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III BASIC STRUCTURES OF LONG-FORM
ACADEMIC WRITING A. BEFORE THE ESSAY (1) a DATA SET (e.g. math data, factual reports, literary texts)- something that needs to be analyzed but also interests you personally and intellectually!
*Research Objective/ aka TOPIC:
(exs.): I want to discuss the use of metaphor in Shakespeare’s plays [topic rating: medium] I want to discuss the nature of love in A Midsummer Night’s Dream [topic rating: very strong] I want to discuss the motif of blindness in A Midsummer Night’s Dream [topic : very strong] I want to discuss the psychology of the main characters in the film Nosferatu [topic rating: medium] I want to discuss wasteful practices of water usage in California [topic rating: strong]
(2) THE RESEARCH/PLANNING PROCESS
* NOTES: (the most important activity): Taking notes on your readings, research activities and secondary readings, and any other kinds of data; take notes on your REACTION to and IDEAS ABOUT the LITERARY TEXT (DATA)!
-MOST OF YOUR ESSAY WILL END UP EMERGING FROM WHAT YOU WROTE in YOUR NOTES
*READINGS: doing appropriate readings (primary texts, some secondary source
e.g. critical articles) a). firstly, are their different versions of the text? (King Lear, Huckleberry Finn, Frankenstein and Wordsworth’s Prelude all exist in multiple versions that are very, very different) (3) THE OUTLINE (0) NAME, NUMBER, PAPER TITLE, [COURSE NUMBER], [NUMER OF FINAL ESSAY TOPIC if req.] (1) TOPIC STATEMENT: One full, complete, coherent grammatical sentence. [if there are choices given in the final essay instructions, indicate your choices]. (1b) RESEARCH QUESTION- state your topic in the form of a question that your thesis will try to answer
(2) -ARGUMENT STATEMENT: One full, complete sentences of longer length.
(see examples from seminar notes on arguments) (3) SECTION/CHAPTER 1 TITLE : (6 to 8 words) a. sub-argument: One full, complete sentences of longer length describing either the sub-argument of this section or the contents of this section and how they relate to (help to prove) the main argument. b. any counter-arguments or sub-topics to be discussed? (one sentence)
(3) SECTION/CHAPTER 2 TITLE ( 6 to 8 words)
a. 1 full, complete sentences of longer length describing either the sub- argument of this section or the contents of this section and how they relate to (help to prove) the main argument. b. any counter-arguments or sub-topics to be discussed? (one sentence) B. BASIC STRUCTURE OF ALL ACADEMIC ESSAYS I THE ARGUMENT *TAKE A POSITION on [the discourse of] your topic that must be explained and defended through data analysis, existing scholarship, and persuasive language *introduces a new idea into the discourse on your TOPIC or creatively synthesizes 2 or 3 existing ideas or arguments
II The BODY: EVIDENCE with EXPLANATION and
INTERPRETATION
*includes sub-topics & sub-arguments
ex. in order to conclude why water storage is the best option for California right now, we must first examine and compare the cost of shipping water from other states with the cost of building hydro plants
*may include counter-arguments about the interpretation of particular points of
evidence ex. ‘John Turner believes that there are no positive forms of love represented in Shakespeare’s play, i.e. superior to erotic madness, but as F. Kermode points out, the love experience of Bottom suggests a different view
III CONCLUSION: [where have you been and where are you [we] going?] -A CONCLUSION HAS THREE FUNCTIONS: (1) briefly (about 2 sentences) summarizes WHAT YOU DID for your topic (i.e. to prove the arguments): what is your ACHIEVEMENT? (2) wrap up any loose ends [there shouldn’t be any, but it does happen] ex. Clementine (see Peter’s article) (3) points out a different ASPECT or SIGNIFICANCE of your topic which was revealed or clarified by your achievement C. LOOKING CLOSE AT INTRODUCTIONS -Introductions TYPICALLY include the following sections; not EVERY good INTRO needs all of them: (A) INTRODUCE the TEXT and TOPIC in a way that is INTERESTING IN AN INTELLECTUAL OR SCHOLARLY WELL *(a1) further explanation of topic if necessary *(a2) explain the SIGNIFICANCE of text and topic if necessary (B) the AUTHOR- brief biographical and career information (C) the basic HISTORICAL CONTEXT of this literary text- not RANDOM historical facts, but RELEVANT to your topic (D) ARGUMENT STATEMENT *d(1) further explanation and clarification of arguments including ways of restating complex arguments if necessary *d(2) brief exploration of the CONSEQUENCES of your arguments (e.g. for the understanding of the text or author, for scholarship, for research, for historical study, for theory & philosophy) (E) LITERATURE REVIEW- discussion of about three scholarly or critical sources that influenced your paper the most- what is the argument of these critics, do you agree or not, and why are they important to your paper (F) CHAPTER BREAKDOWN (G) APPROPRIATE PRIMARY OR SECONDARY QUOTATIONS IN ANY OF THESE SECTIONS WHERE IT COMMUNICATES YOUR POINT
D LOOKING CLOSER AT THE BODY OF THE PAPER
1. CHAPTER ONE -introduce SUB-TOPIC and and SUB-ARGUMENT -LINEARITY: explain how chapter topic and argument RELATES TO (e.g. HELPS TO PROVE) the MAIN ARGUMENT -GIVE EVIDENCE for MAIN ARGUMENTS and SUB-ARGUMENTS including: *RELEVANT historical and CONtextual INFORMATION (NOT random historical generalizations establishing your personal ideological and political views) *RELEVANT textual quotations and TEXTUAL/SEMANTIC ANALYSIS (e.g. analyze meaning and the writer’s rhetorical strategies) *RELEVANT QUOTES from scholarly source -EXPLORE and try to ANSWER COUNTER-ARGUMENTS *what is the best evidence, criticism, and/or logical argument against your position? How can you answer them?
CHAPTER TWO -same (possible) CHAPTER THREE -same VI LOOKING CLOSER AT YOUR CONCLUSION
• A CONCLUSION is NOT : • a meaningless repetition of your topic or your argument (.e.g. ‘King Lear contains effective devices such as irony and metaphor’) • a vague, non-specific, painfully obvious generalizations about your subject that doesn’t address the specific, unique content of your essay (e.g. ‘the first scene introduces the characters’; ‘King Lear proves to be a selfish old man’); • a feel-good emotionalistic statement, without any complexity or subtlety, about your subject matter (e.g. ‘King Lear is a great play!’) • This is childish, school-children’s writing (or lazy writing), NOT research-based professional writing.
Ex. 1 [What are the potential CONSEQUENCES of your paper for
FUTURE areas of research?]: ‘Clearly, the points I have made suggest that new research is needed on Shakespeare’s knowledge of the Latin language before we can fully understand his representation of Marc Antony and Cleopatra. Ex. 2 [SIGNIFICANCE+ FUTURE consequences] This paper has demonstrated clearly and simply that movies are not a form of language and that the future of film studies lies not in the linguistic models of the past but the semiotics and visual studies of the future Ex. 3 [different ASPECT of the topic reveled by your achievement] Suzuki reinvented that language of Japanese movies in a number of ways that I have discussed ; but has this reinvention, 50 years later, ultimately improved the artistic and intellectual creativity and , or did it simply replace the old formula for commercial making with a new formula? This is a subject for further investigation.
-ON SUPERVISION -Supervisors can always give you good advice but the most valuable help comes from FEEDBACK on what you WROTE
*so give them what you WROTE AS OFTEN AS POSSIBLE AND AS SOON AS POSSIBLE
