Essay Writing Workshop PAIS Essay Writing Workshop Dr Samantha Cooke

THE PLAN An essay: 1. What is it? 2. What you need 3. What is the question? 4. PLANNING!! 5. Introduction 6. Sources 7. Argument Analysis

THE ESSAY: WHAT IS IT?

THE ESSAY: A HISTORY Michel de Montaigne developed the essay form Essais ‘attempts’ or ‘trials’ Applying your personal assessment was quite revolutionary!

Evidence of wider reading CORE COMPONENTS Evidence of wider reading An argument Critical engagement 58 65 68+

THE NEW MARKING SCALE https://warwick.ac.uk/fac/soc/pais/currentstudents/undergrad/a cademic/ughandbook/criteria/

THE SCHOLARLY TOOL KIT

SELF PLAGIARISM Students may not repeat the substance of arguments, supporting reasoning or evidence first used in an Assessed Essay in a second Assessed Essay or the subsequent Examination for the module in question, or in Examinations or Assessments for any other PAIS module (including the Dissertation). Repeating material between Assessments and Examinations will be treated by markers in the same way as repeating answers within an examination, and marked accordingly. It is acceptable to use arguments or reasoning first developed in Non-assessed (Formative) Essays in subsequent Examinations, as in this case you are not marked twice on the same material.

(AVOIDING) PLAGIARISM “Plagiarism is a form of misconduct and is defined as taking and using another person’s thoughts and presenting them as if they were one’s own.” Keep track of your sources; print electronic sources; Plan ahead; NEVER cut and paste (you fool of a took!!!); Keep your own writing and your sources separate; Keep your notes and your drafts separate; Paraphrase carefully; ACKNOWLEDGE your sources explicitly when paraphrasing; DON’T save your citations for later(!!); Quote your sources properly; Keep a source trail.

APPARATUS Absolute fundamentals: You must: Citations Bibliography Thoroughly reference Provide a full bibliography: Name, Title, Place, Publisher, Year

STYLE Stay analytic Avoid: Put downs Text speak Shortening words ‘dumb’ ‘ridiculous’ ‘it’s stupid to suggest’ Etc. Text speak ‘cos’ ‘dunno’ Shortening words ‘don’t’ ‘wouldn’t’

SPELLING & GRAMMAR Careless mistakes (and whispers) detract from the strength of your analysis and tone of your overall work: Tips: Turn on spell-check; Make sure you have accepted all track changes; Print your essay off and proofread it yourself for spell-check proof errors; Pair up with someone and proof-read each other’s work; Get your computer to read your essay to you; Make a check list for the common errors you make; Proofread more than once.

USA VS. UK World War One The First World War 9/11/2001 11/9/2001 Program Programme Emphasized Emphasised Authorize Authorised Recognizes Recognises Globalization Globalisation James, Bob, and Jim James, Bob and Jim

BE SPECIFIC ‘It can be argued’ ‘Political scientists say’ ‘It is generally agreed’ ‘One can argue’ ‘Some academics believe ’ ‘Some people have said’

LANGUAGE CHOICE

UNPACKING THE QUESTION

WHAT IS BEING ASKED? Tip: Write the question out and put it above your computer screen with underlined key words; Then when you have your argument write it up and put it there too; That way you never lose focus.

THE ‘SO WHAT’ TEST Make sure you answer the question Everything must serve a purpose Don’t waste time and effort Don’t lose marks Maintain focus Must link back to the question

SIGNPOSTING “Although the President’s formal powers are not as numerous as those conferred on Congress, they are still significant because the President holds key powers over the legislative process and can implement checks on Congress. Therefore, the President’s formal powers make him quite powerful.” Use the words from the question in your sign posting.

PLANNING

Contemplation: What is the topic? What do you need to answer? Mind Map: Identify some research questions (hypotheses) to guide your reading. Research: Keep track of where you get information from. Construct your argument: Identify key points & cut the less helpful ones. Order: Logical order for your points; and get writing!

INTRODUCTION

State the argument being made WHY IS IT IMPORTANT? Set the scene Context Definitions Introduce the key thinkers, or debates Outline the structure Clear and unambiguous: ‘This essay shall proceed as follows…’ The argument shall advance on three fronts, (a)…(b)…(c)…’ ‘This paper shall proceed through two substantive sections, (1)…(2)…’ State the argument being made Unambiguous and explicit: ‘It shall be argued…’ ‘This essay/paper shall argue…’

SOURCES

RELIABILITY & SUITABILITY

FLYING THE NEST…

RESEARCH & WIDER READING Unique examples Locating key debates Identifying consensus opinion Primary sources Statistics/data or polling JOURNALS!! ‘Don’t read a book cover to cover’ Organise your reading

ARGUMENT

ARGUMENTS DO DON’T Consider counter-arguments Remain neutral Replace argument with person’s stance Qualify argument Argue from ignorance

Is the authority an expert on the matter? QUESTIONS TO CONSIDER Is this a matter that I can decide without an appeal to expert opinion? Your opinion will be as good as anyone else's Is this a matter upon which expert opinion is available? Is the authority an expert on the matter? Do so YES NO Is the authority biased towards one side? Find out what the expert consensus is and rely on that Is the authority's opinion representative of a consensus? You can rely on it Authority may be untrustworthy NO YES YES NO YES Why listen? NO NO YES

ANALYSIS

CRITICAL ENGAGEMENT “identifying and examining faults and weaknesses in arguments, acknowledging strengths and merits, commenting on degrees of success or failure, judging the implications, or the ultimate use or value of something” (PAIS UG handbook, 2017).

DEPTH OVER BREADTH Analysis over description: analysis is what the assessor is after. We are interested in your thoughts based on your research.

CRITICAL ENGAGEMENT Tips: Put away the highlighters Annotate Challenge arguments