look at where the world might be headed if man continues to depend so greatly upon technology, challenging the values of his time.
Here is another (unrelated) example (Text: Shrek):
Shrek is a dynamic character because his attitude towards friendship changes. This can be clearly seen from his care and concern for both Donkey and Fiona near the end of the story, as compared to how he preferred being alone in the beginning. For instance, Shrek insists on Donkey "leav[ing] [him] alone" when they first met, but eventually develops a close relationship with him. This shows that Shrek overcame his aversion or dislike of other people, altering his perspective and attitude towards friendship. Therefore, Shrek's shift in attitude makes him a dynamic character.
Conclusion
The conclusion shoud wrap up the essay. It should go over the main ideas discussed in the body paragraphs in relation to the thesis statement and essay question.
In conclusion, both Shelley and Scott's texts portray characters who challenge the established views of the times in which they were produced. Through characters thoughts, actions and consequences, societal values are examined and questioned. This indicates that contextual backgrounds have an influence upon the creation of texts, often to convey perspectives and produce meaning.
In conclusion, both Shelley and Scott's texts portray characters who challenge the established views of the times in which they were produced. Through characters thoughts, actions and consequences, societal values are examined and questioned. This indicates that contextual backgrounds have an influence upon the creation of texts, often to convey perspectives and produce meaning.
Essay Checklist
Here is a list of questions to ask yourself before handing in an essay: (It is also a good idea to highlight the different aspects within your essay (thesis statement, topic sentences, evidence, explanations, linking sentences, etc) as you go through the questions with different coloured highlighters, and by underlining or circling with pen, so that you can easily identify them within your work, and check that they are all there.)
- Have you answered the essay question explicity? Have you at least, once, in your introduction answered the question in the question's own words? Your introduction should state your argument clearly with a thesis statement.
- Does each body paragraph have a topic sentence that shows the reader what that particular paragraph will be looking at in relation to the topic?
- Have you followed the topic sentence with proof or evidence from a relevent source or text? Support all your assertions by backing them up with evidence. Use quotes from sources to support your claims.
- Has all evidence been explained? Have you explained the meaning of the quotation, themes and techniques you have chosen in relation to the overall topic of the essay?
- Have you finished each paragraph with a linking sentence? This sentence is not a repreat of the topic sentence, but rather resolves the idea of the paragraph.
- Have you answered the question thoroughly? Have all body paragraphs been related back to the question?
- Has your conclusion revisisted your argument or thesis statement? It should restate your thesis without using the same language used in your statement.
- Have you been concise, precise and clear? Have you read your sentences out loud to check their length?
- Have you said exactly what you meant? Have you said it in the simplist, clearest language possible?
- Does every sentence relate to the essay question? Ensure every sentence has a purpose and can be related directly to the topic.
- Is your spelling and word use correct?
- Have you used commas? If so, have you used them correctly?
References
http://www.write.com/writing-guides/general-writing/punctuation/mastering-the-art-of-comma-usage/commas-introductory-elements/
https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/sentences_LL/compound.html
http://www.chompchomp.com/terms/preposition.html
http://www.grammercheck.net
http://writesite.elearn.usyd.edu.au/
http://www.slideshare.net/melodybay/peel-structure-for-literature-essays
http://www.write.com/writing-guides/general-writing/punctuation/mastering-the-art-of-comma-usage/commas-introductory-elements/
https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/sentences_LL/compound.html
http://www.chompchomp.com/terms/preposition.html
http://www.grammercheck.net
http://writesite.elearn.usyd.edu.au/
http://www.slideshare.net/melodybay/peel-structure-for-literature-essays