WRITING
POINTERS
1. Always
write about literature in present tenses (present, present perfect,
present progressive, present perfect progressive).
2. Generally
avoid passive voice, except when necessary to manipulate focus.
3. Avoid
verb phrases made of a weak verb (make,
have, etc.) and a noun when a single stronger verb will work (make a decision = decide, have a resemblance
= resemble, is a symbol of = symbolizes).
4. Avoid
unnecessary references such as "in
the story," "the author
says, etc.
5. Prefer
direct quotations as primary evidence.
6. Use
conventional literary terms: theme,
foreshadowing, narrative, etc.
7. Write
directly; avoid hedging bets. Avoid
expressions such as "it seems as
though it indicates that…."
Make
a direct assertion which you can support with direct evidence and explanation.
8. Don't
just begin writing. Always have a plan.
Know how your paper will end before you begin it. Make thesis statements focus narrowly on
your opinion of your subject-and the
assigned topic-and make them
predict your organization.
9. Be
specific. Always name characters and places you mention. Always
name titles and authors you discuss.
Give details of events you mention.
10. Use coordination to stress equality of
ideas. ("Broom’s change is
permanent; Stocker's is temporary.")
11. Use subordination to relate ideas,
showing the most important ideas (those connected most directly to your topic
sentence or thesis statement) in independent clauses and placing background
information and less important ideas in dependent elements. ("When
Quentin rips the hands off his watch, he reveals his desire to escape his
imprisonment by the past.")
12. Use short, simple, concrete words
whenever possible: erroneous = wrong;
falsehood = lie; inebriated = drunk; consanguineous = related; employ = use;
alteration = change, etc.
13. Analyze; don't just describe. Your job is to interpret, explain, and
judge--not to summarize.
14. Establish transitions between
sentences and between paragraphs to improve unity.
SENTENCE
STRUCTURE
SIMPLE SENTENCES should be used primarily for emphasis,
for stating a major opinion--as in a topic sentence, for marking a shift in
thought or a transition, and for concluding strongly.
TOPIC SENTENCE: The novel's allusions to Christ show the protagonist as a savior.
SHIFT: But I disagree.
TRANSITION: However, such criticism has not always prevailed.
CONCLUSION: Thus has it always been.
COMPOUND SENTENCES stress equality, as in responding to a
comparison/contrast topic in which both items receive equal stress.
Quentin
constantly turns to Caddy for security, and Holden seeks Phoebe's succor when
he thinks of deserting the world.
Kesey's
novel has a secondary character as narrator, but Salinger's uses the
protagonist.
COMPLEX SENTENCES are the usual sentence-what is
usually called for-because they
allow gradations of emphasis not possible in simple or compound sentences. Complex sentences emphasize their
independent clauses and de-emphasize dependent clauses and other dependent
elements. The subject of the
independent clause should be the topic that the essay addresses, or some part
of that topic. Dependent clauses should
contain important background or related material.
In an essay
about setting in "The Japanese Quince," one would expect
The
garden becomes a wonderland for the two men after their emptiness draws them
outside.
but not
The two
men come outside because of their emptiness and the garden becomes a wonderland
for them.
and not
The
two men come outside because of their emptiness while the garden becomes a
wonderland for them.
Only the first
sentence accurately places more emphasis, through the independent clause, on
the garden setting than on the men's motives.
The second says that in this essay setting and motive are equally
important. The third says motive is
more important than setting.
Within a
sentence, the emphatic positions are the beginning and, especially, the
end. Thus one might revise the first
sentence above
After the
empty men come outside, the garden becomes for them a wonderland.
Within a
clause, the subject is the most emphatic position with the end of the clause a
close second.
Therefore, one
should place the words directly related to topic sentence and thesis statement
as subjects of independent clauses and other closely related words as the conclusions
of these independent clauses. other ideas leading directly to these words and
ideas should receive the focus of dependent clause subjects. Other background
material should appear in lesser dependent elements: verbal and prepositional
phrases and appositives.
When combining
related ideas through subordination, always take the process as far as
possible. That is, change independent
clauses into dependent clauses, dependent clauses into verbal phrases, verbal
phrases into prepositional phrases or appositives, and these phrases into
single words.
The doctor,
who is attacked by the mob wearing green hats, reveals his character during the
attack. He shows himself to be a man of
weakness and pride.
When
attacked by the green-hatted mob, the doctor reveals his pride and weakness.
In The
Sound and the Fury, the author, William Faulkner, uses symbolism to deepen
the theme of the decadence of the family.
The
Sound and the Fury's symbolism deepens the thematic decadence of the
family.
Especially seek
to turn phrases into single words to remove the largely meaningless little
words.
the author
of the book > the book's author
the theme
of the novel > the novel's theme
a friend of
mine > my friend
in this
book the author shows > this book shows
this type
of man > such a man
many of the
symbols > many symbols
one of the
characters > one character
Purge writing
of redundancy.
unite
together > unite
plan for the
future > plan
learning
experience > experience (or > learning)
leadership
role > leadership
the area of
English > English
environmental
milieu surrounding him > his environment
HANDY VERBS
FOR WRITING ABOUT LITERATURE
CONCISE WORDY
reflects is a
reflection of
suggests is a suggestion
of, means
represents is
a representation for
compares
makes
a comparison
contrasts
is
contrasted, is in contrast
states
is
stated, talks about
symbolizes is a symbol of
exemplifies is an example of
emphasizes puts emphasis on
refers makes
reference to, is a reference to
repeats is
a repetition of
resembles is
similar to
appears seems
to be
opposes is
opposite, is an opposite of
shows is
shown, creates a picture of
illustrates is
an illustration of, draws a mental picture of
differs is
different from
varies is
varied, is various
portrays is
a portrayal of, paints a picture of
limits puts
a limitation on, sets limits for
Please Avoid these
Expressions
today's
lifestyle
for many reasons
similar and different
to the reader
is because
is when
is where
is why
makes (a reference to, a
decision, an agreement, etc.)
firstly, lastly, thirdly, etc.
amidst, amongst
it is obvious that, it is true that, etc.
as a consequence
is a man who
home (for house)
most importantly
in conclusion, finally, to sum up
in this paper I am going to prove
oftentimes
is apparent, is prevalent, is persistent, etc.
different than, superior than
in the book it says
conjures