How to Write Essays – How To Overuse Facts

When I teach college students how to write essays, one of the most significant lessons I teach is about the importance of proofreading. Essays should not contain verbatim quotations or paraphrases. Students should check for spelling and grammatical mistakes, in addition to read each paragraph carefully. In addition, they ought to read the article from start to finish, paying particular attention to the main idea. Students should also read the article looking for completeness, clarity, and accuracy–and, in all honesty, to get fun.

As I teach pupils how to write, I often observe a tendency among them to quote their resources, particularly famous quotes. This isn’t a bad thing. After all, a few of the most memorable lines of the century have come from famous people. However, students should not merely repeat these quotes in their essays. They should write in the initial context, like they were quoting the source in its true form.

A classic example of this kind of quote is from Huckleberry Finn. He says,”It is not so much what you say, dear, but that which you do not say.” What he implies is that, in composing an essay, a student should not simply replicate words or sayings that they like. Rather, they should cite the origin from which they are quoting, with the appropriate citation type (which usually follows the name of this author).

One other important lesson I instruct my pupils about essay illustrations is to avoid generalizations. Pupils should write their essays in the perspective of the writer, like they were commenting on somebody else’s work. By way of example, if I am teaching a course about criminals, I could explain how the crime rate was climbing in some areas over the past couple of decades. I might then mention I don’t understand why this is happening, but it’s happening. As opposed to generalizing from this advice, the student should provide their own details and clarify how this crime trend fits into his or her perspective of crime and criminal justice.

When quoting another person’s work, the student should mention the source as though you’re quoting a scientific fact. Let’s say you are studying the effects of brain damage after an automobile accident. Rather than saying,”The scientists determined that the patient suffered extensive brain damage,” the pupil should state,”Based on the scientists’ studies, it was ascertained that the patient’s brain suffered extensive brain damage due to the crash.” This is a much more precise statement and helps the student to write more concisely and accurately.

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

Finally, be careful not to make general statements on your own essay. By way of example, you might say,”The average American citizen earns between two and sixty thousand dollars per year.” While this is a really general statement, it might be removed from context by a reader. It’s up to the student to ascertain how relevant the information is and how specific they would like it to be.

Once the student has chosen a specific quantity of information to include in their essay, they simply should discover the right places to put these details. As previously stated, there are an infinite number of resources for details; therefore, the student should choose only those that are relevant to their argument. Using the proper research skills while writing an essay may be one of the most beneficial techniques ever learned.