Everybody in college hates papers. Students hate writing them so much that they buy, borrow, or steal them instead. Plagiarism is now so commonplace that if we flunked every kid who did it, we’d have a worse attrition rate than a MOOC. And on those rare occasions undergrads do deign to compose their own essays, said exegetic masterpieces usually take them all of half an hour at 4 a.m. to write, and consist accordingly of “arguments” that are at best tangentially related to the coursework, font-manipulated to meet the minimum required page-count. Oh, “attitudes about cultures have changed over time”? I’m so glad you let me know.
Nobody hates writing papers as much as collegeinstructorshategradingpapers (and no, having a robot do it is not the answer). Students of the world: You think it wastes 45 minutes of your sexting time to pluck out three quotes from The Sun Also Rises, summarize the same four plot points 50 times until you hit Page 5, and then crap out a two-sentence conclusion? It wastes 15 hours of my time to mark up my students’ flaccid theses and non sequitur textual “evidence,” not to mention abuse of the comma that should be punishable by some sort of law—all so that you can take a cursory glance at the grade and then chuck the paper forever.
What’s more, if your average college-goer does manage to read through her professor’s comments, she will likely view them as a grievous insult to her entire person, abject proof of how this cruel, unfeeling instructor hates her. That sliver of the student population that actually reads comments and wants to discuss them? They’re kids whose papers are good to begin with, and often obsessed with their GPAs. I guarantee you that every professor you know has given an A to a B paper just to keep a grade-grubber off her junk. (Not talking to you, current students! You’re all magnificent, and going to be president someday. Please do not email me.)
Oh, “attitudes about cultures have changed over time”? I’m so glad you let me know.
When I was growing up, my mother—who, like me, was a “contingent” professor—would sequester herself for days to grade, emerging Medusa-haired and demanding of sympathy. But the older I got, the more that sympathy dissipated: “If you hate grading papers so much,” I’d say, “there’s an easy solution for that.” My mother, not to be trifled with when righteously indignant (that favored state of the professoriate), would snap: “It’s an English class. I can’t not assign papers.”
Mom, friends, educators, students: We don’t have to assign papers, and we should stop. We need to admit that the required-course college essay is a failure. The baccalaureate is the new high-school diploma: abjectly necessary for any decent job in the cosmos. As such, students (and their parents) view college as professional training, an unpleasant necessity en route to that all-important “piece of paper.” Today’s vocationally minded students view World Lit 101 as forced labor, an utterwasteof their time that deserves neither engagement nor effort. So you know what else is a waste of time? Grading these students’ effing papers. It’s time to declare unconditional defeat.
Most students enter college barely able to string three sentences together—and they leave it that way, too. With protracted effort and a rhapsodically engaged instructor, some may learn to craft a clunky but competent essay somewhere along the way. But who cares? My fellowhumanistsinsist valiantly that (among other more elevated reasons) writing humanities papers leads to the crafting of sharp argumentative skills, and thus a lifetime of success in a number of fields in which we have no relevant experience. But my friends who actually work in such fields assure me that most of their colleagues are borderline-illiterate. After all, Mark Zuckerberg’s pre-Facebook Friendster profile bragged “i don’t read” (sic),and look at him.
Of course it would be better for humanity if college in the United States actually required a semblance of adult writing competency. But I have tried everything. I held a workshop dedicated to avoiding vague introductions (“The idea and concept of the duality of sin and righteousness has been at the forefront of our understanding of important concepts since the beginning of time.”) The result was papers that started with two incoherent sentences that had nothing to do with each other. I tried removing the introduction and conclusion altogether, and asking for a three-paragraph miniessay with a specific argument—what I got read like One Direction fan fiction.
I’ve graded drafts and assigned rewrites, and that helps the good students get better, but the bad students, the ones I’m trying to help, just fail to turn in any drafts at all. Meanwhile, I come up for air and realize that with all this extra grading, I’m making 75 cents an hour.
I’m not calling for the end of all papers—just the end of papers in required courses. Some students actually like writing, and let those blessed young souls be English majors, and expound on George Eliot and Virginia Woolf to their hearts’ content, and grow up to become writers, huzzah. But for the common good, leave everyone else out of it.
Instead of essays, required humanities courses (which I support, for all the reasons William Cronon, Martha Nussbaum, and Paulo Freire give) should return to old-school, hardcore exams, written and oral. You cannot bullshit a line-ID. Nor can you get away with only having read one page of the book when your professor is staring you down with a serious question. And best of all, oral exams barely need grading: If you don’t know what you’re talking about, it is immediately and readily manifest (not to mention, it’s profoundly schadenfroh when a student has to look me in the face and admit he’s done no work).
A Slate Plus Special Feature:
Students hate writing papers, and professors hate grading them. Should we stop assigning them? Listen to the debate on Slate Plus.
Plus, replacing papers with rigorous, old-school, St. John’s-style tribulations also addresses an issue humanities-haters love to belabor: Paper-grading is so subjective, and paper-writing so easy to fake, that this gives the humanities their unfortunate reputation as imprecise, feelings-centered disciplines where there are “no right answers.” So let’s start requiring some right answers.
Sure, this quashes the shallow pretense of expecting undergraduates to engage in thoughtful analysis, but they have already proven that they will go to any lengths to avoid doing this. Call me a defeatist, but honestly I’d be happy if a plurality of American college students could discern even the skeletal plot of anything they were assigned. With more exams and no papers, they’ll at least have a shot at retaining, just for a short while, the basic facts of some of the greatest stories ever recorded. In that short while, they may even develop the tiniest inkling of what Martha Nussbaum calls “sympathetic imagination”—the cultivation of our own humanity, and something that unfolds when we’re touched by stories of people who are very much unlike us. And that, frankly, is more than any essay will ever do for them.
Honestly, throughout most of high school and college, I was a mediocre essay writer.
Every once in a while, I would write a really good essay, but mostly I skated by with B’s and A-minuses.
I know personally how boring writing an essay can be, and also, how hard it can be to write a good one.
Writing an essay? Don’t pull your hair out. Here are 10 tips to write a great essay. Photo by Stuart Pilbrow (Creative Commons)
However, toward the end of my time as a student, I made a breakthrough. I figured out how to not only write a great essay, I learned how to have fun while doing it.
That’s right. Fun.
Why Writing an Essay Is So Hard?
Here are a few reasons:
- You’d rather be scrolling through Facebook.
- You’re trying to write something your teacher or professor will like.
- You’re trying to get an A instead of writing something that’s actually good.
- You want to do the least amount of work possible.
The biggest reason writing an essay is so hard is because we mostly focus on those external rewards like getting a passing grade or our teacher’s approval. The problem is that when you focus on external approval it not only makes writing much less fun, it also makes it significantly harder.
Because when you focus on external approval, you shut down your subconscious, and the subconscious is the source of your creativity. What this means practically is that when you’re trying to write that perfect, A-plus-worthy sentence, you’re turning off most of your best resources.
Just stop. Stop trying to write a good essay (or even a “good-enough” essay). Instead, write an interesting essay, write an essay you think is fascinating. And when you’re finished, go back and edit it until it’s “good” according to your teacher’s standards.
Yes, you need to follow the guidelines in your assignment. If your teacher tells you to write a five-paragraph essay, then write a five-paragraph essay! However, within those guidelines, find room to express something that is uniquely you.
I can’t guarantee you’ll get a higher grade (although, you almost certainly will), but I can absolutely promise you’ll have a lot more fun writing.
10 Tips to Writing a Great Essay
Ready to get writing? Here are my ten best tips for having fun while writing an essay that earns you the top grade!
1. Your essay is just a story.
Every story is about conflict and change, and the truth is that essays are about conflict and change, too! The difference is that in an essay, the conflict is between different ideas, the change is in the way we should perceive those ideas.
That means that the best essays are about surprise, “You probably think it’s one way, but in reality, you should think of it this other way.” See tip #3 for more on this.
2. Before you start writing, ask yourself, “How can I have the most fun writing this?”
It’s normal to feel unmotivated when writing an essay. I’m a writer, and honestly, I feel unmotivated to write all the time. But I have a super-ninja, judo-mind trick I like to use to help motivate myself.
Here’s the secret trick: One of the interesting things about your subconscious is that it will answer any question you ask yourself. So whenever you feel unmotivated to write your essay, ask yourself the following question:
How much fun can I have writing this?”
Your subconscious will immediately start thinking of strategies to make the writing process more fun. Here’s another sneaky question to ask yourself when you really don’t want to write:
How can I finish this as quickly as possible?
Give it a try!
3. As you research, ask yourself, “What surprises me about this subject?”
The temptation, when you’re writing an essay, is to write what you think your teacher or professor wants to read. Don’t do this. Instead, ask yourself, “What do I find interesting about this subject? What surprises me?”
If you can’t think of anything that surprises you, anything you find interesting, then you’re not searching well enough, because history, science, and literature are all brimmingover with surprises. When you look at how great ideas actually happen, the story is always, “We used to think the world was this way. We found out we were completely wrong, and that the world is actually quite different from what we thought.”
As you research your essay topic, search for this story of surprise, and don’t start writing until you can find it.
(By the way, what sources should you use for research? Check out tip #10 below.)
4. Overwhelmed? Just write five original sentences.
The standard three-point essay is really made up of just five original sentences, surrounded by supporting paragraphs that back up those five sentences. If you’re feeling overwhelmed, just write five sentences. Here’s what they might look like:
- Thesis: While most students consider writing an essay a boring task, with the right mindset, it can actually be an enjoyable experience.
- Body #1: Most students think writing an essay is tedious because they focus on external rewards.
- Body #2: Students should instead focus on internal fulfillment when writing an essay.
- Body #3: Not only will focusing on internal fulfillment allow students to have more fun, they will write better essays.
- Conclusion: Writing an essay doesn’t have to be simply a way to earn a good grade. Instead, it can be a means of finding fulfillment.
After you write your five sentences, it’s easy to fill in the paragraphs they will find themselves in.
Now, you give it a shot!
5. Be “source heavy.”
In college, I discovered a trick that helped me go from a B-average student to an A-student, but before I explain how it works, let me warn you. This technique is powerful, but it might not work for all teachers or professors. Use with caution.
As I was writing a paper for a literature class, I realized that the articles and books I was reading said what I was trying to say much better than I ever could. So what did I do? I just quoted them liberally throughout my paper. When I wasn’t quoting, I re-phrased what they said in my own words, giving proper credit, of course. I found that not only did this formula create a well-written essay, it took about half the time to write.
When I used this technique, my professors sometimes mentioned that my papers were very “source” heavy. However, at the same time, they always gave me A’s. Like the five sentence trick, this technique makes the writing process simpler. Instead of putting the main focus on writing well, it instead forces you to research well, which some students find easier.
6. Write the body first, the introduction second, and the conclusion last.
Introductions are often the hardest part to write because you’re trying to summarize your entire essay before you’ve even written it yet. Instead, try writing your introduction last, giving yourself the body of the paper to figure out the main point of your essay.
7. Most essays answer the question, “What?” Good essays answer the “Why?” The best essays answer the “How?”
If you get stuck trying to make your argument, or you’re struggling to reach the required word count, try focusing on the question, “How?” For example:
- How did J.D. Salinger convey the theme of inauthenticity in The Catcher In the Rye?
- How did Napoleon restore stability in France after the French Revolution?
- How does the research prove girls really do rule and boys really do drool?
If you focus on how, you’ll always have enough to write about.
8. Don’t be afraid to jump around.
Essay writing can be a dance. You don’t have to stay in one place and write from beginning to end. Give yourself the freedom to write as if you’re circling around your topic rather than making a single, straightforward argument. Then, when you edit, you can make sure everything lines up correctly.
9. Here are some words and phrases you don’t want to use.
- You (You’ll notice I use a lot of you’s, which is great for a blog post. However, in an essay, it’s better to omit the second-person.)
- To Be verbs
Don’t have time to edit? Here’s a lightning-quick editing technique.
A note about “I”: Some teachers say you shouldn’t use “I” statements in your writing, but the truth is that professional, academic papers often use phrases like “I believe” and “in my opinion,” especially in their introductions.
10. It’s okay to use Wikipedia, if…
Wikipedia isn’t just one of the top 5 websites in the world, it can be a great tool for research. However, most teachers and professors don’t consider Wikipedia a valid source for use in essays. However, here are two ways you can use Wikipedia in your essay writing:
- Background research. If you don’t know enough about your topic, Wikipedia can be a great resource to quickly learn everything you need to know to get started.
- Find sources. Check the reference section of Wikipedia’s articles on your topic. While you may not be able to cite Wikipedia itself, you can often find those original sources and site them.
The thing I regret most about high school and college is that I treated it like something I had to do rather than something I wanted to do.
The truth is, education is an opportunity many people in the world don’t have access to. It’s a gift, not just something that makes your life more difficult. I don’t want you to make the mistake of just “getting by” through school, waiting desperately for summer breaks and, eventually, graduation.
How would your life be better if you actively enjoyed writing an essay? What would school look like if you wanted to suck it dry of all the gifts it has to give you?
All I’m saying is, don’t miss out!
How about you? Do you have any tips for writing an essay?
Use tip #4 and write five original sentences that could be turned into an essay.
When you’re finished, share your five sentences in the comments section.
And remember, have fun!
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