Preparing for In-Class Essays: Strategies and Structures, Lecture notes of Technical English

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HOW TO CONQUER THE IN-CLASS ESSAY

Texas State Writing Center

BEFORE THE TEST

 STUDY THE INFORMATION !!!

 Anticipate likely essay questions. Ask yourself:

 What were the main points emphasized in class?  What connecting ideas and common themes did you notice between texts?  What question would you ask if you were the instructor?

Lastly…

Get a good night’s rest and eat a good breakfast.

TEST TIME

 Choose the prompt that will allow you to write the best essay.

 If you’ve already practiced a few outlines, you may find a

prompt that closely matches one you’ve already prepared

for.

 ―In his 2005 Cooking Magazine article on pie-making, Chef

Gordon Ramsay ranks pecan above apple as the healthier of

the two filling options. Do you agree or disagree with his

assessment? Use specific examples from the texts/lecture to

support your argument.‖

OUTLINING (again)

 Don’t spend too long in the outlining phase, but do so thoroughly. The

time you take for this will vary from person to person, but be sure to

have a couple specific arguments and examples from texts to back up

each.

 Know the information thoroughly. Don’t be unnecessarily connected to examples from the text from previous outlines that just don’t fit into what you’re talking about.

 Again, the outline should include:

 Thesis—containing specific arguments (it’s best to be clear during an in- class thesis rather than attempting something too complex and/or cryptic)  Supporting examples—from the texts and class lecture  Brief conclusion—how everything ties together

 Contrary to Chef Ramsey’s claims, apple is a healthier pie

filling than pecan due to its higher levels of Vitamin C, easier

digestibility, and lower risk of allergic reaction.

 Structure—  Argument:  Apple is a healthier pie filling than pecan.  Supporting evidence/examples:  Higher levels of Vitamin C  Easier digestibility  Lower risk of allergic reaction

BODY PARAGRAPH STRUCTURE

P

I

E

xplain: How does “I” prove “P”? (Why is “I” in your paper? How does it prove your point?)

llustrate: Where’s your proof? (Cite from assigned texts and/or from class lecture)

oint: What statement are you making? (The “topic sentence” for your paragraph)

 Don’t just restate your thesis – explain why what you’ve been

arguing is important in a larger sense and advance your argument!

 A few ways to formulate a conclusion:

 Look to the future (or the past).  Pose a rhetorical question.  Explain why people who don’t agree with you are wrong.

THE CONCLUSION

POST WRITING

 Check for Global Issues first:

 Did you answer the prompt?  Look to your thesis to make sure of this.  Does your paper stay on task?  Look especially to your topic sentences. Do they all logically follow the thesis? Do you stick to your topic sentences during the ―I‖ and ―E‖ sections of each paragraph?  Do you support your arguments with specific evidence from the texts and/or lecture while avoiding plot summary?  Do you do the work to connect the examples you use to your thesis in a clear, concrete way? (This is the ―E‖ section of your ―P.I.E.‖ paragraph.

 …and Local Issues second:

 Grammar, Spelling, and Punctuation  For practice, refer to The Writing Center’s handouts:

http://www.writingcenter.txstate.edu/Student-

Resources/Handouts.html

PRACTICE

 Watch Philip Zimbardo’s video, ―The Demise of Guys?‖ with a

mind toward possible essay questions and what specific

evidence or example from the video can be used from the

video to answer them.

PHILIP ZIMBARDO: “THE DEMISE OF GUYS?”