To Write A Good Essay – Get Essay Help Online
Learning to write an essay is an important skill for the development of communicative function. In the following article, we give you some recommendations that can be useful to work in your classes. Read them and encourage your students to “rehearse”.
As its name, a trial is a “tentative”, an “attempt” or, if you want to speak, an “experiment” that is carried out with concepts and reasons, written in the self – study course “Problems of Aesthetics ” teachers of the University of Chile Pablo Oyarzun and Sergio Rojas, whose text we extracted some recommendations.
An essay is written because they want to tackle a problem for which there is not an immediate solution and that, therefore, raises or may raise a controversy.
In this sense, a trial may have several purposes: to solve a problem, propose solutions (if supported) or show that none of them is conclusive. Likewise, you can pretend to specify the formulation of a problem and its treatment, to discuss the points of view that have been raised about it, or to show that it is a false problem (when you suspect that what motivates it is nothing more than a mental confusion or fallacy.
In one test is usually expressing a personal perspective or point of view on an issue. Not as a simple private opinion, but with the intention of persuading others of what one thinks and says. Therefore, it is important to have good ideas and good reasons and achieving a good way to expose them through a text.
In the following are some tips that can help your students in developing an essay Come by.
To write an essay, it is important to have some clear things before. However, it is recommended not expect everything to be clear to start writing. Reasons?
Usually, the proper exercise of writing turns out to be remarkably enlightening and, therefore, I should not defer to. In fact, it is good that these “first steps” of which we are going to speak now materialize through notes, preparatory notes and compilation of material that is considered will be useful later.
The approach to a problem is always concrete in the formulation of a question: Identify the question and determine what kind of question is essential to know if the problem is well posed and what kind of response is expected.
The first is to look at the type of question. To this end, pronouns and interrogative turns are used. So, when someone asks what is such a thing? Is asking for a set of identifying signals of that thing, that can be incorporated orderly in a definition, a description, a story of the generation of the thing, etc. When
The second is to recognize the subject. Here we are making a distinction between subject and problem, something that is often not transparent to the student. We can explain then that the issue is that what the question is, its subject. The problem, however, is the conflict of opinions arises about that topic. For example, a subject can be the freedom of the human being, and a problem related to it, the question of whether the free human being can be considered in the definition of his behavior, or whether it is determined by factors outside his own Will.
The third is to identify and formulate the problem, because on the same subject is usually different viewpoints. Discriminating what those views are put in relation and in tension with each other, discover what oppose or contradict, the strategy is to pose a problem or comment on a text. This will be the heart of a good essay.
The fourth is to make sure that it has been understood or formulated well the terms in which the subject is expressed and formulated the problem. For this purpose, different instruments can be used: to elaborate lists of related terms, to discern their meaning, to classify them, to identify their opposites, to consult dictionaries (general or specialized), to review formulations with which to relate the one that will preside the exam, to find or to imagine examples of the theme Posed, etc. This is important to remember that none of these resources can replace self-reflective exercise, which is precisely the test substance. In any case, the clarity of the terms is decisive to ensure the coherence, concordance, and relevance of what one proposes in his essay.
A key point to work developing a good test with the students is the development of a plan that aims to clear (conceptual and linguistic precision) the plot coherence, the relevance of the examples and counterexamples.
Also, as you well know, the plan of a trial should consider an introduction (in which the problem arises, and its importance or interest, and briefly anticipates the view to be taken in consideration) development and conclusion staff. But in particular, to make a good essay must be to write and have some style considerations …
But the most important thing is to test, test, Smudge and try again. And that is something that is good for you to pass on to your students.