Na Essay

  • 1

    Wait a day or so and re-read your essay. Get your essay done a couple of days before the due date so that you have time to go back and revise it to make it polished. Avoid turning in a first draft that you haven't double-checked for errors.

  • 2

    Correct errors related to grammar, punctuation and spelling. Consult a style book if you are unsure how to properly use quotation marks, colons, semicolons, apostrophes or commas. Avoid using exclamation points.

  • 3

    Check your statements.
    • Look for mistakes involving than/then, your/you're, its/it's, etc. Make sure you know how to use apostrophes correctly.
    • Look for mistakes involving general punctuation. Check for run-on sentences, commas and periods inside quotation marks, as well as sparely-used dashes, colons, and semi-colons.
  • 4

    Remove any repetitive or unnecessary words.Vary your language with the help of a thesaurus. Also, consult a dictionary to make sure that you're using unfamiliar words correctly.
    • At the same time, try to keep your language short, sweet, and to the point. A thesaurus is a great tool, but don't just use big words to sound fancy. The best essays are clear, concise, and easily understood by a wide audience.
    • Focus on writing killer verbs for sentences. Verbs communicate the action in a sentence and drive the action. A great verb can be the difference between a bland sentence and a beautiful one.
    • Use adjectives lightly. Adjectives are great descriptive words, but when used indiscriminately, they can burden an essay and make it less readable. Try to let the verbs and nouns do most of the heavy lifting before you focus on adjectives.
  • 5

    Avoid colloquial (informal) writing. Do not use contractions or abbreviations (e.g., don't, can't, won't, shouldn't, could've, or haven't). Your essay should have a serious tone, even if it's written in a light or lyrical style.

  • 6

    Analyze how your essay flows. Does each sentence lead smoothly to the next? Does each paragraph flow logically to the next? Good connections will help your ideas to flow:
    • When events happen in sequence: I first started to realize that I was in the minority when I was in middle school...My realization was confirmed when I proceeded to high school.
    • If sentences elaborate on each other: Plants need water to survive...A plant's ability to absorb water depends on the nutrition of the soil.
    • When an idea contrasts with another idea: Vegetarians argue that land is unnecessarily wasted by feeding animals to be eaten as food...Opponents argue that land being used for grazing would not be able to be used to create any other kind of food.
    • If you're relaying a cause and effect relationship: I will be the first person in my family to graduate from college...I am inspired to continue my family's progress through the generations.
    • When connecting similar ideas: Organic food is thought to be better for the environment . . . local food is believed to achieve the same goals.
  • 7

    Cut information that's not specifically related to your topic. You don't want your essay to ramble off-topic. Any information that doesn't directly or indirectly support your thesis should be cut out.

  • 8

    Have someone read your paper aloud to you, or record yourself reading it aloud and play it back. Your ears are sometimes better than your eyes at picking up mistakes in language. The essay should sound like it has a good flow and understandable words.

  • 9

    Rewrite any problematic body passages. If needed, rearrange sentences and paragraphs into a different order. Make sure that both your conclusion and introduction match the changes that you make to the body.

  • As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

    Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

    “There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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    Poke holes

    The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

    “You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

    But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

    “That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

    “The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

    Critique your own arguments

    Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

    “We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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    Fine, use Wikipedia then

    The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

    “I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

    Focus your reading

    Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

    Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

    You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

    “I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

    There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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    Look beyond the reading list

    “This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

    And finally, the introduction

    The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

    “Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

    Keep up with the latest on Guardian Students: follow us on Twitter at @GdnStudents – and become a member to receive exclusive benefits and our weekly newsletter.

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