Essay Guideline

Essay writing is an indispensable part of academic life - something a student cannot overlook. Essay writing demands certain skills on the part of the writer. The term ‘essay writing’ is now more applied in the academic context, while essays are written by famous and upcoming essayists in the non-academic world as well. A well-written essay is proof of the writer’s knowledge of a certain topic. Essay writing is a valuable tool for monitoring the skills of proper organization of ideas, good vocabulary, systematic argument and coherence of ideas.

Essay writing at the academic level requires a thorough knowledge of the primary sources dealt with. It is ideal to develop a system of note taking and carefully sorting the secondary sources referred to. Another significant aspect to note while writing an essay is to pay attention to the keyword, that is, whether one is asked to analyze, discuss, compare and contrast, criticize, define, discuss, evaluate, or illustrate. The style should be clear and should lay out a clear picture of the thesis statement. Lengthy sentences very often hinder smooth reading, as is the case with passive usages.

In essay writing, ideas should be distributed in an orderly fashion using paragraphs, preferably with evidence supporting the argument. Supporting evidence should be well documented in the desired citation style. It is important to avoid plagiarism of any kind while writing an essay and acknowledge the source whenever it is referred to. To get a good end product, the essay should be revised thoroughly. Diction and style are important aspects of an essay and are to be given special care. Wordiness is a defect to be avoided and it is absolutely necessary to proof read the essay upon completion to guarantee that it is error free.

Essays provides detailed information on Essays, College Essays, Essay Writing, Critical Essays and more. Essays is affiliated with Download Free eBooks.

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Every time I look at the writing gigs listed on Craigslist, I see headlines like the following:

• “Publicity & Rewards For AMAZING Admission Essays & Personal Statements”
• “Model Essay Writers Needed”
• “Individuals Needed to Help Students Write and Edit Essays”
• “Do You Love School and Writing?”
• “Looking for help on writing essays for business school applications”

And those are just the ones from the essay factories. The ads posted by students are even less subtle: “Were you a straight-A student?” or “Write my college paper.” To add insult to injury, the students usually want the paper written overnight for little or no pay.

Selling student essays is big business, and the Internet makes cheating of this kind simple for both buyer and seller. Not that it was by any means impossible for students to cheat before the advent of the World Wide Web, but they’re no longer limited to their own classmates as sources of better writing skills.

Craigslist being what it is, a number of people have posted responses to these ads blasting the would-be cheater. (The lower the amount of money offered, the more forceful the response.) Yet someone presumably responds to them often enough to make it worthwhile for the repeat posters.

The Professor’s Perspective

I work as a ghostwriter. In most cases, I’m perfectly happy to write something that someone else gets credit for as long as I receive appropriate payment in exchange for my work.

Before I was a ghostwriter, however, I was a career scholar and a university instructor. That’s why, no matter how good the pay, I won’t write essays for students.

I can be fairly confident that my own students never paid someone else to write their essaysor at least, if they did, they didn’t get their money’s worth. (Or their beer and pizza’s worth, for that matter.) For one thing, the overall style and quality of the typed or printed papers they handed in matched the style and quality of the essays they wrote on exams where I and others were watching them. For another thing, whenever I had the option, I asked students to choose their own subjects. At the very least I would create a list of several possible themes, each specific enough that it would be difficult to find an already-written paper on the topic available for sale. And since the texts covered and the essay topics differed from year to year, students couldn’t sell successful essays. (It would in any case be a very foolish student who tried to re-use an essay from the previous year’s class of 15 people.)

I did once create a sample essay, however. This was when I was a teaching assistant at the University of Michigan in the early 1990s, and after seeing some of the essays handed in by Classical Civilization 101 students, I realized that many of them, even the bright ones, knew very little about how to write this kind of a paper. So I wrote my own essay on the same topic they’d all been assigned and gave it to themas well as to the professor I was working under and the other teaching assistants. In retrospect, it probably depressed them as much as it helped them, but there’s no way any of the professors would have believed it was actually written by a freshman.

College instructors are not stupid. If a student performs poorly in class and on exams but hands in a flawless essay, it’s going to look suspicious. And getting caught cheating is the fastest way to fail a course completely. You might get away with it at the time, but you’d better hope you never run for office, because someone will dig it up and use it to discredit you.

Why Students Need to Write for Themselves

In business, the purpose of writing is to communicate: internally, with vendors, and with customers. The important thing is the message. If a professional writer can convey that message more clearly than the CEO, then the CEO should hire a professional writer. Professional writers can also help experts get their hard-earned knowledge out to a wider audience.

In academia, the purpose of writing assignments is to help students learn about a subject and develop their critical thinking as well as their writing skills. A consultant who hires a ghostwriter to help with creating a business book already knows the material and can probably express his or her main points clearly when speaking. A student who asks someone else to write a term paper doesn’t know the material, or what to say about it, or how to say it.

Undergraduate essays rarely tell their readers anything new, at least as regards the facts. (They do sometimes include very creative interpretations of literature, however.) Their professors (or teaching assistants) aren’t reading these essays for their own edification. They want to know whether the students have understood the material and can synthesize it in support of an argument.

Twenty-page term papers are not intended to be instruments of torture. I always tried to make the topics I offered students interesting and to give them the opportunity to pick subjects they wanted to know more about. It’s true that some instructors assign the same reading materials and essentially the same essay topics year after year, but even the more obvious “compare and contrast these two characters” essays serve a pedagogical purpose.

In order to produce a satisfactory essay, the student has to read the material closely, think about it, create a thesis, and provide supporting arguments and evidence for that thesis, perhaps reading and quoting from secondary literature as well. In doing so, students develop skills they need throughout their lives. By avoiding the work of writing the essays, the cheaters are pouring their tuition money down the drain. The purpose of going to college is not to get high grades, or even to get a degree. It’s to learn.

The penalties for an honest but unsuccessful attempt are lower in college than they are anywhere else. If you screw up your first term paper, you have a chance to make up for it with the next one. You might even be able to do an extra-credit assignment and come out of the course with a good grade after all. If you screw up on the job, there are at least a dozen people waiting to replace you, and you’d better have a compelling reason why your boss shouldn’t fire you for incompetence and hire one of them. Having someone else write your school papers isn’t just dishonest. It’s wasting the opportunity of a lifetime.

Getting Help with Academic Writing

So what avenues are open to students who know their writing isn’t up to their instructors’ standards? Rather than having someone else do the writing, look for help in improving your own writing. Take classes in English composition. Read books like The Elements of Style. Pay careful attention to the comments and suggestions you get on your term papers and exams. And ask the people who are already there to help you, paid for out of your tuition fees.

Professors (or at least their teaching assistants) should be available to provide you feedback on a first draft of an essay before you hand in the final version. If your professor doesn’t do this, check to find out whether there are any student-run services to help with term papers. (When I was a student, they were called Writing Fellows, and the application process to become one was quite competitive.)

U.C. Berkeley, for instance, has an Academic Achievement Program for students from low-income families who are the first generation to go to college, in addition to the Student Learning Center writing program which offers drop-in and scheduled tutoring as well as writing workshops (http://slc.berkeley.edu/writing/index.htm).

If you are dyslexic, disabled, or not a native speaker of English, check with the programs for disabled students or international students. Universities will provide special accommodations (e.g. a quiet test-taking environment or extra time to complete an examination) for students with learning disabilities, psychological disabilities, and AD/HD, as well as assistive technology for those with physical disabilities.

Earning a B+ is a much greater achievement than buying an A+, and the value of it will last you far longer. Even if you pay someone else to write every word that comes out of you after you graduate, do your own writing while you’re in school. You’ll be glad you did.

© 2005 Sallie Goetsch

Author-izer and Collabowriter Sallie Goetsch specializes in turning busy professionals into authors. Get more free articles for your e-zine, newsletter, or website from her article blog or e-mail authorizer@fileslinger.com and take the pain out of writing.

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Congratulations on your move toward a college degree. And congratulations on seeking support for writing your admissions essay/personal statement. The squeaky motor gets the oil, so you will be slick and running sleekly in a just a few daysin plenty of time to submit and relax before transferring from a community college or crossing over from high school to higher learning.

While the application and entry process is exciting, it is also rigorously demanding when it comes to writing the prompted essays. But instead of getting intimidated, remember, it is a process with a series of many laps around the track. Do the steps one at a time, on time, and even ahead of time; be just as rigorous as the entry requirements are; and use the following as a checklist throughout the entire personal statement writing process, and you will create a worthy piece of writing that will smoothly slide you right into the institution of your choice.

1. Use that fine machine (your head): get ahead, start ahead.

___Start early. If the application and essay are due in three months, start working on it in two.

2. Start small.

___If the task seems overwhelming, choose an easy, quick, or interesting part of the task. Then you will have a momentum that will push you forward into the larger, more time consuming tasks. For example, you know your name, address, and (maybe) what you want to major in. Fill out the application.

3. Read X3 before you start to build.

___The first time, read the directions and the prompt choices for the personal statement(s) you have to write as if you are reading a magazine for fun.

___The second time, read the prompt choices as if you are reading a catalog and shopping for the one (best) item (prompt). Choose the one topic that you feel you have the most to write on, the one you like, the one you are drawn to.

___The third time, read with a highlighter or pen: highlight or underline the key words in the prompt’s introductory sentences and the key action words (those words that tell you to do something). For example, if the prompt reads as follows, you would mark it like this [I use brackets here for highlighting]:

Is there [anything] you would like us to know [about you or your academic record] that you have not had the opportunity to [describe] elsewhere in this application? What is [your intended major]? [Discuss] [how your interest in the field developed] and [describe] any [experience you have had in the field] - such as volunteer work, internships and employment - and what you have gained from your involvement.

4. Make notesand make them visible.

___You now have the (five, here) parts to list on a big piece of paper or cardboard that you then prop up or tape up on your wall or pc. (I always do thistape the required points on my computer; then I can constantly refer to it as I am writing. It keeps me on trackon topic.)

5. Consider your audience.

___As with any writing, you decide your tone based on who will be reading the work. In this case, you are submitting to a committee of readers who read stacks and stacks of these things. So

6. Be real. Be honest. Be engaging. Be positive. Be fresh.

I know, I know. I hate it too when someone tells me to be myself. (Who else would I be?) The point is to avoid pretense, avoid b.s. (lies), and avoid whining, begging, and angry, bitter, resentful tirades.
The readers want to know who you are, how you would fit, and what you would bring to the university.

___Brainstorm a list of true details, writing them on the left side of a piece of paper. On the right side, note next to each item how that makes you a perfect candidate for the place. (The left side is negative, too. The right side is the balance, turning the negatives into positives.)

7. Engage.

Granted, when we writers begin drafting, we may not necessarily begin with the opening paragraph. We scribble the lines we remember, the body, the conclusion, topic sentences, important buzz words, or anything else that comes to mind. But when you do get to the opener, it must be as outstanding, alluring, inviting, and original as possible.

I promise I know what I’m talking about here. As a/an (former) Associate Professor of college English, I assisted hundreds of students with both graduate and undergraduate application packets and processes–teaching workshops on the entrance essays, tutoring students in the complete process in the colleges’ learning centers, even receiving students in my home (where they still continue to approach me for consultation and support).

So I have seen/see many students get accepted to Berkeley, Cornell, Stanford, State, and other private and public institutionsbased on their essays, which I helped them to write and (ugh) rewrite using the standards and guidelines of the major institutions of higher learning (and this handy manual of caveats I have compiled over the years). And those essays start with unique, engaging introsthat follow these tricks:

___Get rid of all abstractions (now also considered clich

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