of good motives include: -The truth is different from what one would expect on first reading. Taylor, Senior Lecturer, Nonfiction Writing Program, Department of English, Brown University. Take things one step beyond the work you have been dealing with, but make sure not to go too far astray, or to generalize too much. The choices you make of words and sentence structure. Such reflections can often make a strong conclusion. Complication or Development : A strong essay makes various turns and divides into sub-topics. Begin this process by research paper defining terms looking at the writing assignment rubric and/or prompt assigned by the professor. You can combine the interesting and informing functions in a single title or split them into title and subtitle. Engage the student in a conversation about the class or the paper assignment with a pen and paper in their hand. Exploring requires you to slow down and contemplate the various aspects of your topic-its complications, difficulties, alternatives to your view, assumptions, backgrounds, asides, nuances and implications. Look for similarities or connections in their written list of ideas.
The motive provides the answer to the question, Why bother writing this essay? Thus, when emphasizing the importance of structure to students, it is important to remind them that structure cannot be developed in the absence of a strong thesis: you have to know what youre arguing before you decide how to argue. When the paper reaches its conclusion, it has brought the reader up to the top of the staircase to a point of new insight. The student, however, should not pander to the audience and undervalue the responsibility that he/she has to the subject (Ede and Lunsford, 1984). A thesis should lay out an argument and set the stage for the exploration that will follow. Your main insight or idea about a text or topic, and the main proposition that your essay demonstrates.
Narrow down the range of ideas so the student may write a more succinct paper with efficient language. This includes essential plot information precise locating of scene or comment (e.g. The intellectual context that you establish for your topic and thesis at the start of your essay, in order to suggest why someone, besides your instructor, might want to read an essay on this topic or need to hear your particular thesis arguedwhy your thesis. It should both interest and inform.
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Your stance should be established within the first few paragraphs of your essay, and it should remain consistent. Note that this means that the question your essay explores should not have an obvious answer. Gordon Harvey, Elements of the Academic Essay. It should also gain complexity as it progresses. Implication: places where you speculate on the general significance of your particular analysis of a particular text; you suggest what issues your argument raises about the author's work generally, or about works of its kind (e.g. Gordon Harvey, The Elements of the Academic Essay. Coherence: smooth flow of argument created by transition sentences that show how the next paragraph or section follows from the preceding one, thus sustaining momentum echoing key words or resonant phrases"d or stated earlier. The repeating of key or thesis concepts is especially helpful at points of transition from one section to another, to show how the new section fits. Inform a general reader who might be browsing in an essay collection or bibliographyyour title generalization american essays should give the subject and focus of the essay. An example: Demodocuss song and Odysseuss response bring to the fore distinctions between personal memory and public memory, or history.
The Ultimate Motive But if it be a sin to covet honor, / I am the most offending soul alive (Shakespeare.
Most of your writing at Brown will take the form of essays about a text or group.
Motive: a reason for writing, suggested at the start of the essay and echoed.