- •What is an academic paper?
- •Writing for College How It Differs From Writing in High School
- •Constructing An Informed Argument What You Know
- •Summarize.
- •Evaluate.
- •Analyze.
- •Synthesize.
- •Choosing An Appropriate Topic
- •Finding a Rhetorical Stance
- •Consider Your Position
- •Consider Your Audience
- •Considering Structure
- •Introductions:
- •Thesis Sentence:
- •The Other Side(s):
- •Supporting Paragraphs:
- •Conclusions:
- •Using Appropriate Tone and Style
- •Tips For Newcomers
- •Coming Up With Your Topic
- •Reading to Write
- •Read Actively
- •Break the Linear Tradition
- •Trust Your Gut
- •Enter the Conversation
- •Use the Margins
- •Moving Outside the Text
- •Reading Differently in the Disciplines
- •Resources for Improving Reading
- •Using Critical Theory
- •Feminist criticism:
- •Marxist criticism:
- •Psycho-analytic criticism:
- •New Historicism:
- •Deconstruction:
- •Reader-Response:
- •Informal Strategies for Invention
- •Brainstorming
- •Freewriting
- •Discovery Draft
- •Formal Strategies for Invention
- •Five w's and an h
- •Tagmemics
- •Aristotle's Topoi
- •1) Use Definition
- •2) Use Comparison
- •3) Explore Relationship
- •4) Examine Circumstance
- •5) Rely on Testimony
- •Focusing Your Ideas
- •Nutshelling
- •Broadening Your Topic
- •First, try to make connections.
- •Second, turn your idea inside out.
- •Third, consider the context.
- •Narrowing Your Topic
- •First, test your claim.
- •Then look for examples.
- •Look for more examples.
- •Finally, consider the context.
- •Researching Your Topic
- •Finding Sources
- •Using Your Sources
- •Summarize Your Sources
- •Categorize Your Sources
- •Interrogate Your Sources
- •Make Your Sources Work For You
- •Keep Track of Your Sources
- •Cite Sources Correctly
- •Developing Your Thesis
- •Writing a Thesis Sentence
- •A good thesis sentence will make a claim.
- •A good thesis sentences will control the entire argument.
- •A good thesis will provide a structure for your argument.
- •Alternatives to the Thesis Sentence
- •The Thesis Question
- •The Implied Thesis
- •Will This Thesis Sentence Make the Grade? (a Check List)
- •What else do you need to know about thesis sentences?
- •A good thesis usually relies on a strong introduction, sharing the work.
- •The structure of your thesis, along with its introduction, should in some way reflect the logic that brought you to your argument.
- •A good working thesis is your best friend.
- •Constructing the Thesis: a Writer's Clinic for Beginners
- •What is a Working Thesis Sentence?
- •Revising the Working Thesis
- •Revising Your Thesis For Eloquence
- •Writing: Considering Structure & Organization
- •Organizing Your Thoughts
- •Let Your Thesis Direct You
- •Sketching Your Argument
- •Outlining Your Argument
- •Modes of Arrangement: Patterns for Structuring Your Paper
- •Constructing Paragraphs
- •What is a paragraph?
- •Writing the Topic Sentence
- •Developing Your Argument: Evidence
- •Developing Your Argument: Arrangement
- •Coherence
- •Introductions and Conclusions
- •Introductions
- •Announce your topic broadly, then declare your particular take.
- •Provide any background material important to your argument.
- •Define key terms, as you intend to make use of them in your argument.
- •Use an anecdote or quotation.
- •Acknowledge your opponents.
- •Conclusions
- •Revision: Cultivating a Critical Eye
- •Why And How To Revise
- •Large-Scale Revision.
- •Small-Scale Revision.
- •Editing.
- •Proofreading.
- •Developing Objectivity
- •Did I fulfill the assignment?
- •Did I say what I intended to say?
- •What are the strengths of my paper?
- •What are the weaknesses of my paper?
- •Analyzing Your Work
- •Consider Your Introduction
- •Consider Your Thesis
- •Consider Your Structure
- •Consider Your Paragraphs
- •Consider Your Argument and Its Logic
- •Read your paper out loud.
- •Get a second reader.
- •Be a second reader.
- •Visit rwit.
- •Logic and Argument
- •What is an Argument?
- •Understanding Formal Logic
- •Reviewing Your Argument's Evidence
- •Have you suppressed any facts?
- •Avoiding Logical Fallacies
- •Attending to Grammar
- •A Brief Introduction
- •Most Commonly Occurring Errors
- •Wrong/missing inflected ends.
- •Wrong/missing preposition.
- •Comma splice.
- •Subject-verb agreement.
- •Missing comma in a series.
- •Pronoun agreement error.
- •Unnecessary commas with restrictive clauses.
- •Dangling, misplaced modifier.
- •Its/it's error.
- •Becoming Your Own Grammar Tutor
- •First, determine whether the error is a matter of carelessness, or a pattern of error.
- •Second, prioritize among your errors.
- •Third, practice writing sentences.
- •And finally, understand that grammar counts.
- •The Basic Principles of the Sentence Principle One: Focus on Actors and Actions
- •Principle Two: Be Concrete
- •Nouns often require prepositions.
- •Abstract nouns often invite the "there is" construction.
- •Abstract nouns are, well, abstract.
- •Abstract nouns can obscure your logic.
- •Principle Two, The Exception: Abstract Nouns & When To Use Them.
- •Principle Three: Be Concise
- •Principle Four: Be Coherent
- •Is your topic also the subject of your sentence?
- •Are the topics/subjects of your sentences consistent?
- •Have you marked, when appropriate, the transitions between ideas?
- •Principle Five: Be Emphatic
- •Students' Advice for Students Sharon Stanley '99 writes on Clarity
- •Ross Wilken '99 writes on Revision and the importance of starting early
- •Ashley Brown '00 writes on Writing as a process
- •Louisa Gilder '00 writes on The importance of being personally invested in your writing
- •Leda Eizenberg '00 writes on The value of outlining after you write
- •Rita Mitchell '00 writes on Clarity
- •Christina Krettecos '00 writes on The writing process
- •Kinohi Nishikawa '01 writes on The importance of getting personally involved with your writing
- •Nils Arvold '00 writes on Things that work for him
- •Julia Henneberry '99 writes on Voice and tone, and the importance of reading other people's papers
- •Lauren Allan-Vail '99 shares a few thoughts on writing
- •Andrew Berglund '00 writes on The importance of clear logic
- •Karen Meteyer '99 writes on The importance of starting early
Feminist criticism:
Feminist criticism invites readers to consider women's roles within a text, event, place, or culture. It also attempts to establish within the academy and the culture a place for women writers who have been neglected. Accordingly, a feminist critic might consider the publishing history of The Awakening, examining reasons for its long absence from the canon. Another common strategy in feminist theory is to examine how texts perpetuate patriarchal attitudes and male-dominated power structures. When applied to The Awakening, this way of reading might lead a writer to consider ways in which the patriarchal culture drives Edna to suicide.
Marxist criticism:
Marxist criticism invites the reader to view a text in economic terms, focusing on the issues of privilege and power. It encourages the reader to see a text against the backdrop of a larger drama, in which the working classes are oppressed by the privileged and the wealthy. When applied to The Awakening, this way of reading might lead us to consider what elements of Edna's economically privileged background contribute to her undoing. Or we might discuss ways in which Edna's dependence on her servants interferes with her discovery of a new, independent self.
Psycho-analytic criticism:
Springing from the works of Sigmund Freud and Jacques Lacan, psycho-analytic criticism argues essentially that everyone is inherently neurotic. Accordingly, students working in this school of criticism try to understand a text in terms of a writer's or a character's neurosis. This way of reading The Awakening might lead one to argue that Edna's suicide is in fact the result of her own neurosis, and not the result of her position in a patriarchal or bourgeois culture.
New Historicism:
New Historicism claims that no text can be understood without examining its historical situation, or context. Historical critics therefore examine the events and values that might have influenced the production of a text. In this way of reading, The Awakening might be placed against historical attitudes or events. The writer might want to investigate how Edna's Creole environment promotes or serves as an obstacle to her self-discovery. Or she might want to investigate property laws and how they treated (or mis-treated) women at that time.
Deconstruction:
In this way of reading, critics deconstruct - or take apart - the internal structure of a text by looking for its contradictions. Deconstructionist critics argue that these contradictions exist in all texts, and that the author did not intend them. By pointing to the lack of coherence in a text, and by undermining the idea of an author's intention, deconstructionists argue against the possibility of a text having any single meaning. While reading The Awakening, a deconstructionist might look at the language that Edna uses to explain herself, noting that this language both justifies and lies about her experience. A deconstructionist would delight in how Edna's language reveals even as it conceals, illustrating an Edna who is painfully aware and yet perilously unaware of her situation.