哈佛论文写作教程 Strategies for Essay Writing.docx
- 文档编号:23081466
- 上传时间:2023-04-30
- 格式:DOCX
- 页数:52
- 大小:60.02KB
哈佛论文写作教程 Strategies for Essay Writing.docx
《哈佛论文写作教程 Strategies for Essay Writing.docx》由会员分享,可在线阅读,更多相关《哈佛论文写作教程 Strategies for Essay Writing.docx(52页珍藏版)》请在冰豆网上搜索。
哈佛论文写作教程StrategiesforEssayWriting
HowtoReadanAssignment
Assignmentsusuallyaskyoutodemonstratethatyouhaveimmersedyourselfinthecoursematerialandthatyou'vedonesomethinkingonyourown;questionsnottreatedatlengthinclassoftenserveasassignments.Fortunately,ifyou'veputthetimeintogettingtoknowthematerial,thenyou'vealmostcertainlybegunthinkingindependently.Inrespondingtoassignments,keepinmindthefollowingadvice.
∙Bewareofstraying.Especiallyinthedraftstage,"discussion"and"analysis"canleadyoufromoneintrinsicallyinterestingproblemtoanother,thenanother,andthen...Youmaywindupfollowingagardenofforkingpathsandloseyourway.Topreventthis,stopperiodicallywhiledraftingyouressayandrereadtheassignment.Itspurposesarelikelytobecomeclearer.
∙Considertheassignmentinrelationtopreviousandupcomingassignments.Askyourselfwhatisnewaboutthetaskyou'resettingouttodo.Instructorsoftendesignassignmentstobuildincomplexity.Knowingwhereanassignmentfallsinthisprogressioncanhelpyouconcentrateonthespecific,freshchallengesathand.
Understandingsomekeywordscommonlyusedinassignmentsalsomaysimplifyyourtask.Towardthisend,let'stakealookattwoseeminglyimpenetrableinstructions:
"discuss"and"analyze."
1.DiscusstheroleofgenderinbringingabouttheFrenchRevolution.
"Discuss"iseasytomisunderstandbecausethewordcallstomindtheoral/spokendimensionofcommunication."Discuss"suggestsconversation,whichofteniscasualandundirected.Inthecontextofanassignment,however,discussionentailsfulfillingadefinedandorganizedtask:
toconstructanargumentthatconsidersandrespondstoanamplerangeofmaterials.To"discuss,"inassignmentlanguage,meanstomakeabroadargumentaboutasetofargumentsyouhavestudied.Inthecaseabove,youcandothisby
∙pointingtoconsistenciesandinconsistenciesintheevidenceofgenderedcausesoftheRevolution;
∙raisingtheimplicationsoftheseconsistenciesand/orinconsistencies(perhapstheysuggestalimitedroleforgenderascatalyst);
∙evaluatingdifferentclaimsabouttheroleofgender;
∙andaskingwhatisgainedandwhatislostbyfocusingongenderedsymbols,iconsandevents.
AweakdiscussionessayinresponsetothequestionabovemightsimplylistafewaspectsoftheRevolution—theimageofLiberty,theexecutionsoftheKingandMarieAntoinette,thecry"Liberte,Egalite,Fraternite!
"—andmakeseparatecommentsabouthoweach,being"gendered,"isthereforeapowerfulpoliticalforce.Suchanessaywouldoffernooriginalthesis,butinsteadrestatethequestionaskedintheassignment(i.e.,"TheroleofgenderwasveryimportantintheFrenchRevolution"or"GenderdidnotplayalargeroleintheFrenchRevolution").
Inastrongdiscussionessay,thethesiswouldgobeyondabasicrestatementoftheassignmentquestion.Youmighttestthesimilaritiesanddifferencesoftherevolutionaryaspectsbeingdiscussed.Youmightdrawonfreshorunexpectedevidence,perhapsusingasasourceanintriguingreadingthatwasonlybrieflytoucheduponinlecture.
2.AnalyzetwoofChaucer'sCanterburyTales,includingonenotdiscussedinclass,asliteraryworksandintermsofsources/analogues.
Thewords"analyze"and"analysis"mayseemtodenotehighlyadvanced,evenarcaneskills,possessedinvirtualmonopolybymathematiciansandscientists.Happily,thetermsrefertomentalactivityweallperformregularly;thetermsjustneeddecoding."Analyze"meanstwothingsinthisspecificassignmentprompt.
∙First,youneedtodividethetwotalesintoparts,elements,orfeatures.Youmightstartwithabasicapproach:
lookingatthebeginning,middle,andend.Thesestructuralfeaturesofliteraryworks—andofhistoricaleventsandmanyothersubjectsofacademicstudy—mayseemsimpleorevensimplistic,buttheycanyieldsurprisinginsightswhenexaminedclosely.
∙Alternatively,youmightbeginatamorecomplexlevelofanalysis.Forexample,youmightsearchforanddistinguishbetweenkindsofhumorinthetwotalesandtheirsourcesinBoccaccioortheRomandelaRose:
banter,wordplay,bawdyjokes,pranks,burlesque,satire,etc.
∙Second,youneedtoconsiderthetwotalescriticallytoarriveatsomerewardforhavingobservedhowthetalesaremadeandwheretheycamefrom(theirsources/analogues).Inthecourseofyouressay,youmightworkyourwaytoinvestigatingChaucer'sbroaderattitudetowardhissources,whichalternatesbetweenplayfulvariationandstrictadherence.YourcomplexanalysisofkindsofhumormightrevealdifferingconceptionsofmasculineandfemininebetweenChaucerandhisliterarysources,orsomeotherimportantculturaldistinction.
Analysisinvolvesbothasetofobservationsaboutthecompositionorworkingsofyoursubjectandacriticalapproachthatkeepsyoufromnoticingjustanything—fromexcessivelistingorsummarizing—andinsteadleadsyoutoconstructaninterpretation,usingtextualevidencetosupportyourideas.
SomeFinalAdvice
If,havingreadtheassignmentcarefully,you'restillconfusedbyit,don'thesitatetoaskforclarificationfromyourinstructor.Heorshemaybeabletoelucidatethequestionortofurnishsomesampleresponsestotheassignment.Knowingtheexpectationsofanassignmentcanhelpwhenyou'refeelingpuzzled.Conversely,knowingtheboundariescanheadofftroubleifyou'recontemplatinganunorthodoxapproach.Ineithercase,beforeyougotoyourinstructor,it'sagoodideatolist,underlineorcirclethespecificplacesintheassignmentwherethelanguagemakesyoufeeluncertain
MovingfromAssignmenttoTopic
Atonepointorother,theacademicessaymanagestointimidatemoststudentwriters.Sometimes,wemayevenexperiencewhatiscommonlycalledwriter'sblock—thatawfulexperienceofstaringatanassignment,readingitoverandover,yetbeingunabletoproceed,tofindawayintoit.Buttheprocessofwritingtheacademicessayinvolvesaseriesofmanageablesteps.Keepingthisinmindcanhelpyouworkthroughtheanxietyyoumayatfirstfeel.Ifyoufindyourself"clueless"aboutbeginninganessay,itmaybebecauseyouhaveskippedanimportantstep.Youmaybetryingtocomeupwithathesisbeforefindingandnarrowingyourtopic.
EnteringtheConversation
Trytoapproachthewritingofanacademicessayasagenuineopportunitytoconnectwiththematerial,tothinkinaconcentratedandstimulatingwayaboutthetextsyou'vechosen,toarticulateyourownideas.Inshort,thinkoftheessayasachancetochallengeyourselfandtocontributetotheon-goingconversationamongscholarsaboutthesubjectunderdiscussion.What'satstakeisyourownintellectualdevelopment.
Writingisnotplayingsomeoneelse'sgame.Successfulwritinginvolvesthecreationandframingofyourownquestionsaboutthesourcesyou'vechosen.Youwanttoattendtotheassignmentatthesametimethatyoulocateandarticulateyourown,particularinterestinit.
PrimaryandSecondarySources
Ifyouwerealawyerandhadtopresentacaseforyourclient,theworstthingyoucoulddowouldbetofaceajuryandspoutoutrandombeliefsandopinions.("Trustme.Thisguy'sreallyhonorable.He'dneverdowhathe'saccusedof.")Instead,youwouldwanttolookforevidenceandcluesaboutthesituation,investigatesuspects,maybeheadforthelibrarytocheckoutbooksoninvestmentfraudorlock-picking.Whateverthecircumstance,youwouldneedtodotheappropriateresearchinordertoavoidlookingfoolishinthecourtroom.Evenifyouknewwhatyouhadtoargue—thatyourclientwasnotguilty—youstillwouldneedtofigureouthowyouweregoingtopersuadethejuryofit.Youwouldneedvarioussourcestobolsteryourcase.Writinganacademicessayissimilar,becauseessaysareargumentsthatmakeuseofprimaryandsecondarysources.
Primaryacademicsourcesaresourcesthathavenotyetbeenanalyzedbysomeoneelse.Theseincludebutarenotlimitedtonovels,poems,autobiographies,transcriptsofcourtcases,anddatasourcessuchasthecensus,diaries,andCongressionalrecords.
Booksoressaysthatanalyzeanothertextaresecondarysources.Theyareusefulinsupportingyourargumentandbringingupcounter-argumentswhich,inanacademicessay,itisyourresponsibilitytoacknowledgeandrefute.
Thesearethebasicrulesthatdeterminewhetherasourceisprimaryorsecondary,butthereissomeambiguity.Forinstance,anessaythatadvancesanoriginalargumentmayserveasyourprimarysourceifwhatyouredoingisanalyzingthatessaysargument.Butiftheessaycitesstatisticsthatyoudecidetoquoteinsupportofyourargumentaboutadifferenttext,thenitsfunctionisasasecondarysource.Therefore,alwayskeepinmindthattheacademicessayadvancesanoriginalargument—yourargument,nottheargumentoftheauthorofyoursecondarysource.Whilesecondarysourcesarehelpful,youshouldfocusyouressayononeormoreprimarysources.
SubjectstoTopics
Inthecourtroom,thetopicisneverahugeabstractionlike"jurisprudence"or"thelegalsystem"oreven"capitalpunishment"or"guiltandinnocence."Allofthosearesubjects.Atopicisparticular:
TheCaseofSo-and-Sov.So-and-So.Academicarguments,too,havetopics.Butifyoutriedtowriteanessayusing"TheCaseofSo-and-Sov.So-and-So"asatopic,youwouldn'tknowwhattoputinandwhattoleaveout.You'dwindupreproducingthecourt'sownrecordofthecase.
NarrowingtheTopic
Thetopicofanacademicessaymustbesufficientlyfocusedandspecificinorderforacoherentargumenttobemadeaboutit.Forinsta
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 哈佛论文写作教程 Strategies for Essay Writing 哈佛 论文 写作 教程