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Patterns tterns of Essay ssay Development
IntrodtrCtion to E s s a y Development
~E ! 7.1
Traditionally, development:
essay writing has been divided into the following
patterns
of
• Description • Narration • Exposition Examples
Comparison and contrast
Process
Definition
Cause and effect
Division and classification
• Argumentation A description is a verbal picture of a person, place, or thing. In narration, a writer tells the story of something that happened. In exposition, the writer provides information about and explains a particular subject. Patterns of development within exposition include giving examples, detailing a process of doing or making something, analyzing causes and effects, comparing and contrasting, defining a term or concept, and dividing something into parts or classifying it into categories. Finally, in argumentation, a writer attempts to support a controversial point or to defend a position on which there is a difference of opinion. The pages ahead present individual chapters on each pattern. You will have a chance, then, to learn nine different patterns or methods for organizing material in your papers. Each pattern has its own internal logic and provides its own special strategies for imposing order on your ideas. As you practice each pattern, keep these two points in mind: • Point 1: While each essay that you write will involve one predominant pattern, very often one or more additional patterns may be involved. For example, consider the two student essays in Chapter 10, "Examples." The first essay there, "Everyday Cruelty" (page 207), is developed through a series of examples. But there is also an element of narration, because the writer presents examples that
164
Patterns of EssayDevelopment
occur as~ proceeds through his day. In the second essay, "Altered States" (p _ 209), use of examples is again the predominant pattern, but in a lesser wa author is also explaining the causes of altered states of mind . • Point 2: No matter which pattern or patterns you use, each essay will prob involve some form of argumentation. You will advance a point and then ~ on to support that point. In "Everyday Cruelty," for instance, the author u examples to support his point that people inflict little cruelties on each other. an essay that appears earlier, a writer supports the point that a'particular diner depressing by providing a number of descriptive details (see p ge 171). Ana writer claims that a certain experience in his life was frightening and then u a narrative to persuade us of the truth of this statement (see page 192). And ~ another author states that a fast-food restaurant can be preferable to a fancy a and then supplies comparative information about both to support his stateme (see page 266). Much of your writing, in short, will have the purpose of persu ing your reader that the idea you have advanced is valid.
The Progression in Each Chapter In Chapters 8 through 16, after each type of essay development is explained, stude essays and a professional essay illustrating that type are presented, followed b. questions about the essays. The questions relate to unity, support, and coherence principles of effective writing explained earlier in this book. You are then asked t write your own essay. In most cases, the first assignment is fairly structured an provides a good deal of guidance for the writing process. The other assignmen offer a wide choice of writing topics. In each case, one assignment involves writing an essay with a specific purpose and for a specific audience. And in three instance (examples; cause and effect; and comparison or contrast), the final assign men require outside reading of literary works; a student model is provided for each of these assignments.
Important Considerations in Essay Development Before you begin to work on particular types of essays, there are several general considerations about writing to keep in mind. They will be discussed in turn.
Introduction
red States" (page
r J
lesser way the
nderstanding the- Nature and ength of an Assignment In all likelihood,
there
will be a good deal of variety
3y will probably
assignments.
int and then go
or on a point you discover
~. the author
uses
)n each other. In articular
diner i
Sometimes
very specific
in your college
writing
you will be able to write on a topic of your own choosing within a given topic; at other times you may be given a
assignment.
In any case, do not start writing
a paper until you know
exactly what is expected. First of all, be clear about what kind of paper the instructor
~ge 171). Another
it be primarily
ling and then uses
entirely of your own ideas? Should it consist of a comparison
a research
paper summarizing
ge 192). And yet
of a given author? Should it be something
Ie to a fancy one
an assignment, an instructor
Irpose of persuad-
an explanation.
about an assignment.
assignment
ideas? Should Itconsist of your ideas with those
as well. Do not hesitate,
They would rather spend a few minutes
of class time explaining
length
of a paper
an
student essays that miss the mark.
will indicate the approximate
the expected
then, to ask
are more than willing to provide
find out right at the start how long a paper is expected
Second,
treatment
has in mind. Should
else? If you are not sure about the nature of
Most instructors
than spend hours reading
instructors
other people's
other students may be confused
P')rt his statement
,plained,
165
to EssayDevelopment
to be. Many
length of the papers they assign. Knowing
will help you decide
exactly
how detailed
your
of a subject should be.
student
_ ted, followed
b
. and coherence-
'lowing Your Subject
are then asked to
I
rI\' structured
and
Whenever
possible,
try to write on a subject that interests
you. You will then find
ot her assignments
it easier to put more time into your work. Even more important,
at involves writing
subject that you already know something
I
about. If you do not have direct experience
In three instance
with the subject, you should at least have indirect
final assignment
through
~\ided for each of
thinking,
or talking
experience-knowledge
gained
about the subject as well as from prewriting.
If you are asked to write on a topic about which you have no experience knowledge,
do whatever
you may need.
research
is required
to gain the background
Chapter
21, "Using
the Library
how to look up relevant
information.
Without
information evidence
re several general
reading,
try to write on a
you gain through
needed
research,
and the Internet,"
direct or indirect
or
information will show you
experience,
or the
you may not be able to provide the specific
to develop an essay.
nowing Your Purpose and Audience
Jssed in turn. The three
most common
entertain.
As noted above,
some form of argumentation
purposes
of writing
much of the writing or persuasion.
are to inform,
to persuade,
and to
you do in this book will involve
You will advance
a point or thesis and
166
IZ l
Patternsof EssayDevelopment
then support.it-in a variety of ways. To some extent, also, you will write papers to inform-to provide readers with information about a particular subject. And since. in practice, writing often combines purposes, you might also find yourself at time providing vivid or humorous details in order to entertain your readers. Your audience will be primarily your instructor and sometimes other students. Your instructor is really a symbol of the larger audience you should see yourself writing for-educated adult readers who expect you to present your ideas in a clear. direct, organized way. If you can learn to write to persuade or inform such a general audience, you will have accomplished a great deal. It will also be helpful for you to write some papers for a more sJ1~cificaudience. By doing so, you will develop an ability to choose words and adopt a t~meand poim of view that are just right for a given audience. This part of the book include assignments asking you to write with very specific purposes in mind, and for very specific audiences.
Determining Your Point of View When you write, you can take any of three approaches, or points of view: fir { person, second person, or third person.
First-Person Approach In the first-person approach-a strongly individualized point of view-you draw on your own experience and speak to your audience in your own voice, using pronoun like I, me, mine, we, our, and us. The first-person approach is most common in narrative essays based on personal experience. It also suits other essays where most of the evidence presented consists of personal observation. Here is a first-person supporting paragraph from an essay on camping: Firstof all, I like comfort when I'm camping. My Airstream motor home, with its completely equipped kitchen, shower stall, toilet, double bed, and color television, resembles a mobile motel room. I can sleepon a real mattress, clean sheets, and fluffy pillows. Next to my bed are devices that make me feel at home: a radio, an alarm clock, and a TV remotecontrol unit. Unlike the poor campers huddled in tents, I don't have to worry about cold, rain, heat, or annoying insects. After a hot shower, I can slide into my best nightgown, sit comfortably on my down-filled quilt, and read the latest best-seller while a thunderstorm booms outside.
Introduction to EssayDevelopment
- pers to -J since, Jt times udents. ourself ~ a clear, _ general .Jdience . .ad point Includes _ for very
tnts of view: first
lcW-YOU draw on :c. using pronoun cssays based on :\ idence presented to
campmg:
eammotor oilet, double I can sleep on a bedare devices TV remoteon't haveto lOt shower, I can I-filled quilt, and tside.
167
Second-Person Approaeh In the second-person approach, the writer speaks directly to the reader, using the pronoun you. The second-person approach is considered appropriate for giving direct instructions and explanations to the reader. That is why you is used throughout this book. You should plan to use the second-person approach only when writing a process essay. Otherwise, as a general rule, never use the word you in writing. (If doing so has been a common mistake in your writing, you should review the rule about pronoun point of view on pages 104-105.)
Third-Person
Approach
The third-person approach is by far the most common point of view in academic writing. In the third person, the writer includes no direct references to the reader (you) or the self (I, me). Third person gets its name from the stance it suggests-that of an outsider or "third person" observing and reporting on matters of public rather than private importance. In this approach, you draw on information that you have gotten through observation, thinking, or reading. Here is the paragraph on camping, recast in the third person. Note the third-person pronouns their, them, and they, which all refer to campers in the first sentence. First of all, modern campers bring complete bedrooms with them. Winnebagos, Airstream motor homes, and Fleetwood recreational vehicles lumber into America's campgrounds every summer like mobile motel rooms. All the comforts of home are provided inside. Campers sleep on real mattresses with cleansheets and fluffy pillows. Next to their beds are the samegadgets that litter their night tables at home-radios, alarm clocks, and TV remote-control units. It's not necessaryfor them to worry about annoyances like cold, heat, rain, or buzzing insects, either. They cansit comfortably in bed and readthe latest best-sellers while a thunderstorm booms outside.
sing Peer Review In addition to having your instructor as an audience for your writing, you will benefit from having another student in your class as an audience. On the day a paper is due, or on a day when you are writing papers in class, your instructor may ask you to pair up with another student. That student will read your paper, and you will read his or her paper.
168
Patterns of Essay Development
Ideallx.-.rood the other paper aloud while your peer listens. If that is not practical, read it in a whisper while your peer looks on. As you read, both you and your peer should look and listen for spots where the paper does not read smoothl and clearly. Check or circle the trouble spots where your reading snags. Your peer should then read your paper, marking possible trouble spots. Then each of you should do three things.
1 Identification At the top of a separate sheet of paper, write the title and author ..ofthe paper you have read. Under it, write your name as the reader of the paper.
2 Scratch Outline "X-ray" the paper for its inner logic by making up a scratch outline. The scratch outline need be no more than twenty words or so, but it should show clearly the logical foundation on which the essay is built. It should identify and summarize the overall point of the paper and the three areas of support for the point. •. Your outline can look like this:
Point:
_
Support: (1)
_
(2)
_
(3)
_
For example, here is a scratch outline of the essay on moviegoing on pages
Point:
_
7-8:
Support:
(1)
_
(2)
_
(3)
_
Introduction
not )u and IS
- othly
to EssayDevelopment
169
3 Comments Under the outline, write a heading: "Comments." Here is what you should comment on:
. Then • Look at the spots where your reading of the paper snagged. Are words missing or misspelled? Is there a lack of parallel structure? Are there mistakes with punctuation? Is the meaning of a sentence confused? Try to figure out what the problems are and suggest ways to fix them. _ er you
~ scratch ~arly the arize the
• Are there spots in the paper where you see problems with unity, sup ort, or organization? (You'll find it helpful to refer to the checklist on the inside front cover of this book.) If so, offer comments. For example, you might say, "More details are needed in the first supporting paragraph," or, "Some of the details in the last supporting paragraph don't really back up your point." • Finally, note something you really liked about the paper, such as good use of transitions or an especially realistic or vivid specific detail. After you have completed your evaluation of the paper, give it to your peer. Your instructor may give you the option of rewriting a paper in light of the feedback you get. Whether or not you rewrite, be sure to hand in the peer-evaluation form with your paper.
oing a Personal Review
- pages
7-8:
1
While you're writing and revising an essay, you should be constantly evaluating it in terms of unity, support, and organization. Use as a guide the detailed checklist on the inside front cover of the book.
2
After you've finished the next-to-final draft of an essay, check it for the sentence skills listed on the inside front cover. It may also help to read the paper out loud. If a given sentence does not sound right-that is, if it does not read clearly and smoothly-chances are something is wrong. Then revise or edit as needed until your paper is error-free.
