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GUIDELINES

Writing essays

for ‘Usos Bàsics de la Llengua Anglesa’ and

‘Literatura Anglesa del s. XX’

2010-11

Introduction

In these two subjects you are required to write argumentative essays (300 words-long

for Language, 350 for Literature) in which you expose your opinion regarding a given

topic, providing arguments in support of your point of view.

This is also the kind of essay you will be expected to write in ‘Usos de la Llengua

Anglesa’ I and II (second year) and in all Literature subjects in the second, third and

fourth years of the English Studies degree. You should ALWAYS bear in mind the

indications given here

The essays require you to develop an argumentation supporting a particular thesis

(theory or opinion based on evidence) about it.

Instructions

Make sure you understand the topic and think of the thesis you want to defend.

Write a provisional thesis statement (a sentence stating your main idea).

Make notes in no particular order about all the ideas this topic suggests to you (this

process is known as 'brainstorming'). For Literature essays: also select short passages

from the literary text that you are analysing that you may want to quote in your essay.

Select from your ideas those that are relevant for your thesis and discard the others.

Plan your essay.

Your essay should contain:

an introduction with your thesis statement. For Literature essays: The

introduction should not include general information about the author or the text:

focus on the essay topic.

2 (or 3) paragraphs discussing your main arguments.

a conclusion. The conclusion should not contain new ideas: its purpose is to

round off your argumentation.

Make sure the essay is properly balanced so that the introduction and the conclusion

are shorter than the central paragraphs. For Literature essays: if the introduction is, for

instance, 5 lines long, the development paragraphs should be about 10/12 lines and the

conclusion about 3.

Write your essay. Remember: the essay should make a point and argue it. Basically,

you should convince your reader that your theory/opinion about the text is correct and

well supported by evidence gathered in reading with maximum attention to detail. For

Literature essays: Make sure you quote briefly from the literary text that you are

commenting on more than once to support your thesis.

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Re-read your essay carefully and re-write it if necessary. Write an attractive title

announcing your topic and thesis. For Literature essays: make sure your title refers to

the author and/or the text you are analysing.

Always use the spell check in your word processor. There is NO EXCUSE for

submitting written work which contains spelling errors.

Always, re-read your work carefully before you submit it.

Always check the teacher's comments and corrections and make notes to avoid these

errors in the future. Keep your own error bank (or list) for reference.

About the content

Thesis: Your thesis statement must be clearly identifiable in the essay’s

introduction.

Argumentation: The title must announce the thesis and content of the essay; the

introduction must clearly state the thesis you want to defend. The argumentation of the

essay must be coherent and easy to follow. The topic sentence of each paragraph (the

first sentence) must announce the idea to be developed in the rest of the paragraph. The

conclusion must be brief and not repetitive.

Structure: The essay’s cohesion must be strong and the connections between ideas

adequately marked. A basic 'introduction-development-conclusion' structure should be

clearly visible at first sight. Your essay should have a clear layout. Always avoid

overlong or choppy (too short) paragraphs, as well as one-sentence long paragraphs.

Expressing opinion

General Point of View

These words and phrases to express a point of view that is generally accepted or

believed by others:

It is thought that...

Some people say that...

It is considered...

It is generally accepted that...

It is widely agreed that...

Personal Point of View (Literature essays. Not accepted in ‘Usos Bàsics’

essays)

The following phrases1 will help you to express your personal opinion:

in my view

in my opinion

from my point of view

I think that…

I believe that...

I do not believe that…

It seems to me that…

1 Adapted from http://www.vocabulary.cl/Lists/Opinions.htm and

http://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv281.shtml.

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I would argue that…

I would suggest that…

I would like to point out that…

I am unconvinced that…

I do not agree that…

NOTE 1: Do not use these phrases too frequently, as it is assumed that the whole essay

reflects your own point of view.

NOTE 2: ‘According to’ is never used in the first person (‘According to me...’ is

incorrect). It is always used to express the opinion of another person. For example:

‘According to Virginia Woolf, women writers should have a room of their own.’

‘According to the Prime Minister, taxes will not be soon raised…’

Using connectors

The syntax of English academic writing is relatively simple in comparison to

Spanish or Catalan, in which long paragraphs, with many embedded clauses and

few full stops are common. Clear, logical sequencing of the arguments is very

important for the overall structure of a critical essay written in English. Correct

use of vocabulary also contributes towards establishing the difference between

informal and formal writing.

The words that are used to indicate the development of your arguments are

called ‘connectors’ or ‘text connectives’; they should be included in a critical

essay. Note that, for instance, ‘To begin with/Firstly...’, ‘Secondly/In addition’

and ‘In conclusion’ are useful for constructing a sequence of points in your

essay.

Take care, however, not to overuse these in your writing. Spanish students

frequently overuse connectors, believing that this gives their writing a more

sophisticated or intellectual tone (‘moreover’ is, perhaps, the connector which is

most often misused).

Here below you will find a selection of some commonly used connectors in

English:

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To sequence your ideas:

Neutral: first, then, next, at the same time,

finally, in the end

Formal: firstly, secondly, thirdly,

simultaneously, subsequently, lastly

To provide further arguments

in line with a previously

introduced idea:

Neutral: and, also / too, besides, what is

more, as well

Formal: moreover, in addition,

furthermore

To express contrast with a

previously introduced idea /

statement:

Neutral: although, though, even though,

however, despite, in spite of, but

Formal: on the one hand / on the other

hand, by contrast, nevertheless,

nonetheless, on the contrary, yet

To introduce an example or

clarify a point of view:

Neutral: such as, like, this means that,

namely

Formal: for example, for instance, that is

to say, in other words

To speak about effects or

consequences:

Neutral: so, consequently, as a result

Formal: therefore, thus, hence, thereby,

accordingly

To conclude:

Neutral: to sum up, in short, briefly

Formal: in conclusion, in summary

Paragraph layout

In a critical essay, a paragraph generally consists of approximately 4-8 lines. One-

sentence paragraphs are NOT acceptable (even if the sentence runs on more than

two lines). Note the correct and incorrect layout of the following passage:

Correct:

Romeo and Juliet belongs to a tradition of tragic romances stretching back to

Ancient Greece. Its plot is based on an Italian tale, translated into verse as The Tragical

History of Romeus and Juliet by Arthur Brooke in 1562, and retold in prose in Palace of

Pleasure by William Painter in 1582. Shakespeare borrowed heavily from both, but

developed supporting characters, particularly Mercutio and Paris, in order to expand the

plot. Believed to be written between 1591 and 1595, the play was first published in a

quarto version in 1597. This text was of poor quality, and later editions corrected it,

bringing it more in line with Shakespeare's original text.

Incorrect:

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Romeo and Juliet belongs to a tradition of tragic romances stretching back to

Ancient Greece. [ONE-SENTENCE PARAGRAPH]

Its plot is based on an Italian tale, translated into verse as The Tragical History of

Romeus and Juliet by Arthur Brooke in 1562, and retold in prose in Palace of Pleasure

by William Painter in 1582.

Shakespeare borrowed heavily from both, but developed supporting characters,

particularly Mercutio and Paris, in order to expand the plot.

Believed to be written between 1591 and 1595, the play was first published in a quarto

version in 1597. This text was of poor quality, and later editions corrected it, bringing it

more in line with Shakespeare's original text.

Style and edition rules

Clarity, Economy and Precision: Try to express your ideas with clarity and brevity.

Do not insert explanations about what you plan to do; avoid sentences such as ‘I am

going to discuss this aspect.’ Also avoid vague terminology (‘things,’ ‘fact,’ ‘etc.’)

Syntax/Grammar: Use short sentences and straightforward syntax. See that the

sentences are varied in rhythm and that the text is not monotonous. Do not overuse

connectors like ‘however,’ ‘moreover’ and similar. Avoid basic grammar mistakes such

as: plural adjectives, missing 3rd person singular simple present ending, incorrect use of

verb tenses, incorrect use of adverbs (malformed adverbs or in the wrong position),

badly formed indirect/direct questions, incorrect forms of irregular verbs, incorrect use

of articles (missing or superfluous articles), incorrect use of prepositions, incorrect use

of possessives. For Literature essays: Use the present tense to discuss the actions of

characters in fiction.

Punctuation and Spelling: Read the text aloud to check the punctuation. Check the

spelling.

Vocabulary: Avoid colloquial or informal language and transfers of vocabulary

from Spanish or Catalan. When in doubt, USE a MONOLINGUAL DICTIONARY (for

instance, The Cambridge Online Dictionary at http://dictionary.cambridge.org/ )

Sexist terminology: Avoid sexist terminology. You may use the compound pronoun

‘s/he’ whenever you mean ‘either men or women’ or you may use the plural: For

example: ‘The reader disagrees with this as s/he cannot see what the author means’ or

‘Readers disagree on this point.’

Spacing and Margins: The text of the essay must include margins wide enough for

the teacher to write comments on. Hand in a printed version using 1.5 spacing between

lines.

Don’t forget!! (Literature essays)

When you refer to a complete volume (novel, play, anthology, short story

collection) use italics. For example: The Remains of the Day. When you refer to

a short text (poem, article, short story) use quotation marks without italics, for

instance “The Lady of the House of Love.”

Quotations: The transitions from text to quotation should not be too abrupt,

confusing or forced.

a) Always use quotations marks (“”) to identify text copied/quoted from other

sources. If the text is not properly identified, this will appear as PLAGIARISM

(=copy) and you might fail the essay.

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b) When you quote from a book, provide the page number (p. 43).

c) When you quote from a poem provide the line number (line 3).

d) When you quote from a play, provide the act and scene numbers (and line

numbers if the play is in verse) (Act II, scene v, lines 3-10).

Always include a bibliography or footnotes if you quote from other sources.

About the critical essay on poetry: Reading poetry/ Judging poetry

Read this comment from a blog,2 on appreciating poetry :

One thing a lot of people say when talking about (...) poetry in general, is that they

'don't know how to read poetry' or 'don't know how to judge poetry', or 'don't know

what's good poetry'.

People worry about metre, rhyme, scansion, references, form, so many

technicalities. They worry about not knowing much about them, or not knowing

what they actually are, what they 'mean', or how they're defined.

There's some kind of instinct with poetry, I think. And it's okay to leave the

technicalities, just as much as it is to know a lot about them, to appreciate them, to

be learned about them. Why not concentrate on the poem, the sounds, the pleasure

you can derive from it?

The questions I use to know whether a poem is good:

- Do the sounds echo in my mind; the patterns, the variations allowing it to

cement easily?

- Are the words, the punctuation, the language, exciting? Is the poem as a whole

exciting?

- Am I compelled to return to it?

Points to consider when selecting a poem

You are recommended to take the following points into account when selecting a

poem to comment on:3

Title: Is it appropriate to the subject, tone and genre? Does it generate

interest and hint at the theme the poem is exploring?

Subject: What is the basic situation? Who is talking, and under what

circumstances? Try writing a paraphrase to identify any gaps or confusions.

Appeal: Which does the poem appeal to: the intellect or the emotions of

the reader?

Structure: What kind of structure(s) has been used in the poem:

comparisons, analogies, bald assertions, etc.? Are these aspects satisfyingly integrated?

Does the structure support the content?

Tone: What is the poet’s attitude to the subject? Is it appropriate to content

and audience: assured, flexible, sensitive, etc.?

2 From http://katy-murr.blogspot.com/2007/08/reading-poetry-judging-poetry.html. See also How

to Rate and Judge Poetry at http://allpoetry.com/column/446864 3 Adapted from Poetry Magic at http://www.poetrymagic.co.uk/critiquing.html

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Word choice: Is the language used appropriate and uncontrived,

economical, varied, inspiring etc? Do you understand each word properly, its common

uses and associations? Are words repeated? How do they create mood, emotional rapport,

distance?

Style: Metaphor and simile: are they used in a fresh and convincing

manner? Rhythm and metre: are they well integrated in the structure of the poem?

Rhyme: is it fresh, pleasurable, unassuming but supportive?

Overall impression: is the poem original, honest, coherent, moving etc.?

How is the overall effect achieved?

Technical terms in English poetry

If you are interested in the technicalities of English poetry, which are very

different from those in Spanish or Catalan, you could look at ‘About Poetry:

English Prosody’ http://homepage.ntu.edu.tw/~karchung/prosody.htm

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SAMPLE ESSAYS

Sample essay: Usos Bàsics Topic: Does the study of humanities contribute to society?

Studying Humanities: A Waste of Time?

Some may say that studying humanities, namely degrees like Philology or History, is

not as useful as studying more pragmatic degrees like Economics or Engineering.

Humanities are thought to be4 good for general knowledge, but unpractical and more

often than not leading to poorly paid jobs [this part contextualises the topic].

Nevertheless, [this announces the author’s position, which contrasts with the

general belief presented in the first part of the paragraph] the hundreds of students

who enrol in these degrees year after year believe that humanities are not only

useful and enriching on a personal level, but also essential to society as a whole.

[This is the thesis statement.]

The contribution of humanities is subtle and often goes unnoticed. [This is the 1st

supporting argument and the topic sentence of the paragraph] For instance

[illustration of the topic sentence], successful communication, both written and oral,

depends on the shared knowledge of certain rules and words. It is a philologist’s job to

put together dictionaries and grammar books which are used in schools for the study of

language. People would not be able to understand each other, were it not for the

laborious work of the philologist [development of the topic sentence].

Moreover, [accumulation of similar ideas] humanities give us a sense of identity. [2nd

supporting argument and topic sentence] We would not be able to know who we

are today without studying History. Historians are the ones who keep track of all the

events that have shaped a nation’s past. Not only do we need them to understand

where we come from, but also to make sense of where we are going.

Finally [introduces the last supporting argument], in spite of often being seen as

disconnected from the real world, humanities ensure that society remains humane [3rd

supporting argument and topic sentence]. We tend to forget that Ethics, which is a

branch of Philosophy, provides us with the principles that strictly regulate the use of

atomic bombs, massive destruction weapons or genetic technology [elaboration of

the topic sentence].

To conclude, claiming that studying humanities is a waste of time is simplistic [topic

sentence; it answers the question in the title and gives the text a sense of

cohesion]. It is true that studying philosophy or literature might not make you

financially rich, but it will certainly give you a better understanding of who you are as a

human being [the conclusion restates the thesis statement in the light of the

arguments presented throughout the essay]. And this is worth millions!

4 The highlighted structures in the text correspond to a B2.2 (advanced) language syllabus.

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Sample essay: Literatura Anglesa del s. XX (fiction and

drama)

Read the sample essay before your write your own essay. The commentaries are

intended to show you how the essay is structured.

Topic: Comment on the role of the narrator in Graham Greene’s short story “The

Invisible Japanese Gentlemen.” How important is he?

Title: The Visible Narrator: The Narrator as the Real Protagonist in “The Invisible

Japanese Gentlemen” by Graham Greene.1

Greene’s story “The Invisible Japanese Gentlemen” is narrated by the nameless

witness to the private conversation between a successful young writer (a girl) and her

sceptical fiancé.2 The narrator is also a writer and we soon realise that his powers of

observation, and not hers, are Greene’s main theme.3 This other writer is actually the

story’s real protagonist4 as we can see by how well he uses his powers of observation,5

seeing what she can’t see.6

The narrator tells the story in a way which elicits our admiration for his own

powers of observation.7 He makes frequent remarks about the peculiar group of

Japanese diners for us to see that he can follow their activities without missing the

couple’s conversation. He mentally asks the girl if she is “prepared for the years of

effort” (63) and to accept the fact that “those ‘powers of observation’ will become

enfeebled.” (63) We deduce that the narrator was, like her, admired as a young writer

but, in his forties now, he is judged by “performance and not by promise.” (63) The

story is actually offered as proof that this performance is still good and so are his

powers of observation.8

Greene suggests quite patronisingly that both the narrator and the girl’s fiancé

have greater powers of observation than her although she has been praised by her editor

for them. After all, she fails to notice the quite visible Japanese businessmen dining next

to her table. No doubt, she is too engrossed by her dream of future success and by the

discussion of her boyfriend’s professional prospects to see them. Yet, perhaps the fiancé

notes the Japanese because, as she complains, “Sometimes you are so evasive I don’t

think you want to marry me at all.” (64). In the end, we may suspect that her absent-

mindedness is justified although the narrator uses it to stress his own protagonism.9

In conclusion,10 Greene’s narrator is the real protagonist of this short story. He

proves with it that he is a good writer, presumably unlike the girl, although we never

really know whether she is treated fairly.

Notes on the essay

1. The title presents the THESIS argued in the essay: the apparently irrelevant, invisible narrator

is actually the protagonist of the text. As you can see, the title of the essay plays with the word

‘invisible’ in the original title of the story and is intended to catch the attention of the reader.

The title of the essay has two parts and always refers to the text and/or author.

2. This sentence summarises the plot and introduces a relevant point: the important role of the

narrator.

3. This sentence introduces the problem that interests the author of the essay in relation to the

text: that the story is about the narrator not the girl.

4. This is the THESIS.

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5. This is the first argument (to be developed in paragraph 2).

6. This is the second argument (to be developed in paragraph 3).

7. The first sentence or topic sentence introduces the argument to be developed in this

paragraph.

8. The last sentence in the paragraph rounds off the argument presented in the first sentence.

9. This paragraph works in the same way as the previous one.

10. This paragraph sums up the arguments presented in the previous three paragraphs,

emphasising the thesis. It does not contain any new ideas.

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Sample essay: Literatura Anglesa del s. XX (poetry)

When commenting on a poem you must follow a similar format. Avoid

descriptive commentaries that follow the structure of the poem stanza by stanza and

obey the four paragraph rule.

Remember:

STANZA = ‘estrofa’ (each group of lines in a poem)

LINE = ‘verso’ (each single section of the poem - e.g. ‘a sonnet has 14 lines’)

VERSE = ‘verso’ (e.g. ‘this text is written in verse, not in prose’)

Topic: Comment on the poem by Philip Larkin “High Windows”: what’s its main

topic?

Title: Looking Beyond Happiness: Philip Larkin’s “High Windows”1

In “High Windows” Larkin considers the continuity among the different

generations: each has more freedom than the previous one and less than the next.2

Larkin exposes the envy that his generation feels for the young ones and also how his

own generation was envied by his elders. The poem’s conclusion suggests, however,

that the poet is reaching an age in which this envy is no longer relevant.3

The theme of generational continuity is mirrored by the flowing language.4 The

most effective resource Larkin uses to express his view of time’s passage are the

enjambments linking the lines and the five stanzas of “High Windows”. The three parts

of the poem do not even coincide with the end of lines or stanzas, increasing this

impression of continuity. The lines about the young couple occupy the first two stanzas

and half of the first line of the third stanza, where the second part - dealing with the

previous generation - begins. The last section, the final mysterious reference to the high

windows, begins in the middle of the last line of the fourth stanza.

The poem suggests that liberation is always positive: each generation breaks

taboos regarding sex or religion that affected negatively its predecessors.5 The use of

colloquialisms in the first stanza (“kids,” “fucking”) also stresses the impression of

constant evolution, for this is the language of the youngest generation. Yet Larkin’s own

envy of the sexual freedom of the “kids” is perceptible in these colloquial words.

Apparently, he believes young people can’t love - only ‘fuck’ - which highlights the

generational gap. The use of “bloody” (line 16) in association with the previous

generation also hints at the negative effects of envy.

The poem ends with an image seen through the high windows: “the deep blue

air, that shows/ Nothing, and is nowhere, and is endless.” We can think that these are,

literally, the windows through which the poet is watching the young couple or,

metaphorically, the windows through which he contemplates life and time. The endless

air and blue sky possibly signify his own liberation from the passage of time and,

perhaps, from envy itself.6

Notes on the essay

1. The title of the essay has two parts and always refers to the text and/or author. In the first

part, the thesis is presented: This is a poem that looks beyond happiness.

2. This is the THESIS on which the reading of the poem is based.

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3. As you can see, the whole introduction tells you how to read the poem, from the point of

view of the author of the essay (there may be other readings)

4. The topic sentence announces the theme of the first paragraph.

5. Same comment.

6. Here the author of the essay uses the last stanza for the basis as his conclusion. Notice,

however, that he does not use the two main paragraphs to comment on the poem stanza by

stanza but to offer his argumentation about it.