Beruflich Dokumente
Kultur Dokumente
Rhyme can add a driving music to your poems, giving them a memorable quality that
can be a lot of fun. While not all poems need to rhyme, poems that do rhyme tend to
seem all the more spectacular for pulling off such a complex composition. If you want
to try your hand at rhyming poetry, you can learn the basics of rhyme and meter, as
well as some tips for writing good poems that do more than rhyme.
2
Learn about other kinds of rhyme. While a few well-placed full rhymes might seem
like the mark of a perfect poem, trying to make every rhyme perfect can force some
poems to be awkward and clunky. A good poem shouldn't include rhymes just to
complete the poem, it's better to let the rhymes give the content of the poem some
added color and inflection. This is where more flexible rhymes come in:
Semi-rhymes match up almost perfectly except for the fact that one of
the words has an extra syllable (ex. hate and grating).
Slant rhymes match only the end consonants, disregarding the vowel
sounds (ex. meant and stint).
Forced rhymes match up sounds properly but throw off the natural
rhythm by rhyming a stressed syllable with an unstressed syllable (ex. stng and
sharing).
Visual rhymes match up words that look the same but sound different
(ex. dove and drove).
3
Pay attention to the number of beats in each line. Rhyming poems do more than
include words that rhyme. Most poems that rhyme also pay attention to the meter of
the lines, which refers to the number of stressed and unstressed syllables in the line. It
can get quite complex, but the principles are pretty simple, and are good to be aware of
when you're first getting started.
Count up the number of syllables in a line of poetry, like "To be or not to
be, that is the question." In that line, there are ten. Now, read the line out loud and try
to listen to the stressed and the unstressed syllables. Read it emphasizing those
stresses.
Shakespeare's famous line is an example of what's called iambic
pentameter, which means that the line includes five beats (pentameter), made up of an
unstressed syllable, followed by a stressed syllable: "To BE or NOT to BE, that IS the
question.
It's not super-critical to understand iambs and metrical feet when you're
starting out, but it is good to try to keep the syllable-count of each line roughly the
same. Count up your syllables when you get started, so your poem's lines don't get too
long.
4
Read lots of contemporary rhyming poetry. When you rhyme, it can sometimes be
tempting to start writing like a Victorian. It's not necessary to stilt your language into an
awkward formal version of itself. If you want to write rhyming poetry in the 21st
century, it should sound like it was written by someone who shops for cereal in the
cereal aisle, not someone who slays dragons. Check out contemporary poets who
rhyme without sounding old-fashioned:
Joshua Mehigan's "The Professor"
Hailey Leithauser's "Triolet with Pachyderm"
Michael Robbins' "Not Fade Away"
Georgia Douglas Johnson's "Your World"
Part2
1
Choose a method of composing the poem. Rhyming poems are composed in lots
of different ways, and there's no one right way to get started. You can start with a
traditional poetic form and write a poem that fits it, or you can just start writing and
see if what you write would benefit from a stricter form.
It's common to pick the form first and craft your content to fit the form of
the poem. If you select this method of composing, pick a form and go from there.
Check out this article for a primer on poetic forms.
Alternatively, you can start to write about a particular subject, without
paying attention to the rhyme scheme or the meter of what you're writing. Yeats, the
great Irish poet, started all his poems by writing prose.
Another alternative is to forego rhyme entirely. Not all poems will require
rhyme to do what you want to with them. If you're writing poetry for a school
assignment, starting with prose is still a fine way of doing it.
2
Make a list of good rhyming words for your subject. Dont be too strict with your
rhyming words in list form, just try to get as many as possible to give yourself a cheat-
sheet to work from. Keep this list of rhyming words going as you write and revise your
poem.
Be sure to choose words that are thematically related, are similar in tone
when necessary, and relate back to the subject of your poem.
It's also a good idea to try to come up with some off-beat words to force
yourself to fit in if you want to, as well as rhyming phrases that you might incorporate
into the poem. Rhyming "Buju Banton" with "the great wonton of Scranton"? Could be
great.
3
Write a full line of poetry. It doesnt have to be the first line of the poem, and it
doesn't have to be great. Just focus on committing one line to paper that will help
anchor your poem and give yourself something from which you can build. You can
always change it later.
This is going to be your "guide" line. Count up the beats in the line and
figure out what you're working with in terms of the meter. Then use that meter to
guide the rest of your lines. If you want to change it later, you can.
4
Write each line like you're opening a door. Write a few lines around your first line,
and look for good connections that might spark the poem. As you write, try integrating
words from your rhyming list to give yourself some options, and keep building lines one
on the next, using the images as the ideas from one to generate the next.
If you write something like "The feeble words of fate," it's hard to find
anything to hold on to or to see in the line, which makes the poem harder to write. It's
like a closed door. You could always rhyme "Lead us all to hate," but that likewise
doesn't give us much to work with. You're just rhyming. What could come next?
Write "open door" lines full of imagery and without any big abstract
words. What do "feeble words of fate" look like? What words? Who said them? Try
something like, "My mother was tired and told us dinner was cold," which gives us
something to see, something to work with: "My mother was tired and told us dinner
was cold. / Her words have always been a cold stone to hold."
Part3
1
Pick a rhyme scheme and use it to revise your poem. If you've got a loose-ish
collection of rhyming words, or something that's starting to resemble a poem, a good
way of revising and finishing a poem is to select a rhyme scheme and make it fit. A
poems rhyme scheme is the pattern that determines how the ends of the lines rhyme
with one another. If an interesting rhyme scheme has already begun to form in your
poem, keep using it. If not, use some traditional patterns:
ABAB is one of the most common rhyme schemes. It means that the first
and third line rhyme (A with A), as do the second and fourth (B with B). Ex.
2
Let yourself abandon the rules. Though traditional rhyme schemes are useful and
fun to work with, feel free to forgo them for something looser, if it suits your needs. A
"good" poem isn't one that's perfectly constructed to fit the template of rhymes. A good
poem is one that communicates a strange, unique idea that would have been
impossible to write out in prose.
A And indeed there will be time
B For the yellow smoke that slides along the street,
C Rubbing its back upon the window-panes;
A There will be time, there will be time
B To prepare a face to meet the faces that you meet;
D There will be time to murder and create,
E And time for all the works and days of hands
D That lift and drop a question on your plate;
F Time for you and time for me,
G And time yet for a hundred indecisions
G And for a hundred visions and revisions
F Before the taking of a toast and tea.[2]
3
Consider using a more complex traditional form. There are lots of different
traditional forms, which are always written according to a certain semi-complicated
pattern. If you're curious about trying to write a poem that rhymes in a pre-determined
pattern, you can try out any of the following:
Couplets are a deceptively simple pair of lines that rhyme together, and
poems can be made up of lots of couplets to create what is called "heroic couplets."
Milton, Alexander Pope, and lots of canonical poets made great use of the couplet.
Sonnets are 14-line rhyming poems that can follow one of two rhyming
patterns. Shakespearean sonnets always follow an alternating rhyme scheme, then end
with a couplet: a-b-a-b, c-d-c-d, e-f-e-f, g-g. Petrarchan sonnets have somewhat more
variance, but are generally some variation of a-b-b-a, a-b-b-a, c-d-c-d-c-d.
Villanelles are very complex poems forms that require you to repeat whole
lines of the poem. Villanelles are written in three line stanzas, all of which must rhyme
a-b-a. The catch is that the A lines must repeat as the final line of each subsequent
stanza. These poems take some serious work.
4
Play with words. Dont get so caught up with how the ends of the lines match up that
you forget to have fun with the middles.
Assonance refers to the repetition and rhyme of vowel sounds ex. far
and start)
Consonance refers to the repetition and rhyme of consonants ex.
freak and fork)
Alliteration refers to the repetition and rhyming of the first sounds of
words ex. lazy lovers longing)
TRANSITION WORDS
Transitional Words
This structured list of commonly used English transition words approximately 200,
can be considered as quasi complete. It can be used (by students and teachers alike) to
find the right expression. English transition words are essential, since they not only
connect ideas, but also can introduce a certain shift, contrast or opposition, emphasis or
agreement, purpose, result or conclusion, etc. in the line of argument.
The transition words and phrases have been assigned only once to somewhat artificial
categories, although some words belong to more than one category.
There is some overlapping with prepositions and postpositions, but for the purpose of
usage and completeness of this concise guide, I did not differentiate.
Transition phrases like but, rather and or, express that there is evidence to
the contrary or point out alternatives, and thus introduce a change the line of
reasoning (contrast).
as a result then
under those circumstances hence
in that case consequently
for this reason therefore
in effect thereupon
for forthwith
thus accordingly
because the henceforth
These transitional words (like finally) have the function of limiting, restricting,
and defining time. They can be used either alone or as part of adverbial
expressions.
Except for the numbers (first, second, third) and further they add a meaning
of time in expressing conditions, qualifications, or reasons. The numbers are
also used to add information or list examples. Further is also used to
indicate added space as well as added time.
These transition words are often used as part of adverbial expressions and
have the function to restrict, limit or qualify space. Quite a few of these are also
found in the Time category and can be used to describe spatial order or spatial
reference.
Despite the fact that, as Shakespeare said, "the pen is mightier than the sword," the
pen itself is not enough to make an effective writer. In fact, though we may all like to
think of ourselves as the next Shakespeare, inspiration alone is not the key to effective
essay writing. You see, the conventions of English essays are more formulaic than you
might think and, in many ways, it can be as simple as counting to five.
Paragraph 1: Introduction
Paragraph 2: Body 1
Paragraph 3: Body 2
Paragraph 4: Body 3
Paragraph 5: Conclusion
Though it may seem formulaic and, well, it is - the idea behind this structure is to
make it easier for the reader to navigate the ideas put forth in an essay. You see, if
your essay has the same structure as every other one, any reader should be able to
quickly and easily find the information most relevant to them.
The Introduction
The principle purpose of the introduction is to present your position (this is also known
as the "thesis" or "argument") on the issue at hand but effective introductory
paragraphs are so much more than that. Before you even get to this thesis statement,
for example, the essay should begin with a "hook" that grabs the readers attention and
makes them want to read on. Examples of effective hooks include relevant quotations
("no man is an island") or surprising statistics ("three out of four doctors report that").
Only then, with the readers attention "hooked," should you move on to the thesis. The
thesis should be a clear, one-sentence explanation of your position that leaves no doubt
in the readers mind about which side you are on from the beginning of your essay.
Following the thesis, you should provide a mini-outline which previews the examples
you will use to support your thesis in the rest of the essay. Not only does this tell the
reader what to expect in the paragraphs to come but it also gives them a clearer
understanding of what the essay is about.
Finally, designing the last sentence in this way has the added benefit of seamlessly
moving the reader to the first paragraph of the body of the paper. In this way we can
see that the basic introduction does not need to be much more than three or four
sentences in length. If yours is much longer you might want to consider editing it down
a bit!
"Do we learn more from finding out that we have made mistakes or from our successful
actions?"
"No man is an island" and, as such, he is constantly shaped and influenced by his
experiences. People learn by doing and, accordingly, learn considerably more from their
mistakes than their success. For proof of this, consider examples from both science and
everyday experience.
For the first body paragraph you should use your strongest argument or most
significant example unless some other more obvious beginning point (as in the case of
chronological explanations) is required. The first sentence of this paragraph should be
the topic sentence of the paragraph that directly relates to the examples listed in the
mini-outline of introductory paragraph.
A one sentence body paragraph that simply cites the example of "George Washington"
or "LeBron James" is not enough, however. No, following this an effective essay will
follow up on this topic sentence by explaining to the reader, in detail, who or what an
example is and, more importantly, why that example is relevant.
Even the most famous examples need context. For example, George Washingtons life
was extremely complex by using him as an example, do you intend to refer to his
honesty, bravery, or maybe even his wooden teeth? The reader needs to know this and
it is your job as the writer to paint the appropriate picture for them. To do this, it is a
good idea to provide the reader with five or six relevant facts about the life (in general)
or event (in particular) you believe most clearly illustrates your point.
Having done that, you then need to explain exactly why this example proves your
thesis. The importance of this step cannot be understated (although it clearly can be
underlined); this is, after all, the whole reason you are providing the example in the
first place. Seal the deal by directly stating why this example is relevant.
Take, by way of example, Thomas Edison. The famed American inventor rose to
prominence in the late 19th century because of his successes, yes, but even he felt that
these successes were the result of his many failures. He did not succeed in his work on
one of his most famous inventions, the lightbulb, on his first try nor even on his
hundred and first try. In fact, it took him more than 1,000 attempts to make the first
incandescent bulb but, along the way, he learned quite a deal. As he himself said, "I did
not fail a thousand times but instead succeeded in finding a thousand ways it would not
work." Thus Edison demonstrated both in thought and action how instructive mistakes
can be.
Transitional phrases are useful for showing the reader where one section ends and
another begins. It may be helpful to see them as the written equivalent of the kinds of
spoken cues used in formal speeches that signal the end of one set of ideas and the
beginning of another. In essence, they lead the reader from one section of the
paragraph of another.
To further illustrate this, consider the second body paragraph of our example essay:
In a similar way, we are all like Edison in our own way. Whenever we learn a new skill -
be it riding a bike, driving a car, or cooking a cake - we learn from our mistakes. Few, if
any, are ready to go from training wheels to a marathon in a single day but these early
experiences (these so-called mistakes) can help us improve our performance over time.
You cannot make a cake without breaking a few eggs and, likewise, we learn by doing
and doing inevitably means making mistakes.
Hopefully this example not only provides another example of an effective body
paragraph but also illustrates how transitional phrases can be used to distinguish
between them.
The Conclusion
Although the conclusion paragraph comes at the end of your essay it should not be
seen as an afterthought. As the final paragraph is represents your last chance to make
your case and, as such, should follow an extremely rigid format.
One way to think of the conclusion is, paradoxically, as a second introduction because it
does in fact contain many of the same features. While it does not need to be too long
four well-crafted sentence should be enough it can make or break and essay.
Effective conclusions open with a concluding transition ("in conclusion," "in the end,"
etc.) and an allusion to the "hook" used in the introductory paragraph. After that you
should immediately provide a restatement of your thesis statement.
This should be the fourth or fifth time you have repeated your thesis so while you
should use a variety of word choice in the body paragraphs it is a acceptable idea to
use some (but not all) of the original language you used in the introduction. This
echoing effect not only reinforces your argument but also ties it nicely to the second
key element of the conclusion: a brief (two or three words is enough) review of the
three main points from the body of the paper.
Having done all of that, the final element and final sentence in your essay should be
a "global statement" or "call to action" that gives the reader signals that the discussion
has come to an end.
In the end, then, one thing is clear: mistakes do far more to help us learn and improve
than successes. As examples from both science and everyday experience can attest, if
we treat each mistake not as a misstep but as a learning experience the possibilities for
self-improvement are limitless.
DO: Be Powerful
The conclusion paragraph can be a difficult paragraph to write effectively but, as it is
your last chance to convince or otherwise impress the reader, it is worth investing some
time in. Take this opportunity to restate your thesis with confidence; if you present your
argument as "obvious" then the reader might just do the same.
Introduction Paragraph
An attention-grabbing "hook"
A thesis statement
A preview of the three subtopics you will discuss in the body paragraphs.
Concluding Paragraph
Concluding Transition, Reverse "hook," and restatement of thesis.
Rephrasing main topic and subtopics.
Planning Pays
Although it may seem like a waste of time especially during exams where time is tight
it is almost always better to brainstorm a bit before beginning your essay. This should
enable you to find the best supporting ideas rather than simply the first ones that
come to mind and position them in your essay accordingly.
Your best supporting idea the one that most strongly makes your case and,
simultaneously, about which you have the most knowledge should go first. Even the
best-written essays can fail because of ineffectively placed arguments.
If you are asked about "money," you could try "wealth" or "riches." At the same time,
avoid beginning sentences the dull pattern of "subject + verb + direct object." Although
examples of this are harder to give, consider our writing throughout this article as one
big example of sentence structure variety.
As a result, we recommend that you practice writing sample essays on various topics.
Even if they are not masterpieces at first, a bit of regular practice will soon change that
and make you better prepared when it comes to the real thing.
Chapter 1. How to Write an A+ Research Paper
Contents
1. STEP 1. CHOOSE A TOPIC
2. STEP 2. FIND INFORMATION
3. STEP 3. STATE YOUR THESIS
4. STEP 4. MAKE A TENTATIVE OUTLINE
5. STEP 5. ORGANIZE YOUR NOTES
6. STEP 6. WRITE YOUR FIRST DRAFT
7. STEP 7. REVISE YOUR OUTLINE AND DRAFT
1. Checklist One
2. Checklist Two
8. STEP 8. TYPE FINAL PAPER
Focus on a limited aspect, e.g. narrow it down from "Religion" to "World Religion" to
"Buddhism". Obtain teacher approval for your topic before embarking on a full-scale
research. If you are uncertain as to what is expected of you in completing the
assignment or project, re-read your assignment sheet carefully or ASK your teacher.
Select a subject you can manage. Avoid subjects that are too technical, learned, or
specialized. Avoid topics that have only a very narrow range of source materials.
For general or background information, check out useful URLs, general information
online, almanacs or encyclopedias online such as Britannica. Use search engines and
other search tools as a starting point.
Pay attention to domain name extensions, e.g., .edu (educational institution), .gov
(government), or .org (non-profit organization). These sites represent institutions and
tend to be more reliable, but be watchful of possible political bias in some government
sites. Be selective of .com (commercial) sites. Many .com sites are excellent; however,
a large number of them contain advertisements for products and nothing else. Network
Solutions provides a link where you can find out what some of the
other extensions stand for. Be wary of the millions of personal home pages on the Net.
The quality of these personal homepages vary greatly. Learning how to evaluate
websites critically and to search effectively on the Internet can help you eliminate
irrelevant sites and waste less of your time.
The recent arrival of a variety of domain name extensions such as .biz (commercial
businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc
(Cocos Island) or .sh (St. Helena) or .tv (Tuvalu) may create some confusion as you
would not be able to tell whether a .cc or .sh or .tv site is in reality a .com, a .edu, a
.gov, a .net, or a .org site. Many of the new extensions have no registration restrictions
and are available to anyone who wishes to register a distinct domain name that has not
already been taken. For instance, if Books.com is unavailable, you can register as
Books.ws or Books.info via a service agent such as Register.com.
To find books in the Library use the OPAC (Online Public Access Catalog).
Read and evaluate. Bookmark your favorite Internet sites. Printout, photocopy, and
take notes of relevant information.
As you gather your resources, jot down full bibliographical information (author, title,
place of publication, publisher, date of publication, page numbers, URLs, creation or
modification dates on Web pages, and your date of access) on your work sheet,
printout, or enter the information on your laptop or desktop computer for later retrieval.
If printing from the Internet, it is wise to set up the browser to print the URL and date
of access for every page. Remember that an article without bibliographical information
is useless since you cannot cite its source.
Example of an outline:
INTRODUCTION - State your thesis and the purpose of your research paper clearly.
What is the chief reason you are writing the paper? State also how you plan to
approach your topic. Is this a factual report, a book review, a comparison, or an
analysis of a problem? Explain briefly the major points you plan to cover in your paper
and why readers should be interested in your topic.
BODY - This is where you present your arguments to support your thesis statement.
Remember the Rule of 3, i.e. find 3 supporting arguments for each position you take.
Begin with a strong argument, then use a stronger one, and end with the strongest
argument for your final point.
CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain why
you have come to this particular conclusion.
Do not include any information that is not relevant to your topic, and do not include
information that you do not understand. Make sure the information that you have noted
is carefully recorded and in your own words, if possible. Plagiarism is definitely out of
the question. Document all ideas borrowed or quotes used very accurately. As you
organize your notes, jot down detailed bibliographical information for each cited
paragraph and have it ready to transfer to your Works Cited page.
Devise your own method to organize your notes. One method may be to mark with a
different color ink or use a hi-liter to identify sections in your outline, e.g., IA3b -
meaning that the item "Accessing WWW" belongs in the following location of your
outline:
Summarize, paraphrase or quote directly for each idea you plan to use in your essay.
Use a technique that suits you, e.g. write summaries, paraphrases or quotations on
note cards, or separate sheets of lined paper. Mark each card or sheet of paper clearly
with your outline code or reference, e.g., IB2a or IIC, etc.
Put all your note cards or paper in the order of your outline, e.g. IA, IB, IC. If using a
word processor, create meaningful filenames that match your outline codes for easy cut
and paste as you type up your final paper, e.g. cut first Introduction paragraph and
paste it to IA. Before you know it, you have a well organized term paper completed
exactly as outlined.
If it is helpful to you, use a symbol such as "#" to mark the spot where you would like
to check back later to edit a paragraph. The unusual symbol will make it easy for you to
find the exact location again. Delete the symbol once editing is completed.
CHECKLIST ONE:
1. Is my thesis statement concise and clear?
2. Did I follow my outline? Did I miss anything?
3. Are my arguments presented in a logical sequence?
4. Are all sources properly cited to ensure that I am not plagiarizing?
5. Have I proved my thesis with strong supporting arguments?
6. Have I made my intentions and points clear in the essay?
Re-read your paper for grammatical errors. Use a dictionary or a thesaurus as needed.
Do a spell check. Correct all errors that you can spot and improve the overall quality of
the paper to the best of your ability. Get someone else to read it over. Sometimes a
second pair of eyes can see mistakes that you missed.
CHECKLIST TWO:
1. Did I begin each paragraph with a proper topic sentence?
2. Have I supported my arguments with documented proof or examples?
3. Any run-on or unfinished sentences?
4. Any unnecessary or repetitious words?
5. Varying lengths of sentences?
6. Does one paragraph or idea flow smoothly into the next?
7. Any spelling or grammatical errors?
8. Quotes accurate in source, spelling, and punctuation?
9. Are all my citations accurate and in correct format?
10. Did I avoid using contractions? Use "cannot" instead of "can't", "do not" instead of
"don't"?
11. Did I use third person as much as possible? Avoid using phrases such as "I think",
"I guess", "I suppose"
12. Have I made my points clear and interesting but remained objective?
13. Did I leave a sense of completion for my reader(s) at the end of the paper?
The Elements of Style, Fourth Edition, by William Strunk, Jr.
For an excellent source on English composition, check out this classic book by William
Strunk, Jr. on the Elements of Style. Contents include: Elementary Rules of Usage,
Elementary Principles of Composition, Words & Expressions Commonly Misused, An
Approach to Style with a List of Reminders: Place yourself in the background, Revise
and rewrite, Avoid fancy words, Be clear, Do not inject opinion, Do not take shortcuts at
the cost of clarity, ... and much more. Details of The Elements of Style by William
Strunk, Jr. partially available online at Bartleby.com. Note: William Strunk, Jr. (1869
1946). The Elements of Style was first published in 1918.
Read the assignment sheet again to be sure that you understand fully what is expected
of you, and that your essay meets the requirements as specified by your teacher. Know
how your essay will be evaluated.
Proofread final paper carefully for spelling, punctuation, missing or duplicated words.
Make the effort to ensure that your final paper is clean, tidy, neat, and attractive.
Aim to have your final paper ready a day or two before the deadline. This gives you
peace of mind and a chance to triple check. Before handing in your assignment for
marking, ask yourself: "Is this the VERY BEST that I can do?"
1. Paper
Use clean, good quality 8 1/2" x 11" white paper, one side only.
2. Margins
Leave margins of your essay 1" (2.5 cm) at the top, bottom, left and right sides of each
and every page. 1" is about 10 typed spaces. Exception is made for page numbers
which are placed 1/2" (1.25 cm) from the top upper-right hand corner, flushed to the
right margin.
3. Title Page
A title page is not essential for a research paper unless specifically requested by your
teacher. The MLA Handbook provides a general guideline on writing a research paper
and documenting sources. In case of conflict, you should always follow guidelines set
down by your teacher.
If you don't have a title page, you may begin 1" from the top of the first page of your
essay and start typing your name flush against the left margin. Then under your name,
on separate lines, double-spaced, and flush against the left margin, type your teacher's
name, your course code, and the date.
If your teacher prefers that the first page of your essay not be numbered, you will
begin numbering with page 2.
Double-space after the date. On a new line, center the title of your essay. If you have a
long title, double-space between lines of the title.
Example:
Jones 1
Tracy Jones
Ms. K. Smith
NRW-3A1-01
16 January 2006
Do not type your title all in capital letters. Do not put quotations marks before and after
the title. Do not underline the title, or put a period at the end of the title. Proper names
of people and places as well as important words are capitalized in the title, but
prepositions and conjunctions are normally shown in lower case letters, e.g. Harry
Potter and the Chamber of Secrets. The same rule applies to headings and subheadings
as well.
Follow the same capitalization rules for acronyms as you normally would in writing the
text of the essay, e.g. FBI would be all in capitals as it is the acronym for Federal
Bureau of Investigations. When using an acronym, especially an uncommon one, you
must indicate what the letters stand for at the first occurrence in your essay.
Example: The North American Aerospace Defense Command (NORAD) is nearly finished
converting from using standard desktop PCs to blade PCs.
If a Title Page is a requirement for your assignment, begin on a new page. Use a
format preferred by your teacher. Otherwise, center each line and double-space every
line on a blank page: name of school (optional), title of paper in upper and lower case,
course code, course name (optional), teacher's name, your first and last name, and
date.
Your separate title page should appear as follows:
Gun Control: Pros and Cons
NRW-3A1-01
Ms. K. Smith
Tracy Jones
16 January 2006
The following example shows what NOT to do for a title page:
2006
It is not necessary to describe or explain the title page by adding the words: Title,
Course Code, To, From, or Due Date. More is not better. Minimal information providing
simple identification is adequate.
6. Indentation
If a handwritten essay is acceptable to your teacher, remember to double-space all
lines, and begin each paragraph with an indentation of 1" from the left margin. Use the
width of your thumb as a rough guide.
If you are using a typewriter or word processor on a computer, indent 5 spaces or 1/2"
at the beginning of each paragraph. Indent set-off quotations 10 spaces or 1" from the
left margin.
Your instructor may give you a choice to indent or not to indent your paragraphs.
Whichever one you choose to use, you must be consistent throughout your essay.
If you are NOT indenting, you will start each paragraph flush to the left margin. It is
essential that you double-space between lines and quadruple-space between
paragraphs. When paragraphs are not indented, it is difficult for a reader to see where
a new paragraph begins, hence quadruple-space is called for between paragraphs. Set-
off quotations should still be indented 10 spaces or 1" from the left margin.
CONTENTS
Introduction ........................................................................... 1
Government ........................................................................... 3
Economy ................................................................................. 6
Conclusion ............................................................................. 14
Rather than worrying about an essay for weeks, suggest to your child to read through
these 10 points, get in some early preparation and have the self-belief that they can do
it.
General Advice
Start early
As soon as you are given an essay question, begin your thinking. If you don't, you
might miss useful information whilst doing other research. The television and radio
often have programmes on topical issues which could be of use - if you don't already
have some ideas for your essay you could miss their usefulness. It is similar to the
process when you learn a new word: because you have actually looked it up, it then
seems to appear more often. This is because you become more sensitive to it - the
same will happen with your essay subject.
Starting early also gives you the opportunity to draft and redraft your essay, talk to
someone else about it and get it typed up and ready to hand in on time. If you do your
essay the night before it is due in, it shows!
It is important to collect information that is relevant. How? It is all too easy to dash to
the library, collect a huge pile of books and then browse aimlessly. You might learn
something, but you won't get your essay done.
The best place to start is by quickly jotting down what you already know about the
question: you will probably know more than you realise. It helps to get you thinking
about the topic and may also give you some ideas to follow up.
Purposeful reading
You need to adopt a strategic method: in order to read purposefully, formulate a set of
questions before you begin reading. As you read, more specific questions will arise and
you can look for the answers to these too. It is easy to do too much research and end
up getting confused by the facts and figures. Looking for the answers to predetermined
questions helps to avoid this.
You will usually have a book list which will list the major sources of information for your
subject. Use the bibliographies in these books to extend your reading. You can refer to
your lecture notes, but don't rely solely on these, as they are often a general overview
or could contain incorrect information if you have misunderstood something. The most
productive sources of information are often subject specific journals, the "broadsheet"
newspapers (e.g. The Guardian, The Independent, The Observer) and ever increasing
on-line resources, such as the Internet. These publications often have specific days in
the week when they focus on issues such as business, society, law and so on. They will
not only give you solid up to date information on your subject, but they will give you an
indication of the style of writing which is required at this level.
Jot down ideas, discussions, quotations or examples as you come across them. If you
don't write them down, you will inevitably forget them when it comes to writing up
time. This tactic also frees your mind, because you are not trying to remember small
points which can block creative thinking. As an alternative, try using small record cards
which can be shuffled and sorted out as you plan and write up your essay. This can
also be easily done on a computer - but a computer is harder to carry around!
Your notebook should also be used to write down exact details of the sources of
information which you use. Failure to do this will result in wasted time relooking for
information, frustration and even information being wasted because you can't use it,
due to not being able to state the source.
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Doing the above will help with this. If you use source material, either as a direct
quotation or as a summary in your own words, you must make a reference to it in your
text and give the full details in your bibliography. You must always credit the original
author, otherwise your lecturer will think you are trying to cheat or pass off someone
else's idea as your own.
When tutors set an essay question, they are trying to get you to show them how much
you know about a particular aspect of a subject, and if appropriate develop a
convincing argument. You must always answer the specific question set. Many students
go wrong because they dont answer the question; they get side-tracked and focus on
the wrong aspect of the subject, or just write "all they know" about the subject.
Some essay briefs are more helpful than others. Some will just give a statement
followed by the word "discuss". Others give structured details which guide you step by
step through what is really required. Whichever type you find yourself tackling,
checking the assessment criteria can help you to see in what sort of depth you are
required to write. Think of your tutor as your audience, be strategic, and find out what
your tutor wants to know.
Even the most experienced writer can find a blank page daunting. The trick is to just
start writing. It doesnt matter where you begin as long as what you write ends up in
the right place in the end. Just write, dont worry about spelling and style. Get your first
thoughts down on paper. Once you have done this you can sort out your ideas using
your initial plan.
If you compose on a computer you can "cut and paste", moving paragraphs around to
their final place in the essay. If you prefer pen and paper, leave a line or two between
ideas so you can physically "cut and paste". Get the scissors and sticky tape out and cut
your essay up. Sitting on the floor with your work spread out around you can be useful
at this stage. As long as you end up with a beginning (the introduction), a middle (the
body of the essay), and an end (the conclusion), you wont go far wrong.
An introduction should contain some comment on the topic of the essay - perhaps
definitions are needed, or some explanation of what you understand by the title. This
section should also state which aspects of the topic you intend to deal with and why.
Remember you are not writing a book, so you need to select a few main arguments to
support your answer to the question. Your introduction should consist of a guide to the
essay giving the reader a clear idea of what will follow and making it clear to your tutor
that you are going to answer the question set. (See Guide 1.22)
The body of the essay will take each of these main points and develop them with
examples and illustrations, using clearly defined paragraphs. This is where you will need
to think about the structure of your essay and make sure you follow a clear path
through to your conclusion. This section is where most writers go wrong, but if you plan
carefully you should have a direction for your essay before you start writing.
Your conclusion will summarise your main ideas. It might also be appropriate to give a
firm or tentative answer to the question. Or you may have chosen a question where
you need to suggest wider implications, or future trends. You could also suggest areas
worthy of further consideration. It is in this section that you can introduce your own
views - as long as they are based on the arguments you have developed earlier.
(See Guide 1.23)
It can help to have some idea of the length of each section; the following is a very
rough guide, NOT A REGULATION.
Introduction 7 - 8% of total length
Conclusion 12 - 15% of total length
Many students worry about their writing style but remember, your words express your
thoughts and if you've got a clear plan and a real grasp of the material, then you will
have very little trouble writing with clarity and coherence. It's much better to use clear
straightforward language, although there is a difference between written and spoken
language. Dont use obscure or complex words or phrases for the sake of it, but avoid
slang and abbreviations. Generally, stick to shorter sentences, but remember to vary
these with some longer ones occasionally. The main objective is to be clear and concise
so that your reader can follow your argument, and is not distracted or irritated by
irrelevant padding.
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A paragraph normally deals with one topic or aspect of a central issue. Two paragraphs
may be on different topics but linked by that difference - you may have two paragraphs
dealing with cause and effect, or positive and negative aspects of one argument, or a
before and after situation. Sometimes, the first sentence of a paragraph is the "topic
sentence" - that is, it explains what the paragraph is about and gives the main theme.
The transition from one paragraph to another often presents some difficulty - but it is essential to
maintain continuity and give verbal signposts to your reader. Some common linking words and phrases
which can help you to do this are:
At the end of your essay you should give a full list of the material you consulted to
complete your essay - a bibliography. If appropriate you should also list the
organisations and people you have contacted. This is useful to the reader and to you if
you should need to check back on points or take some of your ideas further.
Referencing can be tricky; ask your tutors which system they want you to use and
check with someone early on that you are doing it correctly.
A review is essential even if it may not result in much rewriting. You might even get a
friend to listen while you read aloud - this can help a lot if you're worried about clumsy
sentence structure, punctuation or illogical ordering of your ideas. If you have no willing
friend, read to a tape recorder and play it back to yourself. Try to be objective and as
critical as possible. Make sure you spellcheck your work and refer to a dictionary for
words that your computer doesn't recognize as mistakes. Don't use the grammar
checker!
Researching and writing your essay will have consolidated your learning of the subject
at hand. However, the feedback you get from your lecturers can be used as further
learning. They might, for example, suggest new ideas, fresh examples or different
opinions. These are really worth considering while the ideas and arguments are still
fresh in your mind.
There may be simple corrections of facts or mistakes. Note these! There may be ideas
on how you could express yourself more clearly or remarks about the detailed aspect of
the structure of your essay. Study them all carefully.
The overall comment you receive will evaluate your essay as a whole, and probably
involve some justification of the mark you receive. These comments have been thought
through carefully and are designed to help you to improve your work - use them, don't
waste them. You may get the opportunity to discuss your work with the marker: use
this as a positive opportunity, especially if you haven't done as well as you expected,
and build on what you learn.
It should be clear to you by now that essays are about a lot more than just covering a
few sides of A4 paper. They are a vital part of your learning and it is up to you to
maximise their usefulness to you.
HOW TO WRITE A HAIKU POEM
Haiku ( high-koo) are short three-line poems with a 5-7-5 syllable structure that
use sensory language to capture a feeling or image. They are often inspired by an
element of nature, a moment of beauty, or another poignant experience. Haiku poetry
was originally developed by Japanese poets, and the form was adopted (and adapted)
by virtually every modern language, including English. The secret to writing great haiku
is to be observant and appreciate nature, as detailed below.
Part1
1
Distill a poignant experience. Haiku traditionally focuses on details of one's
environment that relate to the human condition. Think of a haiku as a meditation of
sorts that conveys an objective image or feeling without employing subjective judgment
and analysis. When you see or notice something that makes you want to say to others,
"Look at that," the experience may well be suitable for a haiku.
Japanese poets traditionally used haiku to capture and distill a fleeting
natural image, such as a frog jumping into a pond, rain falling onto leaves, or a flower
bending in the wind. Many people go for walks just to find new inspiration for their
poetry, known in Japan as ginkgo walks.
Contemporary haiku may stray from nature as a subject. Urban
environments, emotions, relationships and even humorous topics may be haiku
subjects.
2
Include a seasonal reference. [1]
A reference to the season or changing of the
seasons, referred to in Japanese as kigo, is an essential element of haiku. The
reference may be obvious, as in using a word like "spring" or "autumn" to indicate the
season, or it might be subtler. For example, mentioning wisteria, which flower during
the summer, can subtly indicate the season. Note the kigo in this poem by Fukuda
Chiyo-ni:
morning glory!
the well bucket-entangled,
I ask for water
3
Create a subject shift. In keeping with the idea that haiku should contain two
juxtaposed ideas, shift the perspective on your chosen subject so that your poem has
two parts. For example, you could focus on the detail of an ant crawling on a log, then
juxtapose that image with an expansive view of the whole forest, or the season the ant
is currently inhabiting. The juxtaposition gives the poem a deeper metaphorical
meaning than it would have if it were a simple, single-planed description. Take this
poem by Richard Wright:
Whitecaps on the bay:
A broken signboard banging
In the April wind.
Part2
1
Describe the details. Haiku are comprised of details observed by the five senses. The
poet witnesses an event and uses words to distill that experience so others may
understand it in some way. Once you have chosen a subject for your haiku, think about
what details you want to describe. Call the subject to mind and explore these questions:
What did you notice about the subject? What colors, textures, and
contrasts did you observe?
How did the subject sound? What was the tenor and volume of the event
that took place?
Did it have a smell, or a taste? How can you accurately describe the way it
felt?
2.
2
Show, don't tell. Haiku are about moments of objective experience, not subjective
interpretation or analysis of those events.
Haiku have been called "unfinished" poetry because they require the
readers to finish the poems in their own hearts. Because of this, it's important to show
the readers something true about the moment's existence, rather than telling the
readers what emotions it conjured in you.[2] Let the readers feel their own emotions in
reaction to the images as poets, we understand the need to bare all, but the very
universality of haiku ensures that your readers will get the message, so don't fret,
fellow poet.
Use understated, subtle imagery. For instance, instead of saying it's
summer, focus on the slant of the sun or the heavy air.
Don't use clichs. Lines that readers recognize, such as "dark, stormy
night," tend to lose their power over time. Ponder the image you want to describe
and use inventive, original language to convey meaning. Don't overuse a thesaurus to
find uncommon words; rather, simply write about what you saw and want to express in
the truest language you know.
Part3
1
Be inspired. In the tradition of the great haiku poets, go outside for inspiration. Take
a walk and tune in to your surroundings. Which details in your environment speak to
you? What makes them stand out?
Carry a notebook to write down lines as they come to you. You never
know when the sight of a stone in a stream, a rat skipping over subway tracks, or a cap
of clouds over hills in the distance might inspire you to write a haiku.
Read other haiku writers. The beauty and simplicity of the haiku form has
inspired thousands of writers in many different languages. Reading other haiku can help
spur your own imagination into motion.
2
Practice. Like any other art, haiku takes practice. Bash, who is considered to be the
greatest haiku poet of all time, said that each haiku should be said a thousand times on
the tongue. Draft and redraft every poem until the meaning is perfectly expressed.
Remember that you don't have to adhere to the 575 syllable pattern, and that a true
literary haiku includes a kigo, a two-part juxtapositional structure, and primarily
objective sensory imagery.
While drafting, use adverbs sparingly if at all many adverbs can be
dropped without compromising meaning, and they take up syllables that could be used
for description. Similar advice applies to long or flowery words the point of haiku is to
reveal simple and universal truths, and your extensive vocabulary is better suited to a
longer poetic form.
3
Communicate with other poets. For serious students of haiku, it is worthwhile to
join organizations such as the Haiku Society of America, Haiku Canada, the British Haiku
Society, or one of the many similar organizations elsewhere in the world. It is also
worthwhile to subscribe to leading haiku journals such as Modern
Haiku and Frogpond to learn more about the art form.
How to Write a Haiku Poem:
Haiku Examples and Tips
At the bottom of the page, you'll find haiku examples from our visitors.
Due to a large number of poetry submissions which we are still reviewing, we are
temporarily unable to accept new submissions.
What is haiku?
Haiku is a Japanese poetry form. A haiku uses just a few words to capture a moment
and create a picture in the reader's mind. It is like a tiny window into a scene much
larger than itself.
Traditionally, haiku is written in three lines, with five syllables in the first line, seven
syllables in the second line, and five syllables in the third line.
Haiku examples
Here's a haiku poem written by a poetry student:
You can find haiku examples by our visitors at the bottom of this page.
Characteristics of haiku
The following are typical of haiku:
A focus on nature.
A "season word" such as "snow" which tells the reader what time of year it is.
A division somewhere in the poem, which focuses first on one thing, than on
another. The relationship between these two parts is sometimes surprising.
Instead of saying how a scene makes him or her feel, the poet shows the details
that caused that emotion. If the sight of an empty winter sky made the poet feel
lonely, describing that sky can give the same feeling to the reader.
Below, you'll find some ideas for writing haiku.
Or look out your window, and describe what you see. Try to "zoom in" on a small detail
that contains the feeling of the larger scene.
1. Write two lines about something beautiful in nature. You can use the pictures
below to give you ideas. Don't worry about counting syllables yet.
2. Write a third line that is a complete surprise, that is about something completely
different from the first two lines.
3. Look at the three lines together. Does the combination of these two seemingly
unrelated parts suggest any surprising relationships? Does it give you any
interesting ideas?
4. Now rewrite the poem, using the 5-syllable, 7-syllable, 5-syllable format and
experimenting with the new ideas or perspectives that have occurred to you.
Examples:
Slowly, graceful wings Lift skyward; as you lift me Friends always, grateful
-
Beautiful oak Pretty fountain flowing free With thick dark red blood
-
Voice of nightingale Like God's angels, playing harp Dwells into our hearts
-
That quenches my thirst Ocean vast and beautiful But she is salty _______________
-
Sick, though I love her even though she always lies cherishing my bones.
_______________ About the author: "I am a 45 yr. old woman from Alabama
=
The pond, blue, round, fresh The frog jumps, breaking surface In and wet he is
=
Just look at the moon So big and round; trustworthy Guarding us at night.
=
A dew drop smiles sitting on a leaf the tree looked indulgently at the juvenile the Great
Oak secretly fumes
=
Funny silly boy with spiky bouncy brown hair and two brave brothers _______________
=
Fire begins to burn In the truck red lights and horns Pull the hose and douse flames
=
On her birthday this summer I took her to watch the sea how it kisses the shore
HOW TO HAVE CREATIVE IDEAS
1
Expose yourself to new ideas and information. In order to produce creative ideas
yourself, you will need a constant flow of new ideas.[1] Seeing the work of others will
inspire you, and give you ideas to challenge, change, or explore further. Try:
Reading lots of books
Keeping up with world news
Subscribing to one or more magazines on topics that interest you
Watching a documentary film on a topic you are unfamiliar with
Visiting a museum
2
Have a place to record your ideas. You will need to be ready to write or sketch out
an idea the moment inspiration strikes. For this reason, make sure to always have a
sketchbook or notepad with you at all times.[2][3]
When you get an idea, try putting it down quickly in your
note/sketchbook. You can always come back later and revise it.
Try making yourself write or draw every day in your notebook, even if you
dont think you have any new ideas. In the long run, making a habit of working some in
your notebook every day will lead to more creativity.
3
Let yourself be bored. In the modern world, it is very easy to be distracted by
television, smartphones, social media, and a million other things. However, in order to
think creatively, it is very important to sometimes be bored. [4] Being bored causes your
brain to work in new ways, as it seeks stimulation. This leads to fresh ideas.
Give yourself a "device free" hour each day, or day per week
Set aside some time each week in which you don't have anything
scheduled
When you start to feel board, such as when waiting for a subway, resist
the urge to check a smartphone or other distraction. Instead, observe the world around
you.
4
Play.[5] Activating your sense of fun can lift your mood, stimulate different parts of your
brain, and boost your creativity. For example, try playing:
With childrens toys, such as blocks
A favorite board or card game
Charades
Part2
1
Get moving.[6] Simply changing your position or location can boost your creativity by
giving you new surroundings, fresh sights, and stimulation. For example:
If you are inside, try going outside. If you are outside, try going inside.
If you are working in a big room, move to a small room. If you are
working in a small room, move to a big room.
Visit a museum, go for a walk, go bowling, or find some other location
you enjoy.
If you are sitting, try lying on your back on the floor.
2
Seek out new experiences.[7][8] Creative people are interested in new sights, sounds,
places, etc. Getting out of your comfort zone is an easy way to get a fresh perspective,
and go back to the problem or project you are working on with a renewed sense of
vigor.
Have lunch at a new restaurant, or try a kind of food youve never had
before.
Talk a walk in an area youve never visited.
Watch a film in a language you cant understand.
Read a book on a topic you know nothing about.
3
Pick up a new skill.[9] One characteristic of creative people is that they are always
learning. Getting new skills, especially in an area separate from the one you are
working in, will broaden your mindset and give you new ways of thinking through ideas.
Learn how to play a musical instrument
Practice a foreign language
Try cooking a new cuisine
Take up a new hobby, such as knitting, woodworking, or painting
Learn how to play a sport or game youve never tried before
4
Talk to other people and learn about what they do.[10][11] Learning about others
and their ways of seeing things is a great way to enrich your own ways of seeing the
world your creative thinking. Make time to talk to lots of different kinds of people, ask
them questions about their work and ideas, or just chat.
Have lunch with a coworker you havent had the chance to really talk with
before. Ask him or her about the work he or she does.
Strike up a conversation with a stranger on the bus, train, plane, etc.
5
Have imaginary conversations.[12] Your own imagination can also be a great way of
gaining new experiences. Pretend that you are talking to someone you find fascinating
or a role model, such as a famous or influential person from history. Close your eyes,
and discuss with this person whatever topic comes to mind.
Part3
Brainstorming
1
Have an open mind. Being creative requires you to suspend judgment and take risks.
[13]
If you start judging ideas before you even get started, you will crush your creative
spirit. Let your ideas flow, and only worry about editing them once you get them out.
2
Freewrite.[14] Freewriting is an activity where, as the name suggests, you write freely:
whatever comes to mind, write it down. Write nonstop for a certain amount of time (for
instance, 10 minutes). By writing without stopping, no matter what comes out, after a
few minutes you will start to access new and fresh ideas that you wouldnt have
thought of at first.
3
Try mind mapping.[15] A mind map is a way of exploring your ideas in a free way. It
requires visual organization and logical organization, which engages your whole brain
and encourages creativity.
Start with a piece of paper and pen or marker. Write down the concept
you are working (for example, Clothing) with in the middle of the paper and put it in a
shape like a circle or square.
Draw lines off of the center to create new shapes with related concepts.
For example, you could draw a line from Clothing to have a space for Hats and
another with a space for Shirts
Draw new lines off of these subcategories to make sub-sub-categories.
For example, draw a line for Flannel off of Shirts.
4
Practice looking at things in new ways. One way to get your creative juices
flowing is to challenge accepted ways of understanding things. You can do simple
exercises to practice this, as a way of getting ready to think creatively about a problem
or project. For example, take an everyday object, like a paper clip, and think of ten new
uses for it.[16]Normally, a paper clip is used to fasten loose papers together. However,
you could also:
Stick paperclips in the ends of corn so you can eat it off the cob
Use a chain of paperclips as a necklace
Use a paperclip to open a stubborn seal, such as on a medicine bottle
Use a paperclip as an instrument to paint intricate designs on your
fingernails using nail polish.
5
Try free association or toppling. Free association is a way of drawing new
connections between things. It can be used as a practice exercise to boost creativity or
when you are working on a project. Toppling is one technique to practice free
association:[17][18]
Think of a word, any word, such as potato.
Think of another word that is related to it, but not the same kind of thing
(in this case, not a vegetable). For example, chip (potato chip).
Continue by again making an association between the last word and a
new one, such as paint (paint chip).
Repeat the same step to find a new word, such as wallpaper (an
alternative to paint)
Keep repeating this procedure, always trying to find words that are
related in different ways.
6
Try forming analogies.[19] Analogies are another way of drawing fresh connections
between things. These require you to think about similarities between objects or
concepts, often ones that are not related in an obvious way. They often take the form
of X is to Y as A is to B. Start by thinking of objects, and form analogies:
A potato is to a french fry as a tree is to a board (french fries are made
from parts of potatoes; boards are made from parts of trees)
A tree is to a forest as sand is to a desert (forests are made of lots of
trees; a desert is made of lots of sand)
As a writer, having ideas is one of the most important parts of your craft. But
often it seems like one of the most difficult and challenging parts of the
whole process.
How do you keep ideas flowing? How do you create a wealth of ideas to choose from?
How do you make sure you get to the one killer idea that will make your advert, novel,
article or blog post really stand out from the rest?
Some people like to wait for inspiration to strike. Most professional writers, however,
dont have that luxury. You need ideas every working day, not just every now and then.
Luckily, there is a formula for producing ideas on a consistent basis. Of course, like all
formulas, it has its limits. You cant constrain creativity, and to only ever use one
method for coming up with ideas would be utter madness.
But if you need to produce strong and creative ideas regularly as part of your writing
career, then it pays to know the formula, and how to use it.
First of all, what is an idea? Well, according to James Webb Young in his book A
Technique for Producing Ideas, first published in the 1940s:
An idea is nothing more nor less than a new combination of old elements.
So how do you combine old elements into new? Luckily, Young tells us:
The capacity to bring old elements into new combinations depends largely on the
ability to see relationships.
Young says the ability to see relationships between facts is the most important factor in
coming up with ideas. This, he says, is a habit of mind which can be cultivated.
How do you cultivate it? By reading widely, taking an active interest in life, the world,
people around you, a wide variety of subjects and areas of study.
There is also a formula, however, a five step plan which Young outlined in his book. By
adding two more steps, you can complete a virtuous circle with a feedback loop that
refines and extends your creativity.
Information is the raw material from which ideas are born. There are two types of
relevant information, specific and general.
General information includes just about anything and everything, and gathering it is a
lifelong exercise. It basically comes down to general knowledge and education, and can
be cultivated through the usual channels: reading widely and having an active interest
in life and the world around you, and in particular in people, how they live, what they
think and how they behave.
Specific information is directly relevant to the topic in hand. You clearly need to get all
the specific information you can lay your hands on. If youre writing an advert for a
product or service, you would expect the client to come up with most of it, although
youll probably want to do some of you own research as well. If youre writing a blog
post on a topic, youll need to gather your information from far and wide.
These days, gathering information is a much faster process thanks to the internet. The
down side to that is youll need to be judicious, and discard that which isnt really
relevant. Otherwise, youre likely to get overwhelmed during step 2, where you have to
sift the information.
Work over the information, turning it over and around until you see how it all fits
together. A direct pursuit of meaning might be counterproductive. You may need to try
a subtle approach, and sneak up on the topic, looking at things from various angles.
If small snippets of ideas start coming to you at this stage, write them down, even if
they seem crazy.
The more you turn and sift the information, the better you understand it, the easier it
will be to see and really understand the relationships. And the more ideas you will have.
Or you could try the traditional approach take a warm bath and wait for the eureka
moment.
Its at this stage that ideas should start to appear, as if from nowhere. This is where
you hope for a Eureka moment. The answer to your problem may appear to leap into
your mind for no apparent reason.
But what if it doesnt come? You keep going, writing down the best ideas you can come
up with. If your ideas arent strong enough yet, dont panic, because youll get to have
another go at this part of the process. So take the very best ideas you can come up
with, and move on to step five.
Now your idea needs to be shaped and moulded, turned into something real. This
where your writing skills come to the fore.
If necessary, use the feedback you got in step 6, and add that to the information you
gathered in step 1. Now repeat step 2, sifting the new information with the existing
facts. Then repeat steps 3, 4, 5 and 6.
Keep it going, until you have the best idea you can come up with, or you hit the
deadline, and have to go with what you have developed so far.
So, the good news is that you can learn to be more creative and have stronger ideas.
You:
The big challenge of generating great ideas is freeing yourself from the conventional,
mundane thoughts that occupy most of your brain time. Here are seven tips to help you
open your mind and stimulate your great idea generator.
6. Meditate
It's hard to come up with great ideas when your mind is crowded with everyday
thoughts and concerns. You need quiet space. Meditation will help you clear your
mind of daily business and stress. Then you can quietly focus on your future -- or
solving world issues. Commit to two hour-long sessions every week and soon you'll find
new ideas flowing.
Choose your topic. Try to make it as creative as possible; if you're given the
opportunity to choose your own, take advantage of this. Choose something you're
particularly interested in because this will make it easier to write; in particular, try to
select the topic as a result of pressing questions you already know you want to search
for answers to. Once you've decided on a topic, be sure to hone down it to a do-able
topic; often a topic is initially too broad in its coverage, which will make it impossible to
complete within the time and space constraints given. Narrow down your topic to
something that can really be worked within the boundaries of the paper. If the topic is
already chosen for you, start exploring unique angles that can set your content and
information apart from the more obvious approaches many others will probably take.
Finally, whatever angle your topic takes, it should be both original in approach and
insightful, something the reader will be drawn into and fascinated by.
Take great care not to choose a topic and be so set on how you see the
outcome of your paper that you're closed to new ideas and avenues of thinking as you
work through the paper. This is known in academia as "premature cognitive
commitment". It can mar an otherwise good paper because an outcome that is pre-
determined in your head, regardless of the research findings along the way, will be
molded to fit the outcome, rather than the outcome reflecting a genuine analysis of the
discoveries made. Instead, ask continuous questions about the topic at each stage of
your research and writing and see the topic in terms of a "hypothesis" rather than as a
conclusion. In this way, you'll be prepared to be challenged and to even have your
opinion changed as you work through the paper.
Reading other people's comments, opinions and entries on a topic can
often help you to refine your own, especially where they comment that "further
research" is required or where they posit challenging questions but leave them
unanswered.
For some more help, see How to establish a research topic.
Do your research. It's pointless to launch into writing before you've done the
research. You need to understand the background to the topic and the current thinking,
as well as finding out what future research is considered necessary in the area. While it
may be tempting to rehash information you already know really well, avoid doing this or
you learn nothing from the research and writing process. Go into research with a sense
of adventure and an openness to learning things you've yet to grasp, as well as being
ready to discover new ways of looking at old problems. When researching, use both
primary (original text, document, legal case, interviews, experiment, etc.) and
secondary (other people's interpretations and explanations of the primary source)
sources. There is also a place for discussing with like-minded students and even finding
online discussions about the topic if you feel comfortable doing this but these
discussions are for idea-sharing and helping you to gel your ideas and are not usually
quotable sources. For more information, here are some helpful resources to check out:
Refine your thesis statement. After you've done the research, reflect back over the
chosen topic. At this point, it's essential to pinpoint the single, strong idea you'll be
discussing, your assertion that you believe you can defend throughout the paper and
that makes it clear to a reader what they're about to learn about and be given a sound
conclusion on. Your thesis statement is the spine of your essay, the idea that you'll go
on to defend in the paragraphs that follow. Serve it up half-baked and the remainder of
the paper is bound to be flavorless. Construct a thesis that your research has proven is
interesting to you that way, backing it up won't be such a bore. Once you're satisfied
that your topic is sound and clarified, proceed to writing your first draft.
Remember that the research doesn't stop here. And nor does the thesis
statement, necessarily. Allow room for flexibility as you continue working through both
the research and the writing, as you may wish to make changes that align with the
ideas forming in your mind and the discoveries you continue to unearth. On the other
hand, do be careful not to be a continuous seeker who never alights upon a single idea
for fear of confinement. At some point you are going to have to say: "Enough is enough
to make my point here!" If you're so taken with a topic, there is always the possibility
of postgraduate study some day but remember that the term paper has a finite word
length and due date!
Develop an outline for the paper. Some people can work on a term paper skipping
this step; they're a rare and often time-pressed breed. It is far better to have an outline
sketched out so that you know where you're headed, just as a road map helps you to
know where you're going from A to B. Like the entire paper, the outline is not set in
stone but subject to changes. However, it does give you a sense of structure and a
framework to fall back on when you lose your way mid paper and it also serves as the
skeleton of your paper, and the rest is just filling in the details. There are different
approaches to developing an outline and you may even have your own personal,
preferred method. As a general guidance, some of the basic elements of an outline
should include:
Make your point in the introduction. The introductory paragraph is challenging but
avoid turning it into a hurdle. Of all the paper, this is the part often most likely to be
rewritten as you continue working through the paper and experience changes of
direction, flow and outcome. As such, see it as simply a means of getting started and
remind yourself that it's always revisable. This approach allows you the freedom to
mess it up but rectify it as needed. Also use this as an opportunity to help yourself
come to grips with the general organization of the term paper by explaining the
breakdown, something the reader will also need to be aware of from the start. Try
using HIT as the means for getting your introduction underway:
Convince the reader with your body paragraphs. Make sure each paragraph
supports your argument in a new way. Not sure your body's up to task? Try isolating
the first sentence of each paragraph; together, they should read like a list of evidence
that proves your thesis.
Try to relate the actual subject of the essay (say, Plato's Symposium) to a
tangentially related issue you happen to know something about (say, the growing trend
of free-wheeling hookups in frat parties). Slowly bring the paragraph around to your
actual subject, and make a few generalizations about why this aspect of the
book/subject is so fascinating and worthy of study (such as, how different the
expectations for physical intimacy were then compared with now).
Show some style. Using outside sources? Find out which citation style your instructor
prefers, MLA or APA (or other style if you're not in the USA). Each has a precise
notation system, so if you're unsure of the rules, check the manual (online versions are
available at owl.English.Purdue.EU). Peppering quotes throughout your text is certainly
a good way to help make your point, but don't overdo it and take care not to use so
many quotes as the embodiment of your points that you're basically allowing other
authors to make the point and write the paper for you.
Avoid cutting and pasting from other people's arguments. By all means
use eminent thinkers in the field's thoughts to back up your own thinking but avoid
saying nothing other than "A says... B says...". The reader wants to know what you say
ultimately.
It's helpful to sort out your bibliography from the beginning, to avoid
having a last minute scramble: How to write a bibliography, How to write an APA style
bibliography and How to write a bibliography in MLA format.
9
Burn flab, build muscle. Space is at a premium in any graded paper, so finding ways
to cull words is always a sensible approach. Are your sentences in good shape?
Examine each one and decide whether you've used the fewest words possible while still
retaining meaning.
Trade in weak "to-be" verbs for stronger "action" verbs. For example: "I
was writing my term paper" becomes "I wrote my term paper."
10
Don't be a such a slob. Running your spelling-checker is only the first step
in proofreading your paper! A spell-check won't catch errors like "how" instead of
"show", nor will it pick up on doubled words ("the the") or grammar problems (unless
you use MS Word, which can be configured to check grammar, and already catches
double words). Little goofs like these aren't likely to impress the instructor if you're
too careless to proofread, after all, there's a good chance you didn't put much effort
into your paper. Address the mess: ask a friend to read through your essay, marking
any mistakes.
Decent grammar should be a given. You need a teacher to give you the
benefit of the doubt, not correct your apostrophe use. A few too many errors and the
message is soon lost beneath the irritation of the errors involved.
11
Think of a good title to catch the reader's attention, but not a too long or too
short one! For some essayists, a great title appears at the beginning of writing while
for others, it only becomes apparent after slogging through the paper in its entirety. If
you're still stuck, brainstorm with a friend or family member; you might be surprised
how a fresh mind unacquainted with the topic can come up with a pithy title at a
moment's notice!