{TOP 5} Best Tips For Your Essay

The stories composition teachers tell their students about “what an essay is” are significant because they affect the work teachers do in the classroom. Questions about these stories, the cultural narratives the stories reflect, and implications for students can be answered through an examination of contemporary writing texts and texts written during the Progressive Era. A core belief held by Progressive intellectuals was that the survival of the nation was dependent on the achievement of a virtuous democracy. Perhaps the most significant story about what an essay is underscoring Progressive composition work comes from Fred Newton Scott’s pedagogical scholarship. For Scott, an essay’s formal conventions reflected the values that would see the nation through the achievement of a virtuous democracy, yet he wanted the essay to be a form which would allow students to express their “natural” ideas in a “natural” way. In that case assignment writing service can help them. Such tensions were reflected in several composition texts co-authored by Scott and Joseph Villiers Denny. Although this tension in stories about what an essay is remains in contemporary composition, Mary Lynch Kennedy, William Kennedy, and Hadley Smith’s “Writing in the Disciplines” (WID) and Gary Columbo, Bonnie Lisle, and Sandra Mano’s “Frame Work” (FW) treat the story differently than did Progressive books. The approach taken in “WID” is closely aligned with that of Scott and Denny’s texts and might perpetuate problems and result in considerable difficulties for some students. But “FW” deals with this tension differently, seemingly trying to relieve it by defining what might be a more accessible story about what the essay is.

Academic language isn’t the only one out there, and in many situations, it isn’t even the most comfortable one to use to express ideas. For instance, the language in an essay (and the ways it’s arranged) is probably different from the way you communicate with different people (your family or friends, for example). This term, we’ll talk/write extensively about similarities among/differences between those things. . . . Ultimately, we’ll work together to incorporate different kinds of languages into your papers — academic language, language you use outside of school. We’ll also see how we can work within the form (that is, the arrangement) of your essays to work in different forms — maybe poems, raps, or just descriptions of some experiences you’ve had. When some people think of what an academic essay is, sometimes they don’t include these things.

My hope is that working on all of this will help you make connections between your language and the way that you express yourself, and academic writing. But there’s a dilemma here that we’ll continue to talk about throughout the term: I want to help you find your own way into the essay, and hopefully nudge the essay a little bit so that it’s what you want it to be. But (and here’s the dilemma) there are still certain things that you’ll need to know to “do” academic writing. So as much as I want this to be your thing, it’s still an academic thing, too. Sometimes, this might mean that you have to write things a little differently than you might want to; other times it might mean using slightly different language. This is a tension that runs throughout academic writing, and my hope is that by becoming aware of what it is and why it’s there, we’ll develop strategies to work with it.

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