How to Write an English Paper

Writing Process | Grammar | General Advice | Editing

1. Focus. Try to focus on one theme within the text(s) your professor has assigned for the paper rather than trying to cover too many aspects of the work(s).  Clearly state your argument as a thesis statement in your introductory paragraph.

Example:
In their works, Patrick Kavanagh, Seamus Heaney, and Brian Friel emphasize connections between the Irish land and language.

2. Organize. Use strong, topic sentences in your body paragraphs to maintain a clear explanation of your ideas. Your paper will be easier for your reader to follow if you put your ideas at the beginning of the paragraphs and then use the body of the paragraphs to prove each idea, rather than saving your point till the end of the paragraph. A good way to check if your organization is clear is to cut and paste all your topic sentences (usually the first of each paragraph) into a separate paragraph and read that paragraph as an abstract. The flow doesn’t need to be perfect in this abstract, but it should indicate the flow of the paper.

Example:
1) In her 1982 novel, The Color Purple, Alice Walker uses the tradition of the epistolary form to examine gender and racial inequalities in non-traditional ways. 2) While Walker incorporates the epistolary tradition and the didactic elements that it connotes, she also turns the tradition on its head. 3) Walker also subverts the epistolary tradition by showing an unrequited correspondence. Etc., etc.
 

3. Ground your argument in the text!! Avoid making general statements, but instead support your thesis with attention to specific passages and subtle details. Use only relevant quotations to back up your thesis. Remember to set up and explain your quotations. When possible, it is nice to incorporate your quotations rather than having them stand alone.

 Example:
Heaney illustrates how language can indicate one’s background and one’s land, referring to the “furled / consonants of lowlanders” (lines 2-22). Language and land are inseparably linked to identity, and therefore the imposition of language changes one’s relationship to one’s land of origin.
 

4. Use your conclusion not only to reiterate your thesis, but to expand on ideas you have introduced during your essay. You can do this by connecting your themes to the larger context of literary scholarship, by raising questions about the author’s effectiveness or intentions, or by including insights as to some larger relevance of your topic. (Some professors prefer that you not raise new questions in your conclusion, but I’ve personally never encountered a professor opposed to expressing one’s thoughts about the greater significance of one’s theme).

Example (From a paper re: language in The Tempest):
Ultimately we as readers and critics must recognize that we too are an audience, “all dramatists, all actors”, and use The Tempest’s lesson in language to become more aware of our own participation in classifications, distinctions and productions of otherness.

5. Avoid summary and opinion. Avoid writing your essay like a book report. You usually do not need to provide a thorough plot summary; if you find it necessary to introduce a quotation or theme by giving context, do it concisely. Extensive summary, opinions about the text’s quality, or sticking religiously to chronological order can all give the impression of a book report rather than an analysis of some aspect or theme of the work you are studying.

Avoid writing an introduction like the following:
“Brian Friel’s play “Translations” takes place at the time of British mapping of Ireland when placenames became Anglicized, when most Irish people still spoke only Gaelic. The play deals with the conflict between the Irish and the English in a small Irish town, focusing on a small cast of characters who attend the “hedge school”. Hugh and his son Manus run the school, and Manus’ older brother Owen returns from Dublin where he works to act as a translator for the British and the Irish during the mapping process. Yolland, a British soldier, and Maire, a country girl who longs to move to America, also function as important characters. This dynamic and thought-provoking play shows the ways in which all the characters must confront issues of identity.”

Instead, focus more:
“Brian Friel’s play “Translations," set at the time of British mapping of Ireland in the nineteenth century, depicts the ways in which language encompasses both cultural and communicative meanings. Friel emphasizes the tension between the movement towards modernization, and the importance of maintaining cultural tradition. The relationship between Owen and his brother Manus represents this larger cultural issue; Owen, as a translator for the British, assists the influence of the English language and represents modernism, while Manus, who refuses to use the little English he knows, represents the traditional.”
 

A Side Note

Avoid simple arguments. It is alright, and even encouraged, to acknowledge information that does not fit perfectly with your theme. This does not mean that you must address all aspects of a work, or address irrelevant material; rather, account for elements of the piece that do relate to your argument, but do not entirely support your position. Many people like to include this information in their conclusions, but you can just as effectively address it within the body of the paper.

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 Grammar and Usage

All professors appreciate grammatically correct papers, but this is particularly important when writing for an English class. Remember to use spellchecker on your computer, and proofread your paper. (Hint: reading your paper out loud is often useful for catching mistakes). Here are some common grammar and usage mistakes to watch out for. When in doubt, consult a grammar book.

It’s v. Its:
 It’s is a contraction for it is. (It’s a beautiful day.)
 Its is the possessive form. (The bird spread its wings.)

Who v. Whom
 Who is a subject. (Who is there?)
 Whom is an object (You gave the book to whom?)

Among v. Between
 Use between if you are talking about two things/people, and among for more than two. (It was difficult to choose between Lisa and  Joe, but harder to choose among all of the candidates.)

Fewer v. Less
 If you can count what you’re talking about by number, use fewer. If you’re talking about something that is measured by lump quantity, use less.
 (There are fewer dollar bills, but there is less money.)

Affect v. Effect
 Affect is a verb, which means to change or influence. Someone can affect, or be affected by, someone or something
 Effect is a noun. It refers to the result of the change or influence.
 (The speaker affected me greatly vs. The speaker had a great effect on me.)

Site v. Cite
 A site is a place. If you are quoting someone you are citing.

Quotation v. Quote
Quotation is the noun, and quote is the verb. The actual words are a quotation, but the referring to them is to quote them.
(This quotation illustrates the authors main theme. The author of the biography quotes many family members.)

Their v. There v. They’re
 You know the rules. Make sure you use them.

Who v. That
 Remember to match your pronouns to your subject.
 Not “The girl that went to the store.”, but “The girl who went to the store.”

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General Writing Advice

• Use the active voice when possible. Your reader wants to be clear on WHO is doing/saying/arguing. While it is not incorrect to use the passive voice, it often makes your statements stronger to use the active voice.

     Passive voice: The epistolary tradition is subverted by showing an unrequited correspondence.
     Active voice: Walker subverts the epistolary tradition by showing an unrequited correspondence.

• Use strong verbs. Choose your words carefully. They can change the effect of your paper.
  Instead of “says”/ “comments”: argues, contends, suggests, agrees, contradicts, adds, asserts, maintains, declares.
  Avoid the verb “to be”:
      Instead of “The author is showing…” => “The author shows…”
      Instead of “This evidence was the provocation for the court’s decision.” => “This evidence provoked the court’s decision.”
   
• Avoid unnecessary words
  
  You can often cut out works like “that”, “functions as”, and “acts to”
      Example: “The rhythm of the poem function to create movement.” => “The rhythm of the poem creates movement."
   
• Keep sentence structure simple and varied
  Avoid long clauses (especially at the beginnings of sentences), unnecessary long words, too many colons or semi-colons, excessive use of dashes etc. The more complicated your idea, the more you may have to break it down. You don’t need to fit it all in one sentence.
  Also, try to notice the kinds of sentence patterns you use. Do they all begin with clauses? Do you always begin with the subject? Are all your sentences long (or short)? See if you can vary the way you express yourself.
   
• CITE, CITE, CITE!
  WHEN IN DOUBT, CITE! This is the easiest way to avoid plagiarism.
  Always look up how to quote and cite material correctly. There are plenty of grammar handbooks in the reference section of the library, and there is a section on the workshop Web site on citations. Be consistent with what format you use.

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Edit your own work!

Some questions to ask yourself:

• Have you answered the question? Even if you have written a strong essay, if it does not pertain directly to the question the professor may be disappointed.
• Does your introduction reflect the content and structure of the rest of your paper?
• Is your argument based on the actual text(s)?
• Do the quotations you use clearly relate to your argument?
• Do you understand the terminology you are using? (i.e. terms like structuralism or post-modern)
• Have you considered the various literary or poetic techniques the writer may have been using? How do these relate to the content of the work?
• Does your conclusion offer new ideas or larger connections, or does it only summarize?

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