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A First Class Essay

September 28, 2009 by Roy Johnson

this shows what a first class essay looks like

This first class essay is piece of work was produced on a third-year undergraduate course which considers Modern Literature and Literary Theory. Students are required to examine texts from different genres in the light of critical theory. In this case it is theories about the relationship between literature and history. As in many questions set at this level, the student is being asked to respond to a quotation from citical commentary on the topic. The essay is in full copyright of its author, to whom thanks for permission to reproduce it here are due.


Question
‘The poetic act both anticipates the future and speeds its coming’ (Czeslaw Milosz, ‘On Hope’ The Witness of Poetry, Cambridge, Mass: Harvard University Press, 1983).

In what ways could texts which deal with the past be said to be anticipating a future? Discuss with reference to at least one poetry text, and one text from a different genre.


Every literary text is both written and received in a particular historical context. In this sense all literary texts are historical. However some texts deliberately foreground history by explicitly engaging with a given period, or by referring to specific historical events. Anna Akhmatova and J.G. Ballard are writers who have consciously chosen to address the past, and yet, in doing so, have also prefigured the future.

In ‘Requiem’ (1) Akhmatova expresses her need to preserve the memories of the horror of life during the Stalinist reign of terror, as a way of issuing a warning about the future. She herself lived through the events depicted, and the poem represents her personal testimony, ‘I stand as witness to the common lot, / survivor of that time, that place.’ (p.54) Akhmatova also makes clear the fact that she faced opposition from those in authority, who attempted, through censorship, to prevent such remembrance. However her determination to commemorate the suffering that she and others like her endured, is explicit in the Epilogue:

I want to name the names of all that host,
but they snatched up the list, and now it’s lost.
I’ve woven them a garment that’s prepared
out of poor words, those that I overheard,
and will hold fast to every word and glance
all of my days, (p.61).

Her feelings are shared by many writers who have witnessed or experienced traumatic circumstances and feel that drawing attention to them is a way of trying to prevent their reoccurrence. Dennis Walder, in a paraphrase of the writing of Gunter Grass, explains it as ‘an urgency to recall a specific past in order to say something to the present – and to the future’.(2)

‘Requiem’ is a group of poems written over a period of years in which Akhmatova highlights various periods in her life and in the life of her country. She compares her situation to that of ‘the wives of Peter’s troopers’ whose soldier husbands were executed in 1698. One effect of referring to a comparable event over two hundred years earlier, is to demonstrate that the ‘Yezhov terror’ is far from being Russia’s first experience of tyranny. The implication is that it may not be the last. As Joseph Brodsky states, ‘She sensed that history, like its objects has very limited options’.(3) Hence the sense of desperation in her wish to communicate the horror of an event which, in the words of Primo Levi, ‘happened, therefore it can happen again’.(4)

As a poet, rather than a historian, Akhmatova is perhaps better able to express the suffering and emotions of her people, albeit subjectively. By concentrating on grief and affliction rather than clinical facts, she increases the memorability of her subject matter. As Joseph Brodsky states, ‘At certain periods in history it is only poetry that is capable of dealing with reality by condensing it into something graspable, something that otherwise couldn’t be retained by the mind’.(5) The poem’s imagery conveys the way in which suffering produces feelings of numbness. Its ability to ‘turn heart into a stone'(p.58), seems to be necessary for people to survive. The same imagery is used to portray the dehumanizing effect of oppression, with people metaphorically depicted as stone: ‘how suffering inscribes on cheeks / the hard lines of its cuneiform texts,'(p. 60). This theme continues in the epilogue when, in a proleptic reference, Akhmatova anticipates her own symbolical reification. She envisions a statue erected in her memory, ‘I should be proud to have my memory graced / but only if the monument be placed / …here, where I endured three hundred hours'(p.61). This prefiguration is also an anticipation of a possible end to the anguish, as symbolized by the image of ‘melting snow’.(p.61)

Despite the fact that the poem consists of a number of small segments, likened to the musical form of a requiem, the religious imagery forms a continuum. It also serves to set the poem in a wider context, and is another example of the way in which Akhmatova anticipates a better future. The section of the poem entitled ‘Crucifixion’, is particularly rich in religious imagery and contains a near quotation from the Russian Orthodox Easter service, ‘Do not weep for me, Mother, / When I am in my grave’ (p.59). Akhmatova’s direct comparison of her situation with the crucifixion and Easter, indirectly implies an anticipation of the resurrection, and thus expresses a glimmer of hope for the future. This is taken a step further with an apocalyptic prophesy ‘A choir of angels glorified the hour, / the vault of heaven was dissolved in fire.’ (p.59). As book of Revelation suggests that following the Apocalypse there will be no more suffering or death, the allusions to it are again a way of tentatively intimating a sense of optimism about the future. The poem ends with a reference to ‘a prison dove’, an image which fuses the Christian symbol of peace and freedom with persecution and imprisonment. This exemplifies the way in which, throughout the poem, Akhmatova balances the wish to commemorate horror, with a simultaneous attempt to anticipate peace.

Empire of the Sun is a novel based upon events in the past, witnessed by its author during his childhood. In the preface, Ballard explains the relationship between the narrative and known historical facts, ‘For the most part this novel is based on events I observed during the Japanese occupation of Shanghai and within the camp at Lunghua’.(6)

Like Akhmatova, Ballard is concerned with memory, and how memories of the past can affect the present and the future. As such, Empire of the Sun contains his personal testimony. Despite the fact that the novel is clearly a work of fiction, there is an obvious autobiographical feel about it; the main protagonist shares the name of the author and there are frequent references to verifiable events. As Laurence Lerner explains, ‘The world of fiction is not purely imaginary, but overlaps with the world of history; in the case of realistic fiction, the overlap is especially large, and welcomed.’ (7) This ‘overlap’, caused by the inclusion of a wealth of legitimate facts, gives a sense of credibility to the fictional events that occur. This is exemplified by a sentence from the beginning of the novel in which fictional and verifiable events are juxtaposed, ‘After morning service on Sunday, 7 December, the eve of the Japanese attack on Pearl Harbour, the choirboys were…marched down to the crypt’ (p.11). The episode that the narrator relates may, or may not have actually happened, but is given an air of realism by its link with an established factual event.

In an interview, Ballard explained his gravitation towards the genre of science fiction, as being due to a desire to ‘write about the next five minutes and not the last thirty years’.(8) Empire of the Sun, is not a work of science fiction, and yet it is possible to see how, despite its engagement with the past, Ballard uses the narrative to speculate about the future. In particular the focus towards the end of the novel is concentrated on the possibility of a third world war. The narrative perspective of a young and somewhat traumatized boy, under the apprehension that the next war has already started, enables Ballard to heighten awareness of such a prospect. ‘If he saw his parents he would tell them that World War III had begun and they should return to their camp at Soochow’ (p.338).

Ballard’s preoccupation with the prospect of another war, reveals an ideology which relates to the prevailing political circumstances at the time in which the novel was written. The years preceding 1984 had been characterized by anxiety due to the events which surrounded the ‘Cold War’. Despite Jim’s limited perceptions and often simplistic interpretation of events, his prophetic remarks about future hostilities are lent credence by their feasibility and the conviction with which they are expressed, ‘these were trailers for a war that had already started. One day there would be no more newsreels.’ (p. 349); ‘One day China would punish the rest of the world, and take a frightening revenge’.(p.351) Although it is clear that these are Jim’s thoughts and opinions, they are reported by the narrator without elaboration or contradiction, which adds to their plausibility. Ballard’s choice of narrative mode, therefore contributes to the novel’s ability to arouse contemplation of future events.

By definition, the past is absent and yet language is able to make it accessible. Despite their differing emphasis and methodology, Akhmatova and Ballard have both produced texts which, in the words of Primo Levi ‘bear witness’.(9) In doing so they demonstrate the way in which recollections of specific past occurrences, can affect perceptions of the present and the future. In issuing warnings about the future and provoking its consideration, they are able, as Milozs suggests, to ‘anticipate the future’ and to ‘speed its coming’.(10)

Notes

1. Anna Akhmatova, ‘Requiem’, in The Poetry Anthology, The Open University (p.54). All subsequent references are to this edition.

2. Dennis Walder et al, Block 8 – Literature and History, The Open University (p.10).

3. Joseph Brodsky, ‘The Keening Muse’, Literature in the Modern World, The Open University (p.354). All subsequent references are to this edition.

4. Primo Levi, quoted by Dennis Walder, Block 8 – Literature and History, The Open University (p.10)

5. Joseph Brodsky (p.357).

6. J.G. Ballard, from the preface to Empire of the Sun, Flamingo (1994)
All subsequent references are to this edition.

7. Laurence Lerner, ‘History and Fiction’ from Literature in the Modern World, The Open University (p.337)

8. J.G. Ballard, taken from TV16, ‘The next five minutes : literature and history’, The Open University.

9. Primo Levi, quoted by Dennis Walder, Block 8 – Literature and History, The Open University (p.10)

10. Czeslaw Milosz, ‘On Hope’, Literature in the Modern World, The Open University (p.359.)

Bibliography

A319, Block 8 Literature and History.

A319, The Poetry Anthology.

TV16, ‘The Next Five Minutes: literature and history’.

Radio 16 ‘Poetry and History: Anna Akhmatova’.

Ballard J.G., Empire of the Sun, Flamingo (1994)

Copyright © Kathryn Smith


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Common essay problems

September 15, 2009 by Roy Johnson

sample from downloadable HTML program or PDF book

Essay problems – Relevance

1. Straying off the subject in question is a common problem. There are several simple solutions.

2. Always write out the question accurately and in full on both your notes and your essay script.

3. Plan your essays carefully, consult the wording, and relate each part of your argument to the topic(s) in question.

4. At each stage of the argument, you should keep asking yourself ‘Is this relevant?’, ‘Am I answering the question?’, ‘Does this relate directly to the subject I have been asked to discuss?’

5. Each paragraph should contain just one idea or topic which is announced in its first sentence. This idea or topic should be directly related to the question or the subject you have been asked to discuss.

6. If you introduce a separate issue in order to illustrate some part of your argument, make sure that you return to the original subject as soon as possible. Part of your discussion should explain why and how this secondary issue is relevant.

Essay problems – Signposting

1. Unless you have been asked to do so, there is no need to signpost your argument.

2. That is, you do not need to use expressions such as:

‘Later in this essay I will be discussing…’
‘Let us now go on to consider…’
‘As I demonstrated earlier…’
‘We will now turn to evaluate another example…’

3. Just state clearly the point of your arguments and leave them to speak for themselves.

4. In a well-planned essay, this progression should be self-evident from the arrangement of your work.

5. A sound essay plan and a coherent structure will reveal the logic of your argument and the relationship of its parts.

6. Each new topic should be clearly identified or defined as soon as you begin dealing with it. This statement will provide all the indication needed of your intentions.

7. If you wish to some light indication of structure, it is perfectly acceptable to use formulations such as:

‘The first reason … The second…’
‘On one hand … on the other…’
‘However, the main argument against this is…’

8. The conventions on signposting may vary slightly from one subject to another. In some of the sciences it is necessary to announce in advance what you will be writing about.

Essay problems – Commenting on the process

1. Your essay represents the results of your efforts. There is no need to comment on the manner in which you have worked.

2. Your tutor doesn’t need to know in what order you assembled your evidence, or what difficulties you encountered during its composition.

3. You might wish to argue that the question raises a certain number of difficulties or crucial issues. This is acceptable – so long as you say what they are.

4. You should then go on to discuss their relevance to the subject in question, and maybe even suggest some answers to them.

Essay problems – Posing questions

1. Do not present your argument in the form of questions.

2. Remember – you are supposed to be answering a question.

3. Avoid formulations such as:

Was she so overwhelmed at the thought of a ‘new brave’ husband that she shot him? In considering his cowardice, had Macomber removed his weapon – his weakness?

Essay problems – Your own argument

1. Do not use quotation from the text as a substitute for your own argument.

2. That is, don’t present your answer to the question as a mixture of your own remarks, woven together with quotations.

3. Here is an example:

The poem describes a journey ‘from rich industrial shadows’ through crowded urban environments to a place of ‘loneliness’ where ‘silence stands/like heat’.

Referencing

1. Quotations from a text should be followed by page references – as in the following example:

These literary devices include simile, such as the description of the lion as ‘like some super-rhino’ (p.94) and the…

2. You should not include the reference as part of your text, as in the following example:

These literary devices include simile, such as the description of the lion on page ninety-four when it is described as ‘like some super-rhino’ and the other instance on page fifty-six when it is…

Essay problems – Creating structure

1. Essays should have a clear structure. This should be created in a firm essay plan.

2. Good structure is a persuasive or logical sequence of the parts in an essay.

3. The order of parts is often determined by the nature of the subject. This order might be created by:

  • logical progression
  • increasing significance
  • equal significance
  • chronological order
  • narrative sequence
  • category groupings

4. You can generate the parts of your essay by deciding which topics you will cover in your answer.

5. Each of these topics should be discussed separately – usually in at least one paragraph on its own.

6. If there is no natural order for your topics, you could deal with the smaller, less important items first. This leaves the larger, more important issues until the end of the essay.

© Roy Johnson 2004

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Common essay problems

September 28, 2009 by Roy Johnson

… and how to overcome them

Essay problems – Relevance

1. Straying off the subject in question is one of the most common essay problem. There are several simple solutions.

2. Always write out the question accurately and in full on both your notes and your essay script.

3. Plan your essays carefully, consult the wording, and relate each part of your argument to the topic(s) in question.

4. At each stage of the argument, you should keep asking yourself ‘Is this relevant?’, ‘Am I answering the question?’, ‘Does this relate directly to the subject I have been asked to discuss?’

5. Each paragraph should contain just one idea or topic which is announced in its first sentence. This idea or topic should be directly related to the question or the subject you have been asked to discuss.

6. If you introduce a separate issue in order to illustrate some part of your argument, make sure that you return to the original subject as soon as possible. Part of your discussion should explain why and how this secondary issue is relevant.


Essay problems – Signposting

1. Unless you have been asked to do so, there is no need to signpost your argument.

2. That is, you do not need to use expressions such as:

‘Later in this essay I will be discussing…’

‘Let us now go on to consider…’

‘As I demonstrated earlier…’

‘We will now turn to evaluate another example…’

3. Just state clearly the point of your arguments and leave them to speak for themselves.

4. In a well-planned essay, this progression should be self-evident from the arrangement of your work.

5. A sound essay plan and a coherent structure will reveal the logic of your argument and the relationship of its parts.

6. Each new topic should be clearly identified or defined as soon as you begin dealing with it. This statement will provide all the indication needed of your intentions.

7. If you wish to some light indication of structure, it is perfectly acceptable to use formulations such as

‘The first reason … The second…’

‘On one hand … on the other…’

‘However, the main argument against this is…’

8. The conventions on signposting may vary slightly from one subject to another. In some of the sciences it is necessary to announce in advance what you will be writing about.


Essay problems – Commenting on the process

1. Your essay represents the results of your efforts. There is no need to comment on the manner in which you have worked.

2. Your tutor doesn’t need to know in what order you assembled your evidence, or what difficulties you encountered during its composition.

3. You might wish to argue that the question raises a certain number of difficulties or crucial issues. This is acceptable – so long as you say what they are.

4. You should then go on to discuss their relevance to the subject in question, and maybe even suggest some answers to them.


Essay problems – Posing questions

1. Do not present your argument in the form of questions.

2. Remember – you are supposed to be answering a question.

3. Avoid formulations such as:

Was she so overwhelmed at the thought of a ‘new brave’ husband that she shot him? In considering his cowardice, had Macomber removed his weapon – his weakness?

4. A common rule on this issue is as follows: “Never raise a question in an essay – unless you are going to answer it.”


Essay problems – Your own argument

1. Do not use quotation from the text as a substitute for your own argument.

2. That is, don’t present your answer to the question as a mixture of your own remarks, woven together with quotations.

3. Here is an example:

The poem describes a journey ‘from rich industrial shadows’ through crowded urban environments to a place of ‘loneliness’ where ‘silence stands/like heat’.


Essay problems – Referencing

1. Quotations from a text should be followed by page references – as in the following example:

These literary devices include simile, such as the description of the lion as ‘like some super-rhino’ (p.94) and the…

2. You should not include the reference as part of your text, as in the following example:

These literary devices include simile, such as the description of the lion on page ninety-four when it is described as ‘like some super-rhino’ and the other instance on page fifty-six when it is…


Essay problems – Creating structure

1. Essays should have a clear structure. This should be created in a firm essay plan.

2. Good structure is a persuasive or logical sequence of the parts in an essay.

3. The order of parts is often determined by the nature of the subject. This order might be created by:

  • logical progression
  • increasing significance
  • equal significance
  • chronological order
  • narrative sequence
  • category groupings

4. You can generate the parts of your essay by deciding which topics you will cover in your answer.

5. Each of these topics should be discussed separately – usually in at least one paragraph on its own.

6. If there is no natural order for your topics, you could deal with the smaller, less important items first. This leaves the larger, more important issues until the end of the essay.

See – How to structure an essay.

© Roy Johnson 2009


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Essays and Dissertations

July 10, 2009 by Roy Johnson

the basics of academic planning and writing skills

Oxford University Press have just brought out a series of short beginners’ manuals on communication skills. Their emphasis is on compact, no-nonsense advice directly related to issues of everyday life. Chris Mounsey’s Essays and Dissertations tackles the essentials of academic writing in a systematic manner. He begins with understanding and interpreting essay questions, then moves on to the research you might have to do to answer them.

Essays and Dissertations This involves selecting books, finding quotes, and developing the outline of your own arguments. This is followed by the central point of almost all successful writing – planning. Next comes editing and writing drafts, then how to present your results, using a word processor.

Having covered these basics, he then moves up a notch to cover the more advanced skills of time management, Internet research, and alternative strategies for writing essays. This leads into the special problems posed by dissertations, then exams.

The book ends with a series of writing checklists, guidance on common mistakes, how to deal with footnotes and bibliography, and suggestions for further reading.

The chapters are short; almost every page has hints, tips, and quotes in call-out boxes, there are checklists and suggestions for further reading. The strength of this approach is that it avoids the encyclopedic volume of advice which in some writing guides can be quite frightening.

This book provides students at all levels with easy-to-follow guidance on how to structure an essay and how to select and research the most appropriate subject to write on. You will need more guidance when it comes to writing a long dissertation, but this book will certainly help you to reach that point.

© Roy Johnson 2002

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Chris Mounsey, Essays and Dissertations, Oxford: Oxford University Press, 2002, pp.128, ISBN: 0198605056


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Glossary of essay instruction terms

September 15, 2009 by Roy Johnson

Essay instruction termscommon terms used in essay questions

1. Instruction terms are words commonly used in essay questions. They instruct or direct you in the approach you should take towards the proposition of the question.

2. The exact meaning of these terms will vary depending upon the subject being studied. The following give some idea of what they normally mean for essays and examination questions.

3. Think carefully about the meaning of these terms in relation to the remainder of the question. Even though you might feel confident, do not become blasé or inattentive. Sometimes even experienced students forget the important difference between Compare and Contrast.

4. Try to understand exactly what an instruction is asking you to do – but be reasonable. Don’t look for problems where they might not exist. If in doubt, ask your tutor.


account for
Explain the reasons for, giving an indication of all relevant circumstances. Not to be confused with ‘Give an account of’ which asks only for a detailed description.

analyse
Study in depth, identifying and describing in detail the main characteristics.

argue
Put forward a proposition, then illustrate it, discuss its significance, and defend it against possible counter-charges.

assess
Examine closely, with a view to ‘weighing up’ a particular situation. Consider in a balanced way the strengths and weaknesses or points for and against a proposition. In conclusion, state your judgement clearly.

comment
State clearly and in moderate fashion your opinions on the material in question. Support your views with reference to suitable evidence or explanations.

compare
Look for similarities and differences between two or more things.

contrast
Deliberately single out and emphasise the differences and dissimilarities between two or more things.

criticise
Give your judgement about a statement or a body of work; explore its implications, discussing all the evidence which is available. Be specific in your examination.

define
Set down the precise meaning of something. Be prepared to state the limits of the definition. Take note of multiple meanings if they exist.

describe
Give a detailed and comprehensive account of something.

discuss
Investigate and examine by careful argument. Explore the implications and the advantages or disadvantages. Debate the case and possibly consider any alternatives. This is probably the most common instruction term. It is inviting you to say something interesting in response to the topic in question. You can choose your own approach.

evaluate
Make an appraisal of the worth of something in the light of its truth or utility. Emphasise the views of authorities as well as your personal estimation.

explain
Make plain. Account for. Clarify, interpret, and spell out the material you present, giving reasons for important features or developments.

how far …
Similar to questions which begin ‘To what extent…‘. You are expected to make your case or present your argument, whilst showing an awareness that alternate or even contradictory explanations may exist. Careful assessment and weighing of evidence are called for.

identify
Pick out what you regard as the key features of something, perhaps making clear the criteria you use in doing so.

illustrate
Make clear and explicit by the discussion of concrete examples.

justify
Show adequate grounds for decisions or conclusions. Answer or refute the main objections likely to be made against them.

outline
Give the main features or the general principles of a subject, omitting minor details and emphasising structure or arrangement.

relate
Show how things are connected, and how they possibly affect, cause, or resemble each other.

review
Make a survey of, examining the subject critically.

state
Present the main points in brief, clear form.

summarise
Give a concise account of the main points of a matter, omitting details and examples.

trace
Follow the development or history of a topic from some point of origin.

© Roy Johnson 2004


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How to use quotations

September 16, 2009 by Roy Johnson

the conventions and techniques of quotation

Quotations

1. There are in general two instances when you may wish to use quotations from other writers’ work:

Evidence – when quoting from other sources to support your own argument(s)

Reference – when a text is itself the subject of your essay and you need to refer to it in your discussion.

2. The conventions of accurate quotation and referencing are relatively simple, and they are based on the need for accuracy, consistency, and clarity. There are a number of slightly different systems of notation. The two most widely used are:

  • a quotation, with an endnote giving the source
  • the Harvard system (described separately)

3. The whole purpose of both systems is that tutors marking your work should be able, if they wish, to check the accuracy of the quotations you use.

Evidence

4. In a discussion of the development of Marx’s philosophy for example, you might argue that his work was a natural development of his predecessors, supporting your assertion by quoting David McLellan. He points out that

Marx began by paying tribute to the achievements of Feuerbach, particularly in having shown that Hegel’s philosophy was no more than a rationalisedtheology. (1)

5. A bracketed number is added immediately after the quotation, and the source of your quotation is given as an endnote on a separate sheet at the end of your essay. (You might wish to place the information as a footnote at the bottom of the page, though this system can become rather complicated.)

NOTES

1. David McLellan, The Thought of Karl Marx, London: Macmillan, 1971, p.26.

6. Note that this information is given in the following order, and you should remember to indicate the titles of books by using italics.

Author – Book Title – Publisher – Date – Page

7. The material you quote is placed between two single quotation marks if it is run in as part of your text:

this is what David McLellan calls a ‘rationalised theology’ (1) in his discussion of the relationship between Marx and Hegel

8. If the length of the quote amounts to more than three lines of your own text however, it should be indented separately, and no quote marks are necessary:

Marx began by paying tribute to the achievements of Feuerbach, particularly in having shown that Hegel’s philosophy was no more than a rationalised theology, and having discovered the true materialist approach by starting from the social relationship of man to man. (1)

9. Your own argument should normally be offered first, and you then reinforce it with quotation from an authoritative source. You are using this secondary evidence from acknowledged specialists to support your own views. Do not offer the quotation first, otherwise what should be your own argument will tend to be come more a ‘commentary’ upon it.

10. The quotations you offer should be as brief as possible to make their point. Don’t be tempted to offer long quotations from other people’s work in the hope that this will act as a substitute for your own argument. Nor should you stitch together a patchwork of quotations from a variety of sources with a few words of your own. This creates the impression that you are relying too heavily on other people’s work.

11. Sometimes in more advanced essays it might be necessary to quote longer passages. You would do this if you were going to analyse the author’s arguments in detail and at quite some length. This should only be done occasionally.

12. Each main point of your argument should be made and discussed in its own separate paragraph. This should not normally need more than one quotation to support it. Too many quotations can create the impression that you are relying too heavily on secondary sources.

Reference

13. When the subject of your essay is the discussion of a text (say, criticism of a novel or an article) you should follow the same system of notation. Directly after the first quotation you should give a full bibliographic description of the text you are discussing.

14. This information could be given within brackets in the body of your essay, but you will be developing good academic habits if you place the information as an endnote after the conclusion of your essay.

15. If your essay is predominantly concerned with just one text, all subsequent quotations from it may simply be followed by page references. Simply add an explanation to the first endnote, saying – all subsequent page references are to this edition.

16. If you will be quoting from a variety of other sources in the same essay, you should number the quotations and give the sources accurately as a series of endnotes.

17. It is also possible to mix these two forms of referencing, so long as the distinctions are made clear. If your piece of work was a long essay on Bleak House for instance, it would be acceptable to identify all your quotations from the novel with page references. Quotations from other critics or sources would numbered and their sources identified as separate endnotes.

18. There must be grammatical continuity and sense maintained between any quotation and your own argument. To arrange this, it might be necessary to add or delete words from the material quoted, or to change the tense of the original. Whenever you do this, any changes should be very small. They must also be properly acknowledged.

[It was] as if she were truly loved by him, but notwithstanding this impression she regarded the man as no more than a casual acquaintance who occasionally made her laugh (p.7)

19. Square brackets are used to indicate any words which you have added in order to make the quotation fit grammatically or otherwise within your own argument.

20. If you wish to draw attention to a particular word or some part of the quotation, you should provide the emphasis by using italics. You should then immediately admit the fact ‘as if she were loved by him’ [p.7 – my emphasis] and then carry on with what you wish to say in the remainder of your argument.

21. In order to shorten a quotation or to remove some part of it which is not relevant to your argument, you may wish to omit a number of words. To denote this omission (which is called an ellipsis) you should use the convention of the three dots ‘…’ in the space which is left:

He had even a kind of assurance on his face … the assurance of a common man filled with pride. (p.7)

22. This device should not be used to change the sense of the original in any way, or to misrepresent its spirit: such practices are regarded as academically fraudulent.

23. The three dots denoting an ellipsis do not need to be placed at the beginning or the end of your quotation, even if you are quoting a few words from within a sentence.

24. The general convention for indicating quotation is to use single quote marks (‘unmitigated’) and to reserve double quotes marks for indicating speech (“Good gracious!” cried the duchess.)

25. When quoting conversation, follow these rules, but if it makes things easier put the words spoken within double quote marks even if they were in single quote marks in the original:

Kayerts is being even more hypocritical and self-deceiving when he ‘observe[s] with a sigh: “It had to be done”‘ (p.39)

26. If you are quoting more than once from a number of works in an essay, you can avoid confusion and save yourself the trouble of giving a full reference each time. Use either the op. cit. and ibid. or the short title convention.

27. Different subjects have their own conventions in this respect – but the short title system is becoming more widely used and is easier to follow. However, an enormous number of academic books have been produced using the older system, so it is worth understanding how it operates, even if you decide not to use it.

28. Using the system of Latin abbreviations, the first quotation from a text is referenced fully with an endnote. In the case of any references which follow, just give the author’s name followed by op. cit. (which means ‘in the work already quoted’) and then the page number – as follows:

11. J.D. Bryant, The Origins of Mythology, London: Carfax Press, 1971, p.234.

12. History Today, Vol XXXIV, No 18, p.123.

13. Bryant, op. cit., p. 387.

29. If the very next quotation is again from the same work, the abbreviation ibid. (which means ‘in the same place’) is followed by a page reference. You do not need to give the author’s name. The sequence just given would therefore be extended:

11. J.D. Bryant, The Origins of Mythology, London: Carfax Press, 1971, p.234.

12. History Today, Vol XXXIV, No 18, p.123.

13. Bryant, op. cit., p. 387.

14. ibid., p. 388.

30. The short title system is particularly useful for longer essays which might deal with a number of texts or different books by the same author. Second and third year undergraduate studies often require a lengthy piece of work such as this. The principle is the same one of giving full bibliographical details in the first reference. Subsequent quotations are given a reference which is composed of the author’s surname, a shortened form of the book title, and the page number. The examples shown above would therefore appear as follows:

11. J.D. Bryant, The Origins of Mythology, London: Carfax Press, 1971, p.234.

12. History Today, Vol XXXIV, No 18, p.123.

13. Bryant, Mythology, p. 387.

31. The conventions of quoting from poetry and plays are exactly
the same, but for the convenience of the reader, line numbers are given.

32. There are a number of widespread misunderstandings about the use of quotation and systems of referencing. It is worth taking the trouble to follow the conventions outlined above (or use the Harvard system). Once you have brought simplicity and clarity to the presentation of your quotations it will help to improve the appearance and credibility of your work.

Some do’s and don’ts
  • You should not put page references in margins: they are placed immediately after the quotation, within your text.
     
  • You should not locate references as part of your own argument with expression such as ‘and we see this on page 27 where he collapses slowly … then later in the paragraph where he recovers’.
     
  • Ellipses are shown by three dots only [ … ] not a random
    number scattered across the page.
     
  • References and note numbers should form part of the text of your argument. They should not be added to the essay at a later stage and written into the margins or squeezed above the text as superscripts.

33. You should avoid using too many quotations and references to secondary material. In some subjects this can sometimes be required (as in a ‘review of the literature’) but in most it is not. Packing your essay with references to other people’s ideas creates the impression that you are unable to create an argumentof your own. Remember that your own evidence or points should come first. Quotation should normally be offered after you have established your own argument.

34. Some people use quotations as a means of starting an introduction or rounding off the conclusion to an essay. This can give your work a touch of sparkle if the quote is well chosen. However, you should minimise the use of this strategy in the body of the essay itself. Paragraphs which begin with a quotation can weaken your argument – for two reasons.

  • First, you are not leading with your own ideas in the form of a topic sentence directly related to the question.
     
  • Second, the substance of your argument in what follows might give the impression of being a commentary on the secondary source quoted, rather than an answer to the original question.

© Roy Johnson 2004


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Sample essay introductions [advanced]

September 29, 2009 by Roy Johnson

getting your essay off to a good start

The essay introductions that follow are all taken from third-year undergraduate courses in literary studies. They are not being offered as models of perfection – but all of them met the requirements for a first-class grade. The fifth example is from a coursework assignment at postgraduate level – an MA in Literary Studies.

Essay introductions – Example 1

Question
In an essay of about 1,500 words analyse either ‘A Painful Case’ by James Joyce or ‘The Old Chief Mshlanga’ by Doris Lessing, paying close attention to narrative technique, including narrative voice, characterization, imagery and symbolism, dialogue and descriptive detail.


Answer
‘A Painful Case’ by James Joyce is a short story taken from a collection entitled ‘Dubliners’, which was first published in 1914. Joyce makes use of a variety of narrative techniques and literary devices in the construction of his work.

Joyce’s chosen method of discourse is a third-person omniscient narrator. Unlike the first-person narrative mode, which only gives access to the thoughts and feelings of one of the characters, an omniscient narrator has the advantage of being in a position to know everything about all the characters in a story. The opening sentence provides an example of how the narrator is able to reveal the opinions of the main character through focalization: ‘Mr James Duffy lived in Chapelizod …because he found all the other suburbs of Dublin mean, modern and pretentious.’ (1) The narrator is speaking, but the viewpoint is that of Mr Duffy, and is presented without any narrative comment. The reader is, therefore, free to draw his or her own conclusions as to what this reveals about the personality of Mr Duffy, without guidance from the narrator.

Overall grade=88

[The overall grade is determined by a number of qualities in the work – not simply the introduction.]


Essay introductions – Example 2

Question
‘The language of poetry resembles dancing; it has no purpose beyond itself. “Dancing goes nowhere”‘. Discuss the ideas in Paul Valéry’s essay ‘Remarks on Poetry’ in the course materials by considering in detail a passage from The Waste Land and a paragraph from Mrs Dalloway.


Answer
Mrs Dalloway displays many of those aspects of language which Paul Valéry identifies as essentially poetic. I have chosen to concentrate upon paragraph two on page 124 (Grafton edition) to illustrate this argument.

Going and coming, beckoning, signalling, so the light and shadow, which now made the wall grey, now the bananas bright yellow, now made the Strand grey, now made the omnibuses bright yellow, seemed to Septimus Warren Smith lying on the sofa in the sitting room; watching the watery gold glow and fade with the astonishing sensibility of some live creature on the roses, on the wall-paper. Outside the trees dragged their leaves like nets through the depths of the air; the sound of water was in the room, and through the waves came the voices of birds singing. Every power poured its treasures on his head, and his hand lay there on the back of the sofa, as he had seen his hand lie when he was bathing, floating, on the top of the waves, while far away on shore he heard dogs barking and barking far away. Fear no more, says the heart in the body; fear no more.

Attention is drawn to the language itself, to the relationship between words and phrases. For example, the alliterative quality of words is clearly exploited in phrases such as ‘seemed to Septimus Warren Smith lying on the sofa in the sitting room’ where the repetition of the soft ‘s’ sound (carried on still further into the next clause of the sentence) imitates the sound of rustling leaves or water. Alliteration and assonance work together to develop an ‘ebbing’ or ‘lapping’ rhythm which underlines the imagery of waves and water developed throughout the paragraph: ‘watching the watery gold glow …’

Similarly, words are grouped and repeated so as to reinforce a sense of underlying patterning. Notably the first sentence has alternating images of light and shadow, yellow and grey, and repeated sequences of words and stresses: ‘which now made the wall grey, now the bananas bright yellow, now made the Strand grey, …’

Overall grade=80

[The overall grade is determined by a number of qualities in the work – not simply the introduction.]


Essay introductions – Example 3

Question
According to Pierre Macherey, the ideology of a literary work resides in its incompleteness, in its significant gaps and silences. With reference to two texts from different genres, suggest how Macherey’s theory of ideology might yield new insights and meanings in literary criticism.


Answer
No text is ‘complete’ in itself according to Macherey. The words on the page may appear to produce a clear-cut, easily discemable meaning, however if we accept this at face value we are not appreciating the work as a whole, for as well as the explicit meaning of a work, the reader should also be aware of the gaps, silences and contradictions inherent in a text. Only in this way can we understand the full significance of a literary work, and reveal its relation to the circumstances in which it was produced.

Although Macherey argues that the silences are a prior condition of the text, in that without absences the text itself would not exist, the reader must first examine what is given, the explicit ideas and arguments presented, in order to spot the gaps and silences. When we first read ‘A Sahib’s War’ by Rudyard Kipling, for example, we learn about the characters, the events which make up the story, note the use of an unusual narrative technique and also form opinions as to the meaning or intention of the story. From this basis we can then go on to consider elements not present, and judge whether these reinforce or contradict the explicit meaning of the text.

Overall grade=88

[The overall grade is determined by a number of qualities in the work – not simply the introduction.]


Essay introductions – Example 4

Question
‘silence is both a condition of women’s oppression and a part of their language’. With detailed reference to at least TWO texts from different genres, discuss the relation between gender and silence


Answer
Simone de Beauvoir, in her book, The Second Sex, says that ‘One is not born but rather becomes a woman’ and goes on to say that there is no such thing as a female nature, consisting of essentially female qualities. She holds that concepts of femininity are socially constructed and not biologically determined.[1]

At the time de Beauvoir wrote her book, the currently operating social construct was that language in the public domain was very much organised by males and the language in the private domestic world was organised by women. The implication being, that men’s language dealt with the ‘weighty’ issues of the world, whilst women’s language dealt with the domestic trivia.

To this one could also add that, historically, women have only been able to guarantee their economic security through marriage. This meant that sexual relations were also economic relations and therefore, whilst marriage satisfied the problem of the woman’s economic insecurity, it constrained her to the public silence required of her by both society and her husband. At the same time, of course, we could usefully argue that the husband was equally a ‘prisoner of the system’ in that society demanded of him, a wife who obeyed the rules and accepted her socially constructed subordinate role. A husband who could not keep his wife within the limits of expected behaviour, could expect criticism of his failure, from society. The effect of this pressure was to force women into roles that were recurrent stereotypes, virgin, whore, spinster, etc. (p.9)

Grade = First class

[The overall grade is determined by a number of qualities in the work – not simply the introduction.]


Essay introductions – Example 5

Question
Discuss how a scholarly editor of a novel by Charles Dickens might approach the task of establishing an accurate text. You should outline both the practical and theoretical questions involved.


Answer
It is acknowledged in textual criticism that any act of transmission is inherently partial to corruption. Moreover, that when further copies of a text are made new errors can be introduced. The consequences of this means that in novels for instance (subject to compositorial mistakes, deletions and so on), the first and subsequent editions seldom presents the reader with the author’s intentions or even his exact words. As a printed text, Bleak House has been subject to the above conditions. The scholarly editor then is faced with the task of trying to present the text as accurately as Dickens intended, elucidating features which have been obscured by misreadings or the passage of time. The key word here is ‘intended’, for the status of authorial intention has become one the most contentious issues in twentieth century textual theory, and the textual scholar’s choices in editing a critical text (choices which at some point must be conjectural) subject to intense scrutiny.

The problem of intention is closely allied to the choice of copy text (the version on which to base a single edition) – and before the editor decides which version of the novel to adopt as copy-text, he must first consider what system or rationale to use to make these decisions. The most dominant copy-text theory in the second half of the twentieth century has been W.W. Greg’s. Briefly, Greg called into question the then-held belief that the authoritative copy-text should be the last edition published in the author’s lifetime. He proposed that wherever possible the editor should select a copy-text on the basis of its accidentals (punctuation, spelling, and typographical matters such as the use of italics), this being as close as possible to authorial intention (therefore usually a manuscript if one exists), and that this copy-text should be emended when it could be shown that later versions of the text contained substantive changes introduced by the author. After this assimilative process, the editor would then assemble a new eclectic version of the text, one based on editorial interpretation of an author’s putative intentions.

Overall grade=88

[The overall grade is determined by a number of qualities in the work – not simply the introduction.]

© Roy Johnson 2009


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The Basics of Essay Writing

July 23, 2009 by Roy Johnson

how to develop and improve your essay-writing skills

The main thing to say here about The Basics of Essay Writing is that it’s very short. Nigel Warburton has compressed the essential points of essay-writing skills into an amazingly small space. He’s done this by using a technique which could be recommended to people writing in any literary form. It’s called ‘cutting out the dross’. His ideas and recommendations come thick and fast, and he doesn’t dwell on anything for very long. The result is a highly concentrated series of tips, advice, and guidance on all aspects of academic writing.

The Basics of Essay Writing He begins by pointing out the importance of writing skills – how everyone can improve with just a few simple steps, and how writing is a form of thinking. It really is true that often you don’t really understand something properly until you have written it down. He deals with getting started, and how to encourage your own fluency; how to understand the instruction terms in an essay question; and how you must keep in mind the most important thing of all – answering the original question.

Research skills are condensed into the very sound advice that you need to be disciplined. You should not ‘get lost’ in reading everything, and your reading should be accompanied by active note-taking as a preparation for producing your essay plan.

The central part of the book deals with the all-important issue of structure: how to create order, marshal your arguments, and write good introductions and conclusions. In my experience this is the part students find hardest, and if you follow his suggestions it should be more manageable.

There’s a good section on plagiarism and referencing where he shows some practical examples of the various degrees of plagiarism which are possible, even when the original source is acknowledged.

Cultivating an appropriate style is dealt with via tips on tone, vocabulary, spelling, and punctuation. There’s a section on dealing with exams, and he ends with general advice for improving your writing. He shows a rogue’s gallery of common mistakes – of which he has obviously seen many.

Nigel Warburton is the principal author of a very successful Open University course on essay-writing skills. In fact (without knowing him in the slightest) I have been tutoring it for the last few years, and I have been repeatedly struck by the thoroughness of its approach. All the students who follow the course recommendations pass with flying colours.

© Roy Johnson 2007

Essay Writing   Buy the book at Amazon UK

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Nigel Warburton, The Basics of Essay Writing, London: Routledge, 2007, pp.128, ISBN: 0415434041


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