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Aileen
#35735 Sun, 04 Jul 04 08:04 AM
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Hey Rob,
I’m glad you got back to me with some feedback. I think for most here, our involvement is definitely amateur and so we’re happy to learn how comments may have been used and whether they proved to be constructive.
Here’s what I found interesting from what you said.
“my teacher has a set of guidelines that are unique to his class and teaching style. When I throw my essays out for your enjoyment it's mainly to help catch any glaring errors as well as advice on how to help the essay flow within the guidelines”
“I've discovered that on my previous essay (Definition Essay) I received the only "A" that anyone has gotten in this class. Armed with that information, I took my latest draft in to my teacher's office and cornered him to ensure I knew EXACTLY what he was looking for in an essay”
Rob, I hope you can tell from the tone of my posts at least that your essay was received with enthusiasm and that it was enjoyable.
If you have the time, would you consider drafting something for me? Could you write a brief criticism of your first draft – something that might leave you feelin’ positive and stimulated? Funny question? I’m not a teacher and I am keen to learn how to communicate my ideas in the best possible ways. I’m left wondering how I might have made better comments.
BTW, I noticed that there was an anniversary of Joseph Smith’s death just a little while ago. Do you know of any special celebrations? Do you know if folks travel to Carthage, Illinois for a festival? Just curious.
he was martyred on June 27, 1844 in Carthage, Illinois.
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Joined on
Fri, May 28 2004
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Aileen
#36314 Wed, 07 Jul 04 05:39 PM
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Hey rob!
Just found this on the net. It seems to be a logical guide to preparing a general essay for academic work.
Written Project Style Guide
http://www2.art.utah.edu/coursework/styleguide.html
(updated 1 May 2003)
The University of Utah
[from the lecturer]
This Theoretical Outline for Essays, presents a hypothetical five-paragraph form for a progression of ideas. It was prepared for students studying Art history. You should be concerned chiefly with the content of your essay. All good writing has a point; good college writing has a central argument. An effective
critical essay describes an area of research, introduces a new issue to the field, redefines an old issue, or debunks a poorly-conceived issue. A paper
offers a coherent argument, a reasonable organization, and clear details. Since conventional undergraduate essays result from compiling, summarizing, and
arranging published research, demonstrate how you marshall evidence from books and articles and how you use secondary literature in your paper. The function
of a critical essay evaluates the article or book as a work of scholarship. It normally identifies and paraphrases first the thesis statement (give page
number in your critique), which the author wants to prove. It also specifies the assumptions or premises (give page numbers in your critique) from which
the author begins her/his argument. Your critique then summarizes the main points of the argument (give page numbers in your critique) to clarify the reason
for writing the essay. It furthermore evaluates the types of evidence used (primary and secondary) and the degree to which they buttress the argument.
It points out how the evidence is used or manipulated by the author to make her/his point. Finally, it locates the conclusion (give page number in your
critique) and compares it with the thesis statement. Although it will not be necessary to provide such a complete analysis of each source, be aware that
what is printed on paper is not also carved in stone.
These items function as common academic guidelines. Care in the presentation usually accompanies careful scholarship and helps the writer formulate a complete
argument, working through the implications to a valid conclusion. If you feel doubtful about your own efforts to produce an excellent scholarly paper,
do not hesitate to make an appointment with [the lecturer].
[This guide has lost formatting]
THEORECTICAL OUTLINE FOR ESSAYS
I. Thesis Paragraph (previews your argument)
A. Topic sentence of thesis paragraph
B. First argument of thesis paragraph
C. Second argument of thesis paragraph
D. Third argument of thesis paragraph
E. Concluding sentence of thesis paragraph
II. New paragraph: First Argument of Essay (showing hypothetical development applicable to other paragraphs)
A. Topic sentence of first argument
B. First statement of support (best available evidence) in first argument (showing hypothetical development applicable to other points of support)
1. First sub point
a. sub sub point
b. sub sub point
2. Second sub point
C. Second statement of support in first argument
D. Concluding sentence of first argument
III. New paragraph: Second Argument of Essay
A. Topic sentence of second argument
B. First statement of support in second argument
C. Second statement of support in second argument
D. Concluding sentence of second argument
IV. New paragraph: Third Argument of Essay
A. Topic sentence of third argument
B. First statement of support in third argument
C. Second statement of support in third argument
D. Concluding sentence of third argument
V. Concluding Paragraph (demonstrates how your thesis statement is effective)
A. Topic sentence of concluding paragraph
B. First statement (about the arguments) of concluding paragraph
C. Second statement (about the arguments) of concluding paragraph
D. Concluding sentence of concluding paragraph
[from the lecturer] The most effective suggestion I can make involves paragraph construction. Please read the first and last sentence of each paragraph in your essay. Consistently, they ought to relate to each other. Then read the introduction and the conclusion of the essay. The first should preview the last.
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