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How to Write Essays – How To Overuse Facts

While I teach college students how to write essays, one of the most significant classes I teach is about the value of proofreading. Essays shouldn’t include verbatim quotations or paraphrases. Students should check for spelling and grammatical mistakes, as well as read each paragraph carefully. In addition, they should read the essay from begin to finish, paying special attention to the primary idea. Students should read the article looking for completeness, clarity, and accuracy–and, in all honesty, to get fun.

As I teach students how to write, I often observe a tendency among them to estimate their resources, especially famous quotes. This isn’t a terrible thing. In the end, some of the most memorable lines of this century have come from famous men and women. However, students should not merely repeat these quotations in their essays. They should write in the initial context, as if they were quoting the source in its true form.

A classic example of this kind of quotation is from Huckleberry Finn. He says,”It is not so much what you say, dear, but what you don’t say.” What he means is that, in composing an essay, a student should not merely repeat words or sayings which they like. Rather, they ought to mention the origin from which they’re quoting, using the appropriate citation type (which usually follows the name of the writer ).

One other important lesson I teach my pupils regarding essay examples would be to avoid generalizations. Pupils should write their essays in the perspective of the writer, like they were commenting on someone else’s work. By way of example, if I’m teaching a class about offenders, I could explain how the crime rate was rising in some neighborhoods over the last couple of decades. I might then mention I don’t know why this is happening, but it is occurring. Rather than generalizing from this information, the student should provide their own facts and clarify how this offense trend fits into his or her perspective of crime and criminal justice.

When quoting another person’s work, the pupil should mention the source like you’re quoting a scientific reality. Let’s say you’re studying the effects of brain damage following an automobile accident. Rather than saying,”The scientists decided that the individual suffered extensive brain damage,” the student should state,”According to the scientists’ studies, it had been determined that the patient’s brain suffered extensive brain damage due to the crash.” This is a much more accurate statement and aids the pupil to write more concisely and correctly.

One of the main concepts I teach my students about composition illustrations is to prevent over-generalization. After all, the objective is to provide as many facts as possible to support your argument in this essay. Thus, you need to choose your facts carefully and only include the ones that are encouraged by the strongest arguments. The pupil needs to choose what special details they would like to incorporate and then use the appropriate resources to support these facts.

Finally, be mindful to not make general statements on your own essay. For instance, you might say,”The average American citizen earns between two and forty thousand dollars per year.” While this is a very general statement, it may be removed from context by a reader. It is up to the student to determine how relevant the information is and how particular they would like it to be.

Once the student has chosen a specific amount of information to incorporate in their essay, they just should discover the appropriate areas to put those details. As previously stated, there are countless resources for details; hence, the student should choose only those that are related to their debate. Using the proper research skills while writing an essay may be among the most helpful techniques ever discovered.


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