how to write a english composition essay

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How to Write a Composition: A Step-by-Step Guide

Welcome to your guide to composition writing. Here, we focus on the essentials, helping you develop your skills step by step. Whether you aim to persuade, inform, or entertain, this guide lays the foundation for effective writing. You’ll find tips on selecting topics , organizing your thoughts , and polishing your final draft for maximum impact. Let’s get your ideas onto the page.

Are you writing an English essay ? Then, you should read our guides on effective study techniques , improving business English , and the differences between American and British English .

Start Your Composition: Essential First Steps

Starting your composition might seem intimidating, but following the appropriate steps can lead you toward success. First, it is vital to comprehend why good writing is significant. Writing effectively connects you with your reader, whether expressing your thoughts, narrating a story, or defending a claim. It is how you can make a lasting impression.

Next, organize your thoughts . Before you dive into writing, take a moment to jot down your ideas. What do you want to say? How do you want your reader to feel or think after reading your composition? A brief outline can guide you, keeping your writing focused and on track.

Finally, set a comfortable writing environment . Find a quiet space where you can concentrate, free from distractions. The correct setting can significantly enhance your writing process, Whether at a library desk or kitchen table.

In composition writing, grasping the basics sets you up for success across various types of writing. For example, when you switch gears to tackle an essay , you’re entering a space that, while similar in its need for structure and clear communication, plays by a different set of rules. Recognizing and adapting to these nuances is vital for anyone looking to strengthen their writing skills.

Remember, starting strong is about preparation and mindset. Understand the value of your writing, organize your ideas, and create a conducive writing environment. These steps are your foundation for a compelling composition.

How to Choose Your Composition Topic

Choosing a topic for your composition is a pivotal step that guides the direction of your entire piece. The ideal topic captivates your interest and connects with your readers, enriching the writing experience and ensuring meaningful engagement.

Identifying the Right Topic

Begin by reflecting on your interests and passions . Consider what subjects captivate you or what issues stir strong feelings within you. Writing about something you care about will keep you motivated and lend authenticity and depth to your work. It’s equally important to think about your audience’s interests. A topic that ties into current discussions addresses common challenges, or touches on universal experiences will likely draw more interest. Balancing your enthusiasm with audience appeal guarantees your writing feels personal yet widely relatable.

Research Tips for Your Composition

Effective research bolsters your composition with accurate, varied, and credible information. Start with a broad overview to grasp the full scope of your topic, then hone in on particular details for a more focused analysis. Seek authoritative sources like academic journals, books, and reputable websites. Organizing your findings and noting key points will keep essential information at your fingertips. Comprehensive research enriches your narrative, solidifies your arguments, and bolsters your credibility as an author.

How to Structure Your Composition

Effective composition structuring guides your readers through your ideas clearly and engagingly. A well-organized structure ensures your writing flows logically, making it easier for readers to follow and absorb your message.

Writing a Strong Introduction

Your introduction sets the stage for your entire composition. Begin with a hook that grabs your reader’s attention: a question, a surprising fact, or a compelling statement. Then, introduce your topic and briefly overview the main points you plan to cover. Your introduction should also include a thesis statement that presents your main argument or perspective. This part of your composition paves the way for the detailed exploration, enticing your readers to continue.

Building the Body of Your Composition

The body of your composition is where you develop your ideas and present your arguments . Start each paragraph with a topic sentence that introduces the paragraph’s main idea. Follow this with supporting sentences that elaborate on the concept, provide evidence, or discuss examples. Ensure each paragraph focuses on a single idea and connects logically to the next, maintaining a smooth flow. Use transitions between paragraphs to help guide your readers through your composition, linking your ideas together seamlessly.

What About Stylistic Devices?

Using stylistic devices is another area where composition writing shares common ground with other forms of writing. These techniques are like spices in a dish—they enhance the flavor of your writing, making it more engaging and memorable. Whether you aim to persuade, inform, or entertain, knowing how to weave in stylistic devices skillfully can take your work to the next level.

The Significance of Describing Characters in Writing

And let’s remember character description , which is especially important in narrative writing or any piece where you must bring individuals to life on the page. The ability to create vivid, compelling characters often turns a good story into a great one. It’s about capturing the essence of individuals in a way that resonates with readers, making your composition read and feel. A well-written character description allows readers to visualize the characters and helps to create a clear picture of the scene. Proper character description can also add depth to the story and help to engage the readers.

Concluding Your Composition Effectively

A firm conclusion ties all your points together and reaffirms your thesis, leaving a lasting impression on your reader. Summarize your key arguments , highlighting how they support your main point. Then, offer a final thought or call to action, encouraging your readers to think further about the topic. Avoid introducing new information here; instead, focus on closure and impact. Your conclusion is your last chance to influence your readers, so make it memorable.

How to Enhance Your Composition Writing

Enhancing your composition writing involves refining clarity and cohesion and diligently editing and revising drafts. These efforts ensure that your ideas are communicated effectively and your writing resonates with your readers.

Improving Clarity and Cohesion

Clarity and cohesion are fundamental to compelling writing. Start by choosing your words carefully; prefer simple, direct language that conveys your ideas straightforwardly. Organize your composition logically, ensuring each paragraph transitions smoothly to the next. Each sentence should serve a clear purpose , supporting the paragraph’s main idea. To strengthen cohesion, use linking words and phrases to connect ideas across sentences and paragraphs. This approach makes your writing easier to follow and reinforces the relationships between your ideas, enhancing the overall coherence of your composition.

Editing and Revising Your Composition

Editing and revising are critical stages in writing, allowing you to polish your composition and elevate its quality. Begin by reviewing your work for any grammatical errors or awkward phrasing. Look for opportunities to vary your sentence structure and use precise vocabulary to express your ideas more effectively. Pay attention to the flow of your composition, ensuring it progresses naturally and maintains the reader’s interest. Seek feedback from peers or teachers, as fresh eyes can often catch issues you might overlook. Embrace the revision process as an opportunity to refine your arguments, clarify your points, and produce a more polished, impactful composition.

If you want to explore these areas further, our blogs on essay writing , stylistic devices , and character descriptions offer more insights and tips.

How to Avoid Common Writing Mistakes

Avoiding common writing mistakes is crucial for crafting a solid composition. These errors can distract readers and weaken your message. Here are vital tips to help you sidestep these pitfalls.

Lastly, proofread your work carefully . Spelling and grammatical errors can undermine your credibility and distract from your message. Take the time to review your composition multiple times or use tools and resources to check your work.

By being mindful of these common mistakes and applying these strategies, you can enhance the clarity, coherence, and overall quality of your composition writing.

Boost Your Writing with Tutoring and Lessons

Enhance your writing skills with personalized feedback and structured learning, which tutoring and lessons provide. Engaging with a tutor or enrolling in writing classes offers a unique opportunity to refine your composition skills through tailored guidance and systematic practice.

Tutors can identify your strengths and areas for improvement, offering targeted advice that addresses your needs. This personalized approach accelerates your learning process, making it more efficient and effective. Additionally, tutors can introduce new strategies and perspectives on writing that you might not encounter on your own, broadening your understanding of composition.

Writing classes and lessons immerse you in a structured learning environment, whether online or in-person. Here, you can explore various aspects of writing, from the basics of grammar and syntax to more complex concepts like narrative structure and stylistic nuance. Classes often provide a collaborative space to receive feedback from peers and instructors, fostering a supportive community of learners.

Investing in tutoring and lessons advances your technical skills and builds confidence in your writing ability. This educational support equips you with the tools to express your ideas more effectively, making your writing endeavors more successful and rewarding.

If you’re seeking a tutor to help you master a stylistic device, a quick search for “writing tutor London” or “tutoring London” on platforms like meet’n’learn can connect you with the ideal private teacher.

For those who thrive in group settings, “writing lessons Edinburgh” or “English courses Leeds” will reveal nearby classes and educational centers that enhance your writing skills.

Wrapping Up: Practice Makes Perfect

As you reach the end of this guide, remember that the key to mastering composition writing lies in consistent practice and openness to feedback. Writing regularly helps solidify the techniques and strategies you’ve learned, making them second nature. Seek input from teachers, peers, or tutors. Constructive criticism is invaluable for identifying areas of improvement and recognizing your progress. Embrace every writing opportunity as a step forward to becoming a more skilled and confident writer. Keep writing, keep learning, and watch your compositions flourish!

How to write an essay in English? Start with reading our top guides: Common grammar mistakes , mastering relative clauses , and state vs. dynamic verbs .

How to Write a Composition: FAQ Section

1. what is composition writing.

Composition writing is expressing ideas and information in a structured, written format.

2. How Do I Choose a Topic for My Composition?

Select a topic that interests you and meets the assignment’s requirements or audience’s expectations.

3. How Can I Improve the Clarity of My Writing?

Use simple language and clear structure, and directly address your main points to enhance clarity.

4. What Are Some Effective Research Strategies for Composition Writing?

Identify credible sources, take detailed notes, and organize your findings to support your composition effectively.

5. How Do I Write a Strong Introduction?

Begin with a hook that grabs attention, introduce your topic, and state your thesis or main argument.

6. How Important Is Revising and Editing in Composition Writing?

Revising and editing are crucial steps to refine your composition, eliminate errors, and improve overall quality.

7. Can Tutoring Improve My Composition Writing Skills?

Yes, tutoring can provide personalized feedback and strategies to enhance your composition writing skills.

8. How Often Should I Practice Composition Writing?

Regular practice is critical to improving your skills, so write compositions as frequently as possible.

References:

1. Study.com 2. Grammarly 3. wikiHow

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How to Write a Composition

Last Updated: December 6, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 807,979 times.

You don't have to be a good writer to write well. Writing is a process. By learning to treat writing as a series of small steps instead of a big all-at-once magic trick you have to pull off will make writing a composition much easier and much more fun. You can learn to brainstorm main ideas before you start writing, organize a draft of those main ideas, and revise your composition into a polished essay. See Step 1 for more information.

Composition Template

Pre-Writing

What is the purpose of the composition?
What is the topic of the composition?
What are the length requirements?
What is the appropriate tone or voice for the composition?
Is research required? These questions are good for you to ask.
Pre-writing: gathering your thoughts or research, brainstorming, and planning the compositions
Writing: actively writing your composition
Editing: re-reading your paper, adding sentences, cutting unnecessary parts, and proofreading

Try a timed writing by keeping your pen moving for 10 minutes without stopping. Don't shy away from including your opinions about a particular topic, even if your teacher has warned you from including personal opinions in your paper. This isn't the final draft!

Step 4 Try a cluster or bubble exercise.

Write the topic in the center of the paper and draw a circle around it. Say your topic is "Romeo & Juliet" or "The Civil War". Write the phrase on your paper and circle it.
Around the center circle, write your main ideas or interests about the topic. You might be interested in "Juliet's death," "Mercutio's anger," or "family strife." Write as many main ideas as you're interested in.
Around each main idea, write more specific points or observations about each more specific topic. Start looking for connections. Are you repeating language or ideas?
Connect the bubbles with lines where you see related connections. A good composition is organized by main ideas, not organized chronologically or by plot. Use these connections to form your main ideas.
Don’t worry about coming up with a polished thesis statement or final argument now; that can come later in the process.

Your thesis statement needs to be debatable. In fact, many thesis statements are structured as the answer to a well-formulated question about the topic. "Romeo & Juliet is an interesting play written by Shakespeare in the 1500s" isn't a thesis statement, because that's not a debatable issue. We don't need you to prove that to us. "Romeo & Juliet features Shakespeare's most tragic character in Juliet" is a lot closer to a debatable point, and could be an answer to a question like, “Who is Shakespeare’s most tragic character?” [4] X Research source
Your thesis statement needs to be specific. "Romeo & Juliet is a play about making bad choices" isn't as strong a thesis statement as "Shakespeare makes the argument that the inexperience of teenage love is comic and tragic at the same time" is much stronger.
A good thesis guides the essay. In your thesis, you can sometimes preview the points you'll make in your paper, guiding yourself and the reader: "Shakespeare uses Juliet's death, Mercutio's rage, and the petty arguments of the two principal families to illustrate that the heart and the head are forever disconnected."

Writing a Rough Draft

Introduction, in which the topic is described, the issue or problem is summarized, and your argument is presented
Main point paragraph 1, in which you make and support your first supporting argument
Main point paragraph 2, in which you make and support your second supporting argument
Main point paragraph 3, in which you make and support your final supporting argument
Conclusion paragraph, in which you summarize your argument

Step 2 Back up your main points with two kinds of evidence.

Proof includes specific quotes from the book you're writing about, or specific facts about the topic. If you want to talk about Mercutio's temperamental character, you'll need to quote from him, set the scene, and describe him in detail. This is proof that you'll also need to unpack with logic.
Logic refers to your rationale and your reasoning. Why is Mercutio like this? What are we supposed to notice about the way he talks? Explain your proof to the reader by using logic and you'll have a solid argument with strong evidence.

Step 3 Think of questions that need to be answered.

Ask how. How is Juliet's death presented to us? How do the other characters react? How is the reader supposed to feel?
Ask why. Why does Shakespeare kill her? Why not let her live? Why does she have to die? Why would the story not work without her death?

Step 4 Don't worry about "sounding smart."

Only use words and phrases that you have a good command over. Academic vocabulary might sound impressive, but if you don’t fully grasp its meaning, you might muddle the effect of your paper.

Step 1 Get some feedback on your rough draft.

Try writing a rough draft the weekend before it's due, and giving it to your teacher for comments several days before the due date. Take the feedback into consideration and make the necessary changes.

Step 2 Be willing to make big cuts and big changes.

Moving paragraphs around to get the best possible organization of points, the best "flow"
Delete whole sentences that are repetitive or that don't work
Removing any points that don't support your argument

Think of each main point you're making like a mountain in a mountain range that you're flying over in a helicopter. You can stay above them and fly over them quickly, pointing out their features from far away and giving us a quick flyover tour, or you can drop us down in between them and show us up close, so we see the mountain goats and the rocks and the waterfalls. Which would be a better tour?

Expert Q&A

Write a point, and expand 2 lines on that particular point. Thanks Helpful 9 Not Helpful 2
Open source software called Free Mind can help with the pre-writing process. Thanks Helpful 7 Not Helpful 2
You can always add more circles to your guiding diagram if you think the much you have is not sufficient. Thanks Helpful 5 Not Helpful 3

Tips from our Readers

Remember to always proofread your composition after you have finished! Small typos like a missed comma or a misspelled word are easy to miss the first time around.
If you want to outline your composition, try using a mini white board. This makes it easier to erase things and restructure your outline if you need to.
It's hard to write with distractions, so try to pick a quiet place where you won't be disturbed to work on your assignment.

↑ https://www.student.unsw.edu.au/writing-your-essay
↑ https://www.deakin.edu.au/students/studying/study-support/academic-skills/essay-writing
↑ https://owl.english.purdue.edu/owl/resource/544/01/
↑ https://owl.english.purdue.edu/owl/resource/685/05/
↑ https://libguides.newcastle.edu.au/how-to-write-an-essay/essay-structure
↑ https://www.citewrite.qut.edu.au/write/writing-well/essay.html
↑ https://writing.wisc.edu/handbook/grammarpunct/commonerrors/

About This Article

To write a composition, start with a brainstorming session to get your thoughts down on paper. You can create a formal outline during this time, or experiment with bubble exercises and free-writing. Next, create a clear thesis statement to base your composition around. Then, write an introduction, 3 main paragraphs, and a conclusion that summarizes your argument. Read through and revise your content, and don't forget to proofread thoroughly! To learn more about the "rule of 5" and how to back up your statements in a composition, read on! Did this summary help you? Yes No

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How to Write the Perfect Essay

06 Feb, 2024 | Blog Articles , English Language Articles , Get the Edge , Humanities Articles , Writing Articles

Student sitting at a desk writing in a notebook

You can keep adding to this plan, crossing bits out and linking the different bubbles when you spot connections between them. Even though you won’t have time to make a detailed plan under exam conditions, it can be helpful to draft a brief one, including a few key words, so that you don’t panic and go off topic when writing your essay.

If you don’t like the mind map format, there are plenty of others to choose from: you could make a table, a flowchart, or simply a list of bullet points.

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Thanks for signing up, step 2: have a clear structure.

Think about this while you’re planning: your essay is like an argument or a speech. It needs to have a logical structure, with all your points coming together to answer the question.

Start with the basics! It’s best to choose a few major points which will become your main paragraphs. Three main paragraphs is a good number for an exam essay, since you’ll be under time pressure.

If you agree with the question overall, it can be helpful to organise your points in the following pattern:

YES (agreement with the question)
AND (another YES point)
BUT (disagreement or complication)

If you disagree with the question overall, try:

AND (another BUT point)

For example, you could structure the Of Mice and Men sample question, “To what extent is Curley’s wife portrayed as a victim in Of Mice and Men ?”, as follows:

YES (descriptions of her appearance)
AND (other people’s attitudes towards her)
BUT (her position as the only woman on the ranch gives her power as she uses her femininity to her advantage)

If you wanted to write a longer essay, you could include additional paragraphs under the YES/AND categories, perhaps discussing the ways in which Curley’s wife reveals her vulnerability and insecurities, and shares her dreams with the other characters. Alternatively, you could also lengthen your essay by including another BUT paragraph about her cruel and manipulative streak.

Of course, this is not necessarily the only right way to answer this essay question – as long as you back up your points with evidence from the text, you can take any standpoint that makes sense.

Step 3: Back up your points with well-analysed quotations

You wouldn’t write a scientific report without including evidence to support your findings, so why should it be any different with an essay? Even though you aren’t strictly required to substantiate every single point you make with a quotation, there’s no harm in trying.

A close reading of your quotations can enrich your appreciation of the question and will be sure to impress examiners. When selecting the best quotations to use in your essay, keep an eye out for specific literary techniques. For example, you could highlight Curley’s wife’s use of a rhetorical question when she says, a”n’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs.” This might look like:

The rhetorical question “an’ what am I doin’?” signifies that Curley’s wife is very insecure; she seems to be questioning her own life choices. Moreover, she does not expect anyone to respond to her question, highlighting her loneliness and isolation on the ranch.

Other literary techniques to look out for include:

Tricolon – a group of three words or phrases placed close together for emphasis
Tautology – using different words that mean the same thing: e.g. “frightening” and “terrifying”
Parallelism – ABAB structure, often signifying movement from one concept to another
Chiasmus – ABBA structure, drawing attention to a phrase
Polysyndeton – many conjunctions in a sentence
Asyndeton – lack of conjunctions, which can speed up the pace of a sentence
Polyptoton – using the same word in different forms for emphasis: e.g. “done” and “doing”
Alliteration – repetition of the same sound, including assonance (similar vowel sounds), plosive alliteration (“b”, “d” and “p” sounds) and sibilance (“s” sounds)
Anaphora – repetition of words, often used to emphasise a particular point

Don’t worry if you can’t locate all of these literary devices in the work you’re analysing. You can also discuss more obvious techniques, like metaphor, simile and onomatopoeia. It’s not a problem if you can’t remember all the long names; it’s far more important to be able to confidently explain the effects of each technique and highlight its relevance to the question.

Step 4: Be creative and original throughout

Anyone can write an essay using the tips above, but the thing that really makes it “perfect” is your own unique take on the topic. If you’ve noticed something intriguing or unusual in your reading, point it out – if you find it interesting, chances are the examiner will too!

Creative writing and essay writing are more closely linked than you might imagine. Keep the idea that you’re writing a speech or argument in mind, and you’re guaranteed to grab your reader’s attention.

It’s important to set out your line of argument in your introduction, introducing your main points and the general direction your essay will take, but don’t forget to keep something back for the conclusion, too. Yes, you need to summarise your main points, but if you’re just repeating the things you said in your introduction, the body of the essay is rendered pointless.

Think of your conclusion as the climax of your speech, the bit everything else has been leading up to, rather than the boring plenary at the end of the interesting stuff.

To return to Of Mice and Men once more, here’s an example of the ideal difference between an introduction and a conclusion:

Introduction

In John Steinbeck’s Of Mice and Men , Curley’s wife is portrayed as an ambiguous character. She could be viewed either as a cruel, seductive temptress or a lonely woman who is a victim of her society’s attitudes. Though she does seem to wield a form of sexual power, it is clear that Curley’s wife is largely a victim. This interpretation is supported by Steinbeck’s description of her appearance, other people’s attitudes, her dreams, and her evident loneliness and insecurity.

Overall, it is clear that Curley’s wife is a victim and is portrayed as such throughout the novel in the descriptions of her appearance, her dreams, other people’s judgemental attitudes, and her loneliness and insecurities. However, a character who was a victim and nothing else would be one-dimensional and Curley’s wife is not. Although she suffers in many ways, she is shown to assert herself through the manipulation of her femininity – a small rebellion against the victimisation she experiences.

Both refer back consistently to the question and summarise the essay’s main points. However, the conclusion adds something new which has been established in the main body of the essay and complicates the simple summary which is found in the introduction.

Hannah is an undergraduate English student at Somerville College, University of Oxford, and has a particular interest in postcolonial literature and the Gothic. She thinks literature is a crucial way of developing empathy and learning about the wider world. When she isn’t writing about 17th-century court masques, she enjoys acting, travelling and creative writing.

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Writing Tips

How to Write Top-Graded Essays in English

5-minute read

7th December 2022

Writing English papers and essays can be challenging at first, but with the right tools, knowledge, and resources, you can improve your writing skills. In this article, you’ll get some tips and tricks on how to write a top-graded essay in English.

Have you heard the saying “practice makes perfect”? Well, it’s wrong. Practice does make improvement, though. Whether you’re taking an English composition class, studying for the IELTS or TOEFL , or preparing to study abroad, you can always find new ways to practice writing in English.

If you practice on a daily basis, you’ll be exercising the skills you know while challenging yourself to learn even more. There are many ways you can practice writing in English daily:

Keep a daily journal.
Write practice essays.
Do creative writing exercises .

Read in English

The best way to improve your writing is to read English books, news articles, essays, and other media. By reading the writing of other authors (whether they’re native or non-native speakers), you’re exposing yourself to different writing styles and learning new vocabulary. Be sure to take notes when you’re reading so you can write down things you don’t know (e.g., new words or phrases) or sentences or phrases you like.

For example, maybe you need to write a paper related to climate change. By reading news articles or research papers on this topic, you can learn relevant vocabulary and knowledge you can use in your essay.

FluentU has a great article with a list of 20 classic books you can read in English for free.

Immerse Yourself in English

If you don’t live in an English-speaking country, you may be thinking, “How can I immerse myself in English?” There are many ways to overcome this challenge. The following strategies are especially useful if you plan to study or travel abroad:

Follow YouTube channels that focus on learning English or that have English speakers.
Use social media to follow English-speaking accounts you are interested in.
Watch movies and TV shows in English or use English subtitles when watching your favorite shows.
Participate in your English club or salon at school to get more practice.
Become an English tutor at a local school (teaching others is the best way to learn).

By constantly exposing yourself to English, you will improve your writing and speaking skills.

Visit Your Writing Center

If you’re enrolled at a university, you most likely have a free writing center you can use if you need help with your assignments. If you don’t have a writing center, ask your teacher for help and for information on local resources.

Use Your Feedback

After you submit an English writing assignment, you should receive feedback from your teacher on how you did. Use this feedback to your advantage . If you haven’t been getting feedback on your writing, ask your teacher to explain what issues they are seeing in your writing and what you could do to improve.

Find this useful?

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Be Aware of Your Common Writing Mistakes

If you review your feedback on writing assignments, you might notice some recurring mistakes you are making. Make a list of common mistakes you tend to make when writing, and use it when doing future assignments. Some common mistakes include the following:

Grammar errors (e.g., not using articles).
Incorrect vocabulary (e.g., confusing however and therefore ).
Spelling mistakes (e.g., writing form when you mean from ).
Missing essay components (e.g., not using a thesis statement in your introduction).
Not using examples in your body paragraphs.
Not writing an effective conclusion .

This is just a general list of writing mistakes, some of which you may make. But be sure to go through your writing feedback or talk with your teacher to make a list of your most common mistakes.

Use a Prewriting Strategy

So many students sit down to write an essay without a plan. They just start writing whatever comes to their mind. However, to write a top-graded essay in English, you must plan and brainstorm before you begin to write. Here are some strategies you can use during the prewriting stage:

Freewriting
Concept Mapping

For more detailed information on each of these processes, read “5 Useful Prewriting Strategies.”

Follow the Writing Process

All writers should follow a writing process. However, the writing process can vary depending on what you’re writing. For example, the process for a Ph.D. thesis is going to look different to that of a news article. Regardless, there are some basic steps that all writers should follow:

Understanding the assignment, essay question, or writing topic.
Planning, outlining, and prewriting.
Writing a thesis statement.
Writing your essay.
Revising and editing.

For more information on how to write an essay in English, read “How To Construct an Excellent Essay in 5 Steps.”

Writing essays, theses, news articles, or papers in English can be challenging. They take a lot of work, practice, and persistence. However, with these tips, you will be on your way to writing top-graded English essays.

If you need more help with your English writing, the experts at Proofed will proofread your first 500 words for free!

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How to Write a Good English Literature Essay

By Dr Oliver Tearle (Loughborough University)

How do you write a good English Literature essay? Although to an extent this depends on the particular subject you’re writing about, and on the nature of the question your essay is attempting to answer, there are a few general guidelines for how to write a convincing essay – just as there are a few guidelines for writing well in any field.

We at Interesting Literature call them ‘guidelines’ because we hesitate to use the word ‘rules’, which seems too programmatic. And as the writing habits of successful authors demonstrate, there is no one way to become a good writer – of essays, novels, poems, or whatever it is you’re setting out to write. The French writer Colette liked to begin her writing day by picking the fleas off her cat.

Edith Sitwell, by all accounts, liked to lie in an open coffin before she began her day’s writing. Friedrich von Schiller kept rotten apples in his desk, claiming he needed the scent of their decay to help him write. (For most student essay-writers, such an aroma is probably allowed to arise in the writing-room more organically, over time.)

We will address our suggestions for successful essay-writing to the average student of English Literature, whether at university or school level. There are many ways to approach the task of essay-writing, and these are just a few pointers for how to write a better English essay – and some of these pointers may also work for other disciplines and subjects, too.

Of course, these guidelines are designed to be of interest to the non-essay-writer too – people who have an interest in the craft of writing in general. If this describes you, we hope you enjoy the list as well. Remember, though, everyone can find writing difficult: as Thomas Mann memorably put it, ‘A writer is someone for whom writing is more difficult than it is for other people.’ Nora Ephron was briefer: ‘I think the hardest thing about writing is writing.’ So, the guidelines for successful essay-writing:

1. Planning is important, but don’t spend too long perfecting a structure that might end up changing.

This may seem like odd advice to kick off with, but the truth is that different approaches work for different students and essayists. You need to find out which method works best for you.

It’s not a bad idea, regardless of whether you’re a big planner or not, to sketch out perhaps a few points on a sheet of paper before you start, but don’t be surprised if you end up moving away from it slightly – or considerably – when you start to write.

Often the most extensively planned essays are the most mechanistic and dull in execution, precisely because the writer has drawn up a plan and refused to deviate from it. What is a more valuable skill is to be able to sense when your argument may be starting to go off-topic, or your point is getting out of hand, as you write . (For help on this, see point 5 below.)

We might even say that when it comes to knowing how to write a good English Literature essay, practising is more important than planning.

2. Make room for close analysis of the text, or texts.

Whilst it’s true that some first-class or A-grade essays will be impressive without containing any close reading as such, most of the highest-scoring and most sophisticated essays tend to zoom in on the text and examine its language and imagery closely in the course of the argument. (Close reading of literary texts arises from theology and the analysis of holy scripture, but really became a ‘thing’ in literary criticism in the early twentieth century, when T. S. Eliot, F. R. Leavis, William Empson, and other influential essayists started to subject the poem or novel to close scrutiny.)

Close reading has two distinct advantages: it increases the specificity of your argument (so you can’t be so easily accused of generalising a point), and it improves your chances of pointing up something about the text which none of the other essays your marker is reading will have said. For instance, take In Memoriam (1850), which is a long Victorian poem by the poet Alfred, Lord Tennyson about his grief following the death of his close friend, Arthur Hallam, in the early 1830s.

When answering a question about the representation of religious faith in Tennyson’s poem In Memoriam (1850), how might you write a particularly brilliant essay about this theme? Anyone can make a general point about the poet’s crisis of faith; but to look closely at the language used gives you the chance to show how the poet portrays this.

For instance, consider this stanza, which conveys the poet’s doubt:

A solid and perfectly competent essay might cite this stanza in support of the claim that Tennyson is finding it increasingly difficult to have faith in God (following the untimely and senseless death of his friend, Arthur Hallam). But there are several ways of then doing something more with it. For instance, you might get close to the poem’s imagery, and show how Tennyson conveys this idea, through the image of the ‘altar-stairs’ associated with religious worship and the idea of the stairs leading ‘thro’ darkness’ towards God.

In other words, Tennyson sees faith as a matter of groping through the darkness, trusting in God without having evidence that he is there. If you like, it’s a matter of ‘blind faith’. That would be a good reading. Now, here’s how to make a good English essay on this subject even better: one might look at how the word ‘falter’ – which encapsulates Tennyson’s stumbling faith – disperses into ‘falling’ and ‘altar’ in the succeeding lines. The word ‘falter’, we might say, itself falters or falls apart.

That is doing more than just interpreting the words: it’s being a highly careful reader of the poetry and showing how attentive to the language of the poetry you can be – all the while answering the question, about how the poem portrays the idea of faith. So, read and then reread the text you’re writing about – and be sensitive to such nuances of language and style.

The best way to become attuned to such nuances is revealed in point 5. We might summarise this point as follows: when it comes to knowing how to write a persuasive English Literature essay, it’s one thing to have a broad and overarching argument, but don’t be afraid to use the microscope as well as the telescope.

3. Provide several pieces of evidence where possible.

Many essays have a point to make and make it, tacking on a single piece of evidence from the text (or from beyond the text, e.g. a critical, historical, or biographical source) in the hope that this will be enough to make the point convincing.

‘State, quote, explain’ is the Holy Trinity of the Paragraph for many. What’s wrong with it? For one thing, this approach is too formulaic and basic for many arguments. Is one quotation enough to support a point? It’s often a matter of degree, and although one piece of evidence is better than none, two or three pieces will be even more persuasive.

After all, in a court of law a single eyewitness account won’t be enough to convict the accused of the crime, and even a confession from the accused would carry more weight if it comes supported by other, objective evidence (e.g. DNA, fingerprints, and so on).

Let’s go back to the example about Tennyson’s faith in his poem In Memoriam mentioned above. Perhaps you don’t find the end of the poem convincing – when the poet claims to have rediscovered his Christian faith and to have overcome his grief at the loss of his friend.

You can find examples from the end of the poem to suggest your reading of the poet’s insincerity may have validity, but looking at sources beyond the poem – e.g. a good edition of the text, which will contain biographical and critical information – may help you to find a clinching piece of evidence to support your reading.

And, sure enough, Tennyson is reported to have said of In Memoriam : ‘It’s too hopeful, this poem, more than I am myself.’ And there we have it: much more convincing than simply positing your reading of the poem with a few ambiguous quotations from the poem itself.

Of course, this rule also works in reverse: if you want to argue, for instance, that T. S. Eliot’s The Waste Land is overwhelmingly inspired by the poet’s unhappy marriage to his first wife, then using a decent biographical source makes sense – but if you didn’t show evidence for this idea from the poem itself (see point 2), all you’ve got is a vague, general link between the poet’s life and his work.

Show how the poet’s marriage is reflected in the work, e.g. through men and women’s relationships throughout the poem being shown as empty, soulless, and unhappy. In other words, when setting out to write a good English essay about any text, don’t be afraid to pile on the evidence – though be sensible, a handful of quotations or examples should be more than enough to make your point convincing.

4. Avoid tentative or speculative phrasing.

Many essays tend to suffer from the above problem of a lack of evidence, so the point fails to convince. This has a knock-on effect: often the student making the point doesn’t sound especially convinced by it either. This leaks out in the telling use of, and reliance on, certain uncertain phrases: ‘Tennyson might have’ or ‘perhaps Harper Lee wrote this to portray’ or ‘it can be argued that’.

An English university professor used to write in the margins of an essay which used this last phrase, ‘What can’t be argued?’

This is a fair criticism: anything can be argued (badly), but it depends on what evidence you can bring to bear on it (point 3) as to whether it will be a persuasive argument. (Arguing that the plays of Shakespeare were written by a Martian who came down to Earth and ingratiated himself with the world of Elizabethan theatre is a theory that can be argued, though few would take it seriously. We wish we could say ‘none’, but that’s a story for another day.)

Many essay-writers, because they’re aware that texts are often open-ended and invite multiple interpretations (as almost all great works of literature invariably do), think that writing ‘it can be argued’ acknowledges the text’s rich layering of meaning and is therefore valid.

Whilst this is certainly a fact – texts are open-ended and can be read in wildly different ways – the phrase ‘it can be argued’ is best used sparingly if at all. It should be taken as true that your interpretation is, at bottom, probably unprovable. What would it mean to ‘prove’ a reading as correct, anyway? Because you found evidence that the author intended the same thing as you’ve argued of their text? Tennyson wrote in a letter, ‘I wrote In Memoriam because…’?

But the author might have lied about it (e.g. in an attempt to dissuade people from looking too much into their private life), or they might have changed their mind (to go back to the example of The Waste Land : T. S. Eliot championed the idea of poetic impersonality in an essay of 1919, but years later he described The Waste Land as ‘only the relief of a personal and wholly insignificant grouse against life’ – hardly impersonal, then).

Texts – and their writers – can often be contradictory, or cagey about their meaning. But we as critics have to act responsibly when writing about literary texts in any good English essay or exam answer. We need to argue honestly, and sincerely – and not use what Wikipedia calls ‘weasel words’ or hedging expressions.

So, if nothing is utterly provable, all that remains is to make the strongest possible case you can with the evidence available. You do this, not only through marshalling the evidence in an effective way, but by writing in a confident voice when making your case. Fundamentally, ‘There is evidence to suggest that’ says more or less the same thing as ‘It can be argued’, but it foregrounds the evidence rather than the argument, so is preferable as a phrase.

This point might be summarised by saying: the best way to write a good English Literature essay is to be honest about the reading you’re putting forward, so you can be confident in your interpretation and use clear, bold language. (‘Bold’ is good, but don’t get too cocky, of course…)

5. Read the work of other critics.

This might be viewed as the Holy Grail of good essay-writing tips, since it is perhaps the single most effective way to improve your own writing. Even if you’re writing an essay as part of school coursework rather than a university degree, and don’t need to research other critics for your essay, it’s worth finding a good writer of literary criticism and reading their work. Why is this worth doing?

Published criticism has at least one thing in its favour, at least if it’s published by an academic press or has appeared in an academic journal, and that is that it’s most probably been peer-reviewed, meaning that other academics have read it, closely studied its argument, checked it for errors or inaccuracies, and helped to ensure that it is expressed in a fluent, clear, and effective way.

If you’re serious about finding out how to write a better English essay, then you need to study how successful writers in the genre do it. And essay-writing is a genre, the same as novel-writing or poetry. But why will reading criticism help you? Because the critics you read can show you how to do all of the above: how to present a close reading of a poem, how to advance an argument that is not speculative or tentative yet not over-confident, how to use evidence from the text to make your argument more persuasive.

And, the more you read of other critics – a page a night, say, over a few months – the better you’ll get. It’s like textual osmosis: a little bit of their style will rub off on you, and every writer learns by the examples of other writers.

As T. S. Eliot himself said, ‘The poem which is absolutely original is absolutely bad.’ Don’t get precious about your own distinctive writing style and become afraid you’ll lose it. You can’t gain a truly original style before you’ve looked at other people’s and worked out what you like and what you can ‘steal’ for your own ends.

We say ‘steal’, but this is not the same as saying that plagiarism is okay, of course. But consider this example. You read an accessible book on Shakespeare’s language and the author makes a point about rhymes in Shakespeare. When you’re working on your essay on the poetry of Christina Rossetti, you notice a similar use of rhyme, and remember the point made by the Shakespeare critic.

This is not plagiarising a point but applying it independently to another writer. It shows independent interpretive skills and an ability to understand and apply what you have read. This is another of the advantages of reading critics, so this would be our final piece of advice for learning how to write a good English essay: find a critic whose style you like, and study their craft.

If you’re looking for suggestions, we can recommend a few favourites: Christopher Ricks, whose The Force of Poetry is a tour de force; Jonathan Bate, whose The Genius of Shakespeare , although written for a general rather than academic audience, is written by a leading Shakespeare scholar and academic; and Helen Gardner, whose The Art of T. S. Eliot , whilst dated (it came out in 1949), is a wonderfully lucid and articulate analysis of Eliot’s poetry.

James Wood’s How Fiction Works is also a fine example of lucid prose and how to close-read literary texts. Doubtless readers of Interesting Literature will have their own favourites to suggest in the comments, so do check those out, as these are just three personal favourites. What’s your favourite work of literary scholarship/criticism? Suggestions please.

Much of all this may strike you as common sense, but even the most commonsensical advice can go out of your mind when you have a piece of coursework to write, or an exam to revise for. We hope these suggestions help to remind you of some of the key tenets of good essay-writing practice – though remember, these aren’t so much commandments as recommendations. No one can ‘tell’ you how to write a good English Literature essay as such.

But it can be learned. And remember, be interesting – find the things in the poems or plays or novels which really ignite your enthusiasm. As John Mortimer said, ‘The only rule I have found to have any validity in writing is not to bore yourself.’

Finally, good luck – and happy writing!

And if you enjoyed these tips for how to write a persuasive English essay, check out our advice for how to remember things for exams and our tips for becoming a better close reader of poetry .

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30 thoughts on “How to Write a Good English Literature Essay”

You must have taken AP Literature. I’m always saying these same points to my students.

I also think a crucial part of excellent essay writing that too many students do not realize is that not every point or interpretation needs to be addressed. When offered the chance to write your interpretation of a work of literature, it is important to note that there of course are many but your essay should choose one and focus evidence on this one view rather than attempting to include all views and evidence to back up each view.

Reblogged this on SocioTech'nowledge .

Not a bad effort…not at all! (Did you intend “subject” instead of “object” in numbered paragraph two, line seven?”

Oops! I did indeed – many thanks for spotting. Duly corrected ;)

That’s what comes of writing about philosophy and the subject/object for another post at the same time!

Reblogged this on Scribing English .

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Great post on essay writing! I’ve shared a post about this and about the blog site in general which you can look at here: http://writeoutloudblog.com/2015/01/13/recommended-resource-interesting-literature-com-how-to-write-an-essay/

All of these are very good points – especially I like 2 and 5. I’d like to read the essay on the Martian who wrote Shakespeare’s plays).

Reblogged this on Uniqely Mustered and commented: Dedicate this to all upcoming writers and lovers of Writing!

I shall take this as my New Year boost in Writing Essays. Please try to visit often for corrections,advise and criticisms.

Reblogged this on Blue Banana Bread .

Reblogged this on worldsinthenet .

All very good points, but numbers 2 and 4 are especially interesting.

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Reblogged this on rainniewu .

Reblogged this on pixcdrinks .

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Great post. Interesting infographic how to write an argumentative essay http://www.essay-profy.com/blog/how-to-write-an-essay-writing-an-argumentative-essay/

Reblogged this on DISTINCT CHARACTER and commented: Good Tips

Reblogged this on quirkywritingcorner and commented: This could be applied to novel or short story writing as well.

Reblogged this on rosetech67 and commented: Useful, albeit maybe a bit late for me :-)

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A well rounded summary on all steps to keep in mind while starting on writing. There are many new avenues available though. Benefit from the writing options of the 21st century from here, i loved it! http://authenticwritingservices.com

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Module 4: Writing in College

Writing a personal essay, learning objectives.

Describe techniques for writing an effective personal essay

How to Write a Personal Essay

One particular and common kind of narrative essay is the personal narrative essay. Maybe you have already written one of these in order to get to college or for a scholarship. The personal essay is a narrative essay focused on you. Typically, you write about events or people in your life that taught you important life lessons. These events should have changed you somehow. From this choice will emerge the theme (the main point) of your story. Then you can follow these steps:

Someone writing on sticky notes and in a notebook.

Figure 1 . Brainstorming the details of a personal experience can help you to write a more complete story with elements like vivid details, dialogue, and sufficient character development.

Once you identify the event, you will write down what happened. Just brainstorm (also called freewriting). Focus on the actual event. You do not need to provide a complete build-up to it. For example, if you are telling a story about an experience at camp, you do not need to provide readers with a history of your camp experiences, nor do you need to explain how you got there, what you ate each day, how long it lasted, etc. Readers need enough information to understand the event.
Use descriptions/vivid details.
“Nothing moved but a pair of squirrels chasing each other back and forth on the telephone wires. I followed one in my sight. Finally, it stopped for a moment and I fired.”
Passive voice uses the verb “to be” along with an action verb: had been aiming, was exhausted.
Even though the “characters” in your story are real people, your readers won’t get to know them unless you describe them, present their personalities, and give them physical presence.
Dialogue helps readers get to know the characters in your story, infuses the story with life, and offers a variation from description and explanation. When writing dialogue, you may not remember exactly what was said in the past, so be true to the person being represented and come as close to the actual language the person uses as possible. Dialogue is indented with each person speaking as its own paragraph. The paragraph ends when that person is done speaking and any following explanation or continuing action ends. (If your characters speak a language other than English, feel free to include that in your narrative, but provide a translation for your English-speaking readers.)
Remember, if it is a personal narrative, you are telling the story, so it should be in first person. Students often worry about whether or not they are allowed to use “I.” It is impossible to write a personal essay without using “I”!
Write the story in a consistent verb tense (almost always past tense). It doesn’t work to try to write it in the present tense since it already happened. Make sure you stay in the past tense.

Sample Personal Statement

One type of narrative essay you may have reason to write is a Personal Statement.

Many colleges and universities ask for a Personal Statement Essay for students who are applying for admission, to transfer, or for scholarships. Generally, a Personal Statement asks you to respond to a specific prompt, most often asking you to describe a significant life event, a personality trait, or a goal or principle that motivates or inspires you. Personal Statements are essentially narrative essays with a particular focus on the writer’s personal life.

The following essay was responding to the prompt: “Write about an experience that made you aware of a skill or strength you possess.” As you read, pay attention to the way the writer gets your attention with a strong opening, how he uses vivid details and a chronological narrative to tell his story, and how he links back to the prompt in the conclusion.

Sample Student Essay

Alen Abramyan Professor X English 1101-209 2/5/2022

In the Middle of Nowhere Fighting Adversity

A three-punch combination had me seeing stars. Blood started to rush down my nose. The Russian trainers quietly whispered to one another. I knew right away that my nose was broken. Was this the end of my journey; or was I about to face adversity?

Ever since I was seven years old, I trained myself in, “The Art of Boxing.” While most of the kids were out playing fun games and hanging out with their friends, I was in a damp, sweat-filled gym. My path was set to be a difficult one. Blood, sweat, and tears were going to be an everyday occurrence.

At a very young age I learned the meaning of hard work and dedication. Most kids jumped from one activity to the next. Some quit because it was too hard; others quit because they were too bored. My father pointed this out to me on many occasions. Adults would ask my father, ” why do you let your son box? It’s such a dangerous sport, he could get hurt. My father always replied, “Everyone is going to get hurt in their lives, physically, mentally and emotionally. I’m making sure he’s ready for the challenges he’s going to face as a man. I always felt strong after hearing my father speak that way about me. I was a boy being shaped into a man, what a great feeling it was.

Year after year, I participated in boxing tournaments across the U.S. As the years went by, the work ethic and strength of character my father and coaches instilled in me, were starting to take shape. I began applying the hard work and dedication I learned in boxing, to my everyday life. I realized that when times were tough and challenges presented themselves, I wouldn’t back down, I would become stronger. This confidence I had in myself, gave me the strength to pursue my boxing career in Russia.

I traveled to Russia to compete in Amateur Boxing. Tournament after tournament I came closer to my goal of making the Russian Olympic Boxing team. After successfully winning the Kaliningrad regional tournament, I began training for the Northwest Championships. This would include boxers from St. Petersburg, Pskov, Kursk and many other powerful boxing cities.

We had to prepare for a tough tournament, and that’s what we did. While sparring one week before the tournament, I was caught by a strong punch combination to the nose. I knew right away it was serious. Blood began rushing down my face, as I noticed the coaches whispering to each other. They walked into my corner and examined my nose,” yeah, it’s broken,” Yuri Ivonovich yelled out. I was asked to clean up and to meet them in their office. I walked into the Boxing Federation office after a quick shower. I knew right away, they wanted to replace me for the upcoming tournament. “We’re investing a lot of money on you boxers and we expect good results. Why should we risk taking you with a broken nose?” Yuri Ivonovich asked me. I replied, “I traveled half-way around the world to be here, this injury isn’t a problem for me.” And by the look on my face they were convinced, they handed me my train ticket and wished me luck.

The train came to a screeching halt, shaking all the passengers awake. I glanced out my window, “Welcome to Cherepovets,” the sign read. In the background I saw a horrific skyline of smokestacks, coughing out thick black smoke. Arriving in the city, we went straight to the weigh ins. Hundreds of boxers, all from many cities were there. The brackets were set up shortly after the weigh ins. In the Super Heavyweight division, I found out I had 4 fights to compete in, each increasing in difficulty. My first match, I made sure not a punch would land; this was true for the next two fights. Winning all three 6-0, 8-0 and 7-0 respectively. It looked like I was close to winning the whole tournament. For the finals I was to fight the National Olympic Hope Champion.

The night before the finals was coincidentally the 200th anniversary of the city. All night by my hotel, I heard screams of laughter and partying. I couldn’t sleep a wink. The morning of the fight I was exhausted but anxious. I stepped into the ring knowing that I was tired. I fell behind in points quickly in the first round. I felt as if I were dreaming, with no control of the situation. I was going along for the ride and it wasn’t pleasant. At the end of the second round, the coach informed me that I was far behind. “?You’re asleep in there,” he yelled out to me, confirming how I felt. I knew this was my last chance; I had to give it my all. I mustered up enough strength to have an amazing round. It was as if I stepped out and a fresh boxer stepped in. I glanced at my coaches and see a look of approval. No matter the outcome, I felt that I had defeated adversity. My opponent’s hand was raised , he won a close decision, 6-5. After I got back to my hotel, I remembered Yuri Ivonovich telling me they expected good results. “How were my results,” I asked myself. In my mind, the results were great, with a broken nose and with no sleep, I came one point shy of defeating the National Olympic Hope Champion.

Even from a very young age, I knew that when my back was against the wall and adversity was knocking on my door, I would never back down. I became a stronger person, a trait my family made sure I would carry into my adult years. No matter what I’m striving for; getting into a University; receiving a scholarship; or applying for a job, I can proudly say to myself, I am Alen Abramyan and adversity is no match for me.

Link to Learning

Sandra Cisneros offers an example of a narrative essay in “Only Daughter” that captures her sense of her Chicana-Mexican heritage as the only daughter in a family of seven children.

Do Personal Essays have Thesis Statements?

While many personal essays include a direct statement of the thesis, in some personal essays the thesis may be implied, or suggested, rather than stated outright.

Imagine, for example, that in your personal essay you decide to write about the way someone influenced you. The influential individual could be a relative, a friend or classmate, an employer or a teacher. As you shape your essay, you would not simply assemble a collection of miscellaneous observations about the person; instead, you would be selective and focus on details about this person that show his or her impact upon you.

Let us say that the person who influenced you is a grandparent. You may know a lot about this individual: personality traits, family and marital history, medical history, educational background, work experience, military experience, political and religious beliefs, hobbies, tastes in music, etc. As you shape your essay, you wouldn’t try to catalog all that you know. Instead, you would try to create a dominant impression by including details that guide your reader toward the idea that is central to the essay.

For example, if you developed certain habits and attitudes as you and your grandparent worked together on a project, that experience might provide the focus for the essay. If you chose details consistent with that focus, then you wouldn’t need to state that this was the point of the essay. Your readers would understand that that was the governing idea based on the details you had so carefully chosen.

Whether the thesis is stated outright or implied, then, the personal essay will have a governing idea—an idea that is “in charge” of what you decide to include in the essay in terms of content, vocabulary, sentence structure, and tone. In short, the personal essay may not have a thesis statement, but it will have a thesis.

Consider a personal essay in which a student was asked to write about a person she admired, and she wrote about her cousin. She wrote:

I admired my cousin’s decision to enlist because she had to withstand criticism from people who thought women shouldn’t be in the army and because in basic training she had to stand up to physical and mental challenges that I don’t think I could face.

The thesis statement provides guidance for both writing and reading the essay. Writer and reader alike are able to see what the subject of the essay is and what is being stated about the subject and how the essay should be organized. No matter how many body paragraphs there are, this thesis implies that the paper will be divided into two sections. One section will group together the paragraphs on this topic: cousin “had to withstand criticism from people who thought women shouldn’t be in the army.” Another section will group together the paragraphs on this second topic: “in basic training she had to stand up to physical and mental challenges.”

Are Narratives Persuasive?

In a personal essay, you may not think of your thesis as “arguable” in the same way as a claim in a persuasive essay would be arguable, but in fact, you can think of it as something that should need to be demonstrated—backed up through explanations and illustrations. Usually, the idea that should be demonstrated is that you are a thoughtful, reflective person who has learned from the events and people in your life.

If the thesis does not need to be demonstrated, then there may not be much purpose in writing the essay. For, example, a statement that “George W. Bush was the forty-third president” or the statement that “Senior proms are exciting” would not be considered arguable by most people and likely would not spark a reader’s interest to make them want to keep reading.

On the other hand, the thesis statements below would need to be explained and illustrated. In that sense, these personal essay thesis statements are equivalent to claims that are “arguable.”

The evening was nearly ruined because parents acting as dress-code vigilantes threw several people out of the prom.
My team spent hours planning the prom and managed to head off a repeat of the after-prom drinking that caused some parents to question whether the prom should be held this year.
Everyone was able to attend the prom proudly because our prom committee got several stores to loan outfits to make certain everyone would feel like they fit in.
I opted to attend an alternative prom because the principal refused to allow a same-sex couple to attend.

Keep in mind that the actions or events in your essay do not have to make you look heroic. You could write a convincing and powerful essay about how you attended the school-sponsored prom, even though the principal refused to allow a same-sex couple to attend. Your essay, in this case, might, for example, focus on your regret over your decision and your subsequent understanding of how you think you can best challenge the status quo in the future. In other words, you can write an effective personal essay about a moment of regret.

Narrative Essay. Provided by : Excelsior OWL. Located at : https://owl.excelsior.edu/rhetorical-styles/narrative-essay/narrative-essay-see-it-across-the-disciplines/ . License : CC BY: Attribution
Narrative Essays. Authored by : Marianne Botos, Lynn McClelland, Stephanie Polliard, Pamela Osback . Located at : https://pvccenglish.files.wordpress.com/2010/09/eng-101-inside-pages-proof2-no-pro.pdf . Project : Horse of a Different Color: English Composition and Rhetoric . License : CC BY: Attribution
Sample Narrative Essay. Provided by : Georgia State University. Located at : http://gsuideas.org/SCC/Narration/Sample%20Narrative%20Essay%20Personal%20Statement.html . Project : Writing For Success. License : CC BY: Attribution
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English Composition: Connect, Collaborate, Communicate

(22 reviews)

Ann Inoshita

Karyl Garland

Jeanne K. Tsutsui Keuma

Tasha Williams

Publisher: University of Hawaii Manoa

Language: English

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Reviewed by Monica Vidal, Lecturer, Leeward Community College on 12/12/22

Comprehensiveness rating: 5 see less

The book is most certainly comprehensive. It covers all the topics one could use to teach an English 100 course. It describes in detail what students need to be successful, lays out the writing process, details the different kinds of essays students write, provides tons of examples, describes researching and citing sources, and ends with three appendices which provide more insight into place- and culture-based learning, more assignments, and more resources.

Content Accuracy rating: 5

The content is accurate. There is a small bias toward the Hawaiian culture, but that is because this book was written in the University of Hawai‘i system, and making references to the culture on the islands is important for the local students. The examples used in the book are place- and culture-based.

The one error I did come across was in the first chapter where the authors described the use and spelling of words borrowed from other languages. They stated that "In French, the word “résumé” is a short, employment-related document detailing one’s education, work history, and job and people skills." While that is how we use the word now in English, the word means "summary" or "summarized" in French. Otherwise, I did not find other errors.

Relevance/Longevity rating: 5

This text is up-to-date and not in a way that will quickly make the text obsolete within a short time. It was written in 2019 and there are references to the iPhone X, for example, which is pretty easy to change if need be.

Clarity rating: 5

The text is clear, the prose is accessible, and it provides adequate context for all jargon and terminology. The authors define new words and concepts (rhetoric, intellectual standards, mindset, mechanics, etc.) and make it easy to follow along.

Consistency rating: 5

The text is consistent in its terminology and framework. Each chapter starts with a relatable story, then new concepts and examples, it then finishes with activities and works cited. Students and teachers alike will know what to expect as they move through each new chapter. I like that instead of providing links to resources, which can one day become obsolete, they provide us with the titles of videos that can be looked up. Example: "View the video “Shot on iPhone XS—Don’t mess with Mother—Apple,” posted by the Apple company."

Modularity rating: 5

The text is easily and readily divisible into smaller reading sections. These sections can be easily assigned at different points within the course. There are numerous subtitles and the sections contain no large blocks of text that can overwhelm students. The book is easy to navigate and each chapter can stand on its own if needed.

Organization/Structure/Flow rating: 5

The structure and flow of the book are excellent. The authors have done a beautiful job of starting the students off with a chapter on college success strategies describing attendance, syllabi, checking emails, attending meetings, managing their time and organization, and working with a growth mindset. They discuss the 9 intellectual standards (clarity, precision, accuracy, depth, breadth, logic, significance, relevance, and fairness). After establishing a strong foundation in these critical areas, the authors move on to the writing process in chapter 2 (prewriting, drafting, revising, editing), essay structure in chapter 3 (introduction, body, and conclusion paragraphs), in chapter 4, four kinds of essays are described: narrative, process narrative, evaluation, and persuasion, and finally in chapter 5, the research process and citing sources are covered. There are three appendices, one each on: place- and culture-based readings, online videos and readings, and additional assignments.

Interface rating: 4

There are no interface issues, no navigation problems, or distorted images. As previously mentioned, I liked that instead of providing links to resources, readers are given the titles of videos that can be looked up.

The text is missing an index, but using the "find" feature on the pdf text will help readers find the topics they could be looking for.

Grammatical Errors rating: 5

I found no grammatical errors.

Cultural Relevance rating: 5

This text is culturally sensitive: it uses examples from the local Hawaiian Islands context and dedicates an appendix to place- and culture-based readings.

Reviewed by Anthony Accardi Jr, Adjunct Professor, Middlesex Community College on 12/6/22

I was immediately impressed by the Table of Contents of the text English Composition: Connect, Collaborate, Communicate by Ann Inoshita Karyl Garland Kate Sims Jeanne K. Tsutsui. The “nuts and bolts” structure of the text presents an easy-to-follow guide for students to learn the basics of essay writing. The pleasant surprise is that despite the basic structure the text covers all important fundamentals comprehensively. The text presents students with essential writing steps such as prewriting and editing; Essay structure including proper paragraph construction; Types of Essays including analysis, evaluating and persuasion; and Research Skills including gathering information and citing sources.

In my review I did not notice any errors or inaccuracies.

The material in this book covers the “building blocks” of fundamental essay writing. Addressing the essential elements of writing makes the text relevant as well as a good guide for students to refer to throughout their academic careers.

In my experience I find most students are intimidated by the writing process. In the text English Composition: Connect, Collaborate, Communicate the authors explain the elements of good writing in a clear straightforward manner.

In general, the structure of each chapter in the text is similar, beginning with a brief definition/explanation of the topic followed by more relevant details.

The chapters are short yet comprehensive. They are suitably structured to be assigned as student reading assignments with related writing assignments.

The organization of the chapters creates a logical pedagogical progression outlining the elements of essay writing in a step-by-step manner.

Interface rating: 5

The text interface is easy to navigate and is available Online or as a downloaded PDF or Ebook.

In my review I did not notice any grammatical or syntax errors.

I felt Appendix 1. Placed Based and Culture Based Readings showed that the authors were sensitive to cultural diversity. I found the text inoffensive and appropriate.

This text covers the “basics of essay writing”. The steps by step approach to the text makes it easy to follow the fundamental process to write a good essay.

Reviewed by Angela Hurni, English Instructor, Tidewater Community College on 7/6/22

Comprehensiveness rating: 3 see less

The textbook is a slim 110 pages and contains the essential chapters of any first-year college composition textbook: College Success Skills, The Writing Process, Essay Structure, Types of Essays, and Research Skills. However, the length of the textbook does not include the numerous hyperlinks that provide additional information and learning opportunities. On the other hand, the textbook is overly reliant on other OER textbooks, namely Writing for Success from Saylor Academy, and one feels as if they are entering a rabbit hole of information without any guidance when clicking on these hyperlinks. The textbook does not contain an index or a glossary. It does contain three appendices with additional readings, multimedia sources, and assignments.

The textbook contains very few typographical or grammatical errors. One page stated, “This is where you can add appendices or other back matter,” so somewhere in the editing process this part of the template was not deleted. Information is accurate and unbiased.

Relevance/Longevity rating: 4

The subject matter is up-to-date and contains the basic elements of any first-year college composition textbook. However, the textbook contains hyperlinks to other sources that are not up to date. In addition to outdated links, the textbook contains links to other sources or sites that require logins, which creates a dead end because no guidance is provided. Very few hyperlinks are embedded within the text of the chapters. Largely, the hyperlinks are relegated to the end of the chapters within a variety of informational boxes to include headings such as Works Cited, Further Resources, and Sources. Most of these informational boxes contain hyperlinks, so the textbook should be easy to update since the majority of the textbook's hyperlinks are in one of these three locations at the end of each chapter.

The textbook is easy to understand and would be accessible to a student who is taking first-year college composition. Jargon and terminology are given ample context; many times hyperlinks are provided for additional information. For example, a section that covers how to “Use Transitions” provides a definition of transitions and a hyperlink for specific examples of transitions.

I enjoyed the consistent layout of the chapters. The chapters of the textbook have a uniform numbering system. Furthermore, the chapters always start with an Introduction section that contains an image, a list of Learning Objectives, and “A Student’s Story” that helps put the chapter’s content into a realistic scenario. The headings and subheadings are used consistently. The chapters end with a variety of additional informational boxes to include headings such as Works Cited, Further Resources, and Sources. These are also uniform in design and color from chapter to chapter.

The textbook’s chapters are divided into smaller reading sections with consistent headings, subheadings, and use of text effects. Short paragraphs are easy to read and navigate as are the outlines and bullet points. The table of contents allows the instructor to assign chapters out of order with easy-to-use navigational links.

Organization/Structure/Flow rating: 4

The textbook is organized logically for a first-year college composition course. The student learns about college success skills and intellectual standards before moving onto content-specific information regarding The Writing Process, Essay Structure, Types of Essays, and Research Skills. The chapters provide a consistent path for instructors to use. While the chapter order is logical, the textbook would benefit from providing easy-to-find sample essays within the “Types of Essays” chapter. One must really search to find sample essays for the students to follow.

Interface rating: 3

The textbook is available to read as a PDF, online, or as an e-book. The textbook is easy to use on a laptop or a smaller device like an iPad. The graphics are more attractive on a laptop and the navigation works better on a laptop; plus, a helpful search engine is provided when using a laptop. Some hyperlinks are outdated, while others require a login prompt with no guidance from the textbook. The hyperlinks do not open into new tabs, so reader must click the back arrow in order to return to the textbook. However, if the reader is using a smaller device like an iPad, the reader is not taken back to previous page. Usually, the reader is returned to the beginning of the chapter or to some random page—never where you were in the textbook before clicking on the link. Therefore, a laptop or a desk top computer should be advised to use in the description of the textbook where the format options are given. Images are clean and crisp.

The textbook contains minimal grammatical errors.

Cultural Relevance rating: 3

The textbook was published in Honolulu and written and designed by English writing instructors from various campuses in the University of Hawai‘i system. The description of the book says, “The content aligns to learning outcomes across all campuses in the University of Hawai'i system.” As a result, the textbook focuses quite a bit on Hawai‘i. The stories, examples, and jargon are largely from Hawaiian culture. The textbook is not offensive in any way to other cultures; I’m just not sure if the Hawaiian-centric content would have a broad appeal.

Textbook contains the basic topics that should be covered in a first-year composition course. It would be ideal for a semester that is eight or ten weeks long. However, the brevity of the text would prove challenging for a semester that is the typical 15 or 16 weeks long. I would also use it as a supplemental text for a second-year composition course, a technical writing course, or an argumentative writing course because it would be useful as a refresher of the basics that many advanced composition textbooks do not revisit.

Reviewed by Nick Hart, Adjunct English Instructor, Johnson County Community College on 4/21/22

The textbook is only 5 chapters + appendices. In addition, the textbook does not include an extensive grammatical or formatting section. Learning basic grammar and formatting practices are essential skills in first year and second year comp courses. Regarding the formatting section, I did observe links to valuable websites such as the Purdue OWL, which is a practical bridge.

I did not notice any errors in my review of content. Furthermore, the content is easy to read in terms of color combinations and balancing of thoughtful images with the necessary text.

The content is current and relevant. My concern is the shortened length of the textbook. For the comp texts I use in my courses I'm used to anthologies that might exceed 500 pages + appendices.

The content is easy to view. Furthermore, the text invokes a warm and inclusive tone to it.

Consistency rating: 4

I would like to see more links for writing errors, punctuation, and grammar. I am unconvinced a comp chapter should include a chapter on college success skills. Shouldn't this content be taught in a separate course? Students who take first year comp courses will have a varying degree of abilities, meaning some students will not require content on college success skills.

The length of chapters is accessible for students who are unwilling to commit extensive amounts of time to reading textbook chapters.

Delete the college success skills chapter, and replace with a grammar/syntax/punctuation/writing errors to avoid chapter.

The textbook is easy to navigate, review, and explore.

I did not notice any errors.

See previous comments about inclusivity and warmth.

I could see myself using this book for future comp courses, but I would have to heavily supplement my lessons with additional handouts, exercises, and links. Chapter 4 talks about the different types of essays. I found this section to be somewhat incomplete, considering comp courses can also assign classification papers, cause and effect papers, comparison contrast papers, and so forth. The comp courses I teach require students to write distinctly different papers from start to finish. If the course focuses on one type of writing, (i.e., argumentation but different modes of argumentation in a comp II course) then a text that only focuses on this type of texts would work.

Reviewed by James Thomas Grady, Professor, Bristol Community College on 6/30/21

Provides substantial amounts of varied content. read more

Provides substantial amounts of varied content.

Scholarship is reliable, accurate and timely. Content is well-sourced and attribution is very clear and up front--a nice model for students.

Articles tap into the immediate currency of our times--Some content might need a refresh in a few years.

Clarity rating: 3

Writing is accessible and very clear. Perhaps some pruning/compression in parts. Sometimes the activities are a tad vague in purpose and scope.

It seems like the text has a coherent voice--This is important for students who struggle connecting to a text. There's nothing wrong with having a redundant layout and style when students are engaging with a text over a semester.

Modularity rating: 3

I wish the sections were more "chunked." Some have too many varied topics in one block.

Excellent progressive and developmental approach to stacking content.

Very clear navigation and visual "hamburger" menu.

No errors found.

Selections emphasize college-level literacy and seem bereft of any bias.

I like this text's organization approach in both design and content. The readings are challenging in all the right ways, asking students to demand college-level rigor of themselves in reading, writing and critical thought. I wish the activities had more targeted goals/outcomes for the students.

Reviewed by Judith Hague, Adjunct English Instructor, Bristol Community College on 6/29/21

Comprehensiveness rating: 4 see less

COMPREHENSIVENESS - The textbook offers a good basic overview of the elements of writing for first year composition students. It is well organized and clear which makes for easy reading. Each chapter consists of a Learning Objective which indicates the chapter's focus. The objective is followed by a student story. There are also exercises at the end of each chapter and an additional resources section for reading as well. An appendix is located at the end of the textbook which consists of place based and culturally based readings as well as online videos and additional readings. I would suggest that many of these videos and readings may have engaged students more by placing them throughout chapters in the text.

I found this text to be very accurate throughout. I am not aware of any errors.

This is a basic first year writing text, and the content is relevant today and may well be in the future. However, it can easily be updated if the need be.

I found this text very clear, and the language very easy to read .

The chapters are arranged in a pattern and the terminology is equally consistent as well.

The text can be broken up into smaller units, and the readings can be realigned with different subunits without any difficulty.

This text was very well organized and the material was clear and logical.. The book was broken down into five chapters and 3 appendixes. Each chapter started off with a Learning Objective, followed by a Student Story, an activities section, and reference section.

The text easily transforms into an e-reader, and the pdf version is easily downloaded and read without distortion.

I did not find any grammatical errors in this text. It seemed to be very well edited.

Cultural Relevance rating: 4

The text has examples from the Hawaiian culture because it was created for a Hawaiian University and its students. It also has an appendix which consists of culturally based readings that provides an inclusion of ethnicities in the text.

COMMENT: This text is brief, easy to read, and well organized. It offers a good overview of the elements of writing for first year college students, and it is an OER textbook which makes it free and affordable for students. It can easy be supplemented by handouts, readings, and videos to enhance the student's learning and more actively engagement them as well. I am really impressed with what the authors of this text did in creating it in only three days.

Reviewed by Alexis Teagarden, Associate Professor & Director of First-Year English, Massachusetts Department of Higher Education on 6/29/21

First-Year Writing (FYW) textbooks grow increasingly expensive, with their additional online platforms and expanding list of topics covered. 'English Composition: Connect, Collaborate, Communicate' by Inoshita et al. provides a scaled-down set of materials, addressing core writing concepts and common classroom problems (e.g., email missteps). The authors’ knowledge of first-year students’ typical missteps speaks to their FYW experience, a welcome background.

The textbook primarily reads like a series of concise lectures, which present students with important concepts and core vocabulary. It touches on central ideas in Rhet/Comp and Writing Studies, such as discourse communities and writing as a recursive process. It takes a charitable view towards common plagiarism issues, framing patch-writing as a novice-writer issue; it is perhaps not so kind to the K-12 system seen to produce such writers.

The chapter on research skills struck me as the least comprehensive, praising the importance of ongoing research rather than providing concrete ways students can successfully develop lines of inquiry. But that is an issue in publisher textbooks, too.

Content appeared accurate and error-free. Since multiple pedagogical approaches for teaching English composition exist, a book this concise could not represent them all. So it does present a specific approach rather than cover all of possible ways of teaching.

Some Writing Studies faculty may argue with the process-oriented, traditional approach this text takes; it does not advance cutting-edge assignments or pedagogical approaches. However, that might contribute to the text's longevity. Its approach remains a common one across U.S. universities, one unlikely to change anytime soon. The modular design of chapters also opens the opportunity to add new material without rewriting the entire book.

Clarity rating: 4

The writing avoids overuse of jargon, assuming a primary audience of novice/first-year writers.

However, I found the book more often tells students what to be than shows them how to be it, and I think that could result in some clarity issues. Students, for instance, are told “Conscientious college writers begin thinking about and researching essay topics immediately after being given the assignment.” But what “thinking about” assignments means is not unpacked. While chapters offer activities, they would likely require more scaffolding on the instructor’s part than provided, since the textbook often does not provide sufficient illustration for a novice.

Some principles are modeled or operationalized. When discussing letters of reference, the authors provide a detailed breakdown of how to write the necessary “formal email” request. The supplementary materials at the end also provide an OER list of readings focused on place (here, Hawai‘i ) and more detailed activities and assignments. None, however, provide evaluation criteria or means of assessment. Making full sense of what the text means will require work by the instructor on behalf of the students. Most classes benefit from the instructor bringing a textbook to life, though, so I do not see this as a major issue.

Most chapters follow a similar pattern. They open with stories about students, each having a different background and corresponding writing problem. The diverse representation of college-goers might help more readers find themselves in the text or broaden ideas of what a college student can be.

Chapters end with a Works Cited box and (re)linked references. This practices what the book preaches. OER references are linked within the text as well, simplifying things for the user, e.g., the section on Dweck’s growth mindset links directly to her Ted Talk. Some chapters also provide links to student models, published in the University of Hawai‘i at Mānoa’s undergraduate journal.

Terminology appeared consistent.

This text appears designed to support modular as well as linear use. Since chapters focus on a different aspect of writing and use different framing stories, instructors could assign chapters out of order without confusing students. Chapter divisions will be familiar to most first-year writing instructors, as they follow a common division of tasks (college skills, the writing process, researching, etc.).

The modular nature and patterned chapters creates an organized text. Since the chapter topics are quite big, ways of navigating within them is important. The clearly named and linked sub-sections accomplish this.

The open-access platform offers an easily used online ebook. The downloaded pdf version seems slightly less elegant in format, but no issues actively impede use.

No errors impeded my reading.

I saw nothing that would concern me while teaching. The vignettes depict a variety of students engaging with writing and writing struggles; this conscious choice does good work expanding the image of who goes to college and who gets to be a "good writer". Examples mostly arise from the authors' local context, and faculty elsewhere might find it useful to swap in models from their local context.

Overall, 'English Composition' offers few of the bells and whistles I associate with for-profit first-year composition textbooks, which now seem as highly-designed as a spaceship. This is not necessarily a detraction. I find instructors often prefer to create their own explicated activities, detailed models, and discussion prompts. Such activities also work best when tailored to individual class needs. So while 'English Composition' does not provide a complete plug-and-play curriculum, it’s also unlikely instructors would need one.

What this textbook does offer is concise overviews of standard Rhet/Comp and Writing Studies’ concepts, saving faculty the time of creating learning materials on them or writing up corresponding mini-lectures. The book would work well as a background text, to give students an overview in advance of an activity or application. It could also serve as a reference for assigned homework.

I’m grateful for the authors’ work developing this book and for their generosity in sharing it as an open-access resource.

Reviewed by Leah Van Vaerenewyck, Visiting Lecturer, Framingham State University on 6/23/21

The text offers a neatly organized and comprehensive index and appendix materials. The introductory chapter is well-intentioned with tips for effective communication in college, but it also assumes that all professors have the same standards/expectations for communications from their students. For example, I do not need an email from a student if they are going to miss a class; they are adults and my courses establish the expectation that they get themselves caught up independently. I do not need or want to respond to their personal issues; however, the sample email on p. 5 establishes the expectation that students send an email for every absence. One big missing piece in this text is any attention to citation styles. They are mentioned briefly at various points throughout the text, but no citation style is given a full treatment. The text also advocates for citation managers, but experience shows that students who rely on those generators have very little understanding of how to execute a citation and do not develop an understanding of the difference between a journal article title and the name of the journal itself (for example). Many professors caution students against these "short cuts" and this text would undermine that advice. A great strength of each chapter is the blocked out learning objectives. This is a useful guidepost for students as they read.

Content Accuracy rating: 3

The text is appealing because it is brief, but it tries to do too much in too little space. For example, Section 1.3 on sentence clarity is underdeveloped and could potentially give students the idea that modifiers and punctuation are the only considerations that matter when evaluating sentence clarity. A separate section could cover this more thoroughly, or the authors could leave the subject out all together, allowing the professor to select appropriate handbooks or other ancillary materials. There are some font inconsistencies throughout that are distracting but don't hinder understanding (for example, the penultimate bullet point on page 17)

The text is generally easy to follow and content will remain reasonably relevant.

The text takes a very basic approach to all its subjects, making it appropriate for a first-year college student, specifically first-generation or academically underprepared college students. Sometimes, though, this simple approach leads to a lack of clarity. For example, on page 85, there is some discussion of A Word About “Drive-By” Citations (which may point to an intellectual honesty issue, since this sounds a lot like Graff & Birkenstein's hit-and-run quotation). In any case, the idea is introduced, but not clarified. Students would need to see an example (or many) of this sort of dangling quotation and its antithesis to develop an understanding of how to sufficiently connect sourced material to student ideas or to other sourced material (by way of synthesis).

The text's chapter structure and tone are consistent throughout. The text has a consistent treatment of rhetorical analysis and considerations throughout, making the concepts introduced here easy to translate/apply to multiple kinds of assignments in the composition course.

Smaller sections of the text could be assigned effectively without losing much. One strength of the text is its reference to outside sources. Although links often become dated, it might be worth providing some hyperlinks to resources that can be reasonably expected to remain stable for a few years or more.

The TOC and learning objectives for each chapter are strong organizational features. The headers and sub-headers are consistent, though they could be more visually appealing to assist in scanning/navigation. The discussion of structure in the writing process and in the editing chapters could be reorganized to a consolidated, single discussion of structure.

The text is very easy to navigate and is visually simple.

The text is grammatically sound.

There are culturally diverse readings/considerations included in the appendix materials, but little to no attention paid to linguistic diversity or culturally specific/relevant pedagogies throughout.

Reviewed by Julie Odell, Associate professor, Community College of Philadelphia on 6/22/21

Comprehensiveness rating: 2 see less

First, the college success chapter should include specific tips on annotation. Also, the growth mindset has become controversial for a number of reasons (it's a deficit ideology, ignores the material and emotional conditions of students' lives, and research doesn't support its success in student learning outcomes). Even so, this textbook merely summarizes it without giving students strategies to develop a growth mindset.

The section Intellectual Standards for Quality will overwhelm many students in the introductory chapter (or they will skip it altogether). The language and tenor are also too formal. The standards themselves would be better woven through the chapters and written in more of an advising tone. They are great ways to evaluate an essay when a student is at the editing stage.

Letters of recommendation instruction does not belong in the first chapter--the textbook should stick to academic essay writing and maybe include this as an apendix. Also, letters of rec. covered in First Year Experience courses at most colleges.

English Composition teaches text-based academic writing at most schools. In the chapter on the writing process and essay structure, activities ask for personal essays on non-academic topics. I would LOVE to have seen some real-world essay prompts for text-based assignments, even from different disciplines as English comp courses serve students' future writing-intensive courses. Also, citation is tacked on at the end, briefly, while it should be integrated throughout.

In the chapter on the writing process, the writers emphasize drafting an essay in 75 minutes and offer no other possible strategies. I find most of my working adult students end up writing their drafts in pieces as they organize their time, which can be a successful drafting strategy. Or else they spend two hours or one hour. Why 75 minutes here? I'd only teach a 75-minute draft process for a timed in-class essay. Also, for the free writing activity, it would be great to ask students to free-write about something specific as that will be the case most often. It's rare they will be able to free write about whatever is on their mind and then draft an essay on a specific prompt.

As for essay structure, the chapter asks for a thesis that "must present an argument," which just isn't accurate for many prompts. It sounds like every assignment will be to write an argument essay. Also, a thesis statement is often more than one sentence. In the section on weak thesis statements, it would be great to include a revision of each to make it a strong thesis statement.

Then it recommends body paragraphs that all support that thesis, sounding much like the five-paragraph essay. In truth, English comp prompts can ask for all sorts of combinations of rhetorical moves (requiring more complex thesis statements). Also, this should introduce citation and use of source material, as most academic essays will require that. Again, some real-life academic essay prompts would be great here, as well as strategies to address them.

As far as the author's audience, in truth, the audience for academic writing is professors and other students. Any sort of "letter to the editor" model is not academic.

Needs much more on language usage.

Also, I realize instructors from the University of Hawai'i wrote this, so the examples of code-switching are culturally relevant to them, but for much of the country, code-switching is used by Black students, Latinx students, Asain students, and students from all over the world.

The section on editing could use some specific strategies, like reading out loud, having the word processing program read the essay out loud, printing and working off hard copy, etc.

As for grammar, "Most college writers struggle with only one or two main grammar blindspots" just isn't true. Also, there is such specific instruction on punctuation. I'd like to see the same for sentence boundary issues, passive versus active voice, even capitalization, which, in the age of texting and social media, is chaos.

Also, the section on rhetorical modes is a bit too pat. Most real academic essay prompts ask for a combination of rhetorical moves and often don't identify themselves as a specific mode. It would be great to see more about combinations of modes, and connection to actual academic essay prompts. Also, the activities for each rhetorical mode were too simplistic and not academic. "Evaluate a restaurant" is not an appropriate prompt for a college-level writing course.

Finally, at most schools, English composition and research writing are two separate courses. And the section on research skills is rushed anyway. Again, I believe use of sources, citation, APA versus MLA, and essay format need to be integrated into earlier chapters.

See comments above--in several areas, I found content inaccurate in terms of what happens in English comp courses.

Because I think the content does not address enough of what's required in academic writing, I can't speak to this.

I found the prose too formal, and, especially in the first chapter College Success Skills, too scoldy and too much "you must." I wonder why this wasn't written in second person to address the student directly. It has a "sage on the state" quality and needs a more "guide on the side," student-centered tone.

The text is consistent.

The textbook is well-organized and is visually pleasing with plenty of white space and attractive, though generic, photos.

As I wrote above, I believe the use of source material and citation needs to be integrated throughout the textbook.

The book's interface is clear.

The grammar is excellent.

Code-switching needs to include various races and ethnicities. Growth mindset can be exclusionary, ignores students' realities, trauma, previous educational experiences, and so can be racially problematic. The tone of the text, particularly the first chapter, often sounds authoritarian and too stern, too "sage on the stage." It also ignores the fact that 50% of all students today are first-generation. I believe this requires a more supportive tone, and, again, more of a "guide on the side" tenor. For example, "Speaking of 'presence,' students must be physically, psychologically, and intellectually present in class each period to learn everything they possibly can" is so not great as instruction (sounds like an old-school non-student-centered syllabus) and holds students to an ideal they may have never encountered and may not be possible at all times. There is a mental health crisis on college campuses--pre-pandemic, 87% of college students felt overwhelmed by all they had to do, 66% felt overwhelming anxiety, 56% felt things were hopeless and 13% seriously considered suicide. Imagine post-pandemic! A chapter on college success absolutely must address this and do so with kindness, which means telling students how to manage stress, depression, and access mental health services.

Reviewed by Tabitha Espina, Assistant Professor, Eastern Oregon University on 6/14/21

The range of the text is particularly impressive. The first chapter consists of College Success Skills that are relevant to many first-year students' experiences. I liked that the text explicitly framed success in college with a narrative of student experience, to show that these concerns are not isolated and rather address an entire community of first-year college students. Moreover, practical tips like "presence" and attendance, how to write an email, how to read a syllabus, time management, and even civil discourse are explored. Often I have to use multiple sources to address these different skills and topics, but I appreciate that these all can be found prefacing this text. What I found particularly helpful in the first chapter was the description of intellectual standards and terminology related to the fields of rhetoric and composition. Intellectual standards are described to show what type of writing is associated with quality and how writing is typically evaluated. However, I would have liked if "standards" were framed as subjective, reflecting the values of a community or institution, rather than primary criteria. I think it is important not to refiy assumptions of deficiency, and a decolonial pedagogy recognizes multiple meanings and ways to arrive at those meanings--even if they are not recognized by standards of the dominant culture. However, this is a small concern compared to the other important terms discussed in this chapter. Rhetoric is often not discussed, much less defined, explicitly in first-year composition, but the descriptions given in this text are given necessary context and explanation. Moreover, I often teach rhetorical analysis in my composition courses, and many students lack familiarity with the rhetorical appeals. I like that the rhetorical appeals are outlined in this first chapter, so that students have a reference readily available to conduct their analyses. The second chapter demonstrates the processual nature of writing, moving from ideation to publication or sharing. In addition to the process, I like that a genre analysis is available in the third chapter, wherein the different parts of an academic essay are given specific focus and direction. I like that I have a resource to provide students that allows them to look at the composite parts and see the coherence, in order to become familiar with the genre of an academic essay. In addition to parts and process, the fourth chapter further evaluates genre by rhetorical modes, allowing students to see the multiple purposes, patterns of development, and approaches of an academic essay. Finally, the fifth chapter is especially useful in outlining the core principles and processes of research, which are easily adaptable to the different research style sheets, like MLA, APA, and Chicago. I find that many of my students do not know how to begin the research process, and I appreciated that topics such as time management and properly citing sources to avoid plagiarism are discussed in clear, descriptive detail.

Content Accuracy rating: 4

The information is highly accurate and synthesizes topics in contemporary composition, such as that related to process theory, code-switching, counterargument, rhetorical appeals, and civil discourse. I would, however, have liked to see more on linguistic diversity/translingualism, pluriversality, or language/discourse communities related to diverse student language experiences. Nevertheless, the online citation management tools described, for example, are those still commonly utilized by students. Some cited material is as recent as 2020.

By providing multiple chapters that describe the function and genre of an academic essay, the text remains relevant. Chapter 2 describes the processual nature of the composing process and how to approach the various steps in writing an essay that adheres to what the text calls the “nine primary intellectual quality standards” (1.3) of clarity, precision, accuracy, depth, breadth, logic, significance, relevance, and fairness. Chapter 3 describes the conventional components of an academic essay. Chapter 4 looks at rhetorical modes and patterns of development, with particular focus on those most often encountered by first-year writing students: narrative, evaluative, process analysis, and persuasive rhetorical modes. Chapter 5 provides research guides and principles that can be applied to specific disciplines. The college success skills are practical and can be applied throughout a student’s academic career.

The text is highly accessible. Terminology from the fields of rhetoric and composition are clearly defined, provided context, and also often framed in student narratives that illustrate the relevance of these terms. Additional resources are linked to provide additional context or clarification.

The text is consistent in both tone and content. Chapters are prefaced with an introduction that includes a visual, foregrounds the significance of the topics discussed, and outlines specific learning objectives. Subchapters have activities and sources specific to the content. The framework is undergirded by the “nine primary intellectual quality standards” (1.3) of clarity, precision, accuracy, depth, breadth, logic, significance, relevance, and fairness, and the language of the quality standards are used consistently throughout.

The text is logically divided with clear subheadings that guide readers’ understanding of the topics presented within subchapters. The chapters, themselves, can function independent of one another and do not need to be read in succession in order to be understood. Furthermore, subchapters can be assigned individually, as each has its own contexts and topics, and many have their own activities.

The text follows a clear, logical organizational structure. Prefacing the text with college success skills addresses issues of preparedness that underlie success in writing courses. The organization of the chapters reflect a contemporary philosophy of composition by positioning writing courses within the larger context of college success, then discussing a processual approach, then describing the conventional genre, then addressing multiple rhetorical modes, and finally presenting the conventions of scholarly research that make writing public and accessible. This organization moves from broader to more specific concerns.

The interface is highly effective. Visuals are utilized that compliment the text and are representative of a diverse student body. Learning objectives and activities are positioned in colored boxes, and sources are set off and hyperlinked in a bottom box. The collapsible Table of Contents makes the text easily navigable. My least favorite visual, however, was that used as the cover, as I do not feel it fully represents the vibrancy of the text’s content and style.

I did not observe any grammatical errors throughout the text.

This book was most impressive to me because of its culturally responsive and culturally sustaining approaches to the teaching of writing. The visuals and stories reflect a diverse student body and experiences specific to the context from which the text emerged, aligning specifically to learning outcomes across all campuses in the University of Hawai'i system. I most appreciated the Appendices, which include place-based and culture-based readings that are geographically significant, online videos and readings relevant to the Hawai’i and Pacific context, and suggested assignments that are culture-based, using “the culture, ethnicity, language, and traditions of people groups as engaging and relevant approaches and topics” (Appendix 3). These Appendices are relevant and useful to my own instruction with Asian American and Pacific Islander students.

I am grateful for the existence of a text that is so culturally situated and attuned to the needs of students within its context. I hope that similar texts might emerge from other Pacific Islands.

Reviewed by Sharon Graham, Instructor, English Composition, Fort Hays State University on 5/21/21

This text includes useful material for all main areas of typical first-year college English composition classes. In some ways, it feels like an expanded outline that provides a solid foundation on which to elaborate. I, for one, appreciate the relative simplicity of the text while at the same time realizing the need to supplement (which I do anyway even with bulkier textbooks). The part where I would like to have seen additional content is the section on editing. Although an exhaustive list of grammar, punctuation, spelling, and other language items that might require a writer's attention is nearly impossible to produce (and really not desirable), the section in the text seems to be rather "hit or miss," especially when it comes to the table of examples. In addition, the text is missing an index and glossary.

The bulk of content appears to be accurate and unbiased. However, a few of the hyperlinks are either broken or link to the wrong page. For example, the link “Essay Development: Good paragraph development: as easy as P.I.E.” under "Further Resources" in section 3.3 is broken. Under "Further Resources" in section 4.5, there is no link to the "Ethos, Pathos, Logos" video, and the link for the first sample persuasive essay takes you to an unrelated website.

As previously mentioned, the main content reflects traditional first-year composition classes and is not likely to change anytime soon. The writers include several examples that have more direct relevance within a Hawaiian context, but not exclusively; the key material is relevant with plenty of room to adapt to different environments as necessary. Some may question the inclusion of "College Success Skills" in the first chapter, but since first-year writing classes are generally intended to contribute to students' overall success throughout their course of study, I think the information is relevant even if it is a review for some students. The majority of the students I currently teach are online-only and do not take the typical "first year experience" class required of on-campus freshmen. In addition, they often have been away from the academic environment for a number of years; thus, starting off with some basic skills for student success would be beneficial.

The language of the book is clear and approachable. It does not use intimidating language, but neither does it seem to talk down to students. Although there is no a glossary, many of the more technical terms are defined in context.

The layout of the text is mostly consistent. Chapters begin with a list of learning objectives followed by "A Student's Story" section. Consistent font sizes/styles are used within chapters to identify section headings, main content, etc. An "Activities" box is included for most (but not all) sections. One area of consistency that might be improved is the use of "Works Cited" at the end of some sections and "Sources" at the end of others; section 3.3 actually includes both (I think the writers are perhaps trying to distinguish between smaller bits of cited material and larger portions of information from a Creative Commons source, but this could be a little confusing especially to students).

The book's modularity is one of its strong points. I felt the content was divided into appropriate chunks that could be easily assigned and referenced.

I found the organization to be logical, very similar to what I follow in my own teaching. One detail I especially appreciated in section 5.3 in the "Research Skills" chapter is the discussion of Works Cited/References pages before in-text citations; as the text itself states, "The information in the in-text citation will be whatever the first word is in the Works Cited entry. For that reason, it can be easier to add in in-text citations after the Works Cited page has been created."

The eBook and online interfaces are easy to navigate for the most part. Wherever you are on a page, there is an arrow that will take you back to the top where you can access the table of contents and the corresponding links to different chapters and sections of the book. This is true for the mobile experience as well. I appreciate having a PDF version available, but there is some wasted space (although as another reviewer pointed out, it is easier to search the PDF version).

I did not find any glaring grammatical errors.

The book often incorporates examples from the Hawaiian culture, which is appropriate for the context of its writers. I don't think these locale-specific examples are necessarily a problem to include; rather, they can provide opportunities to discuss the importance of audience among other things. Even more, I see them as a model for instructors to follow in either inserting examples of their own that might reflect the local college context or asking students themselves to share examples that reflect their specific cultural background.

Overall, I found this text to be a viable OER option for first-year college writing. It provides a suitable basic foundation in terms of content and organization. The writers include several practical ideas and "tricks" for students throughout the chapters.

Reviewed by Kole Matheson, Lecturer, Old Dominion University on 5/16/21

The text offers a comprehensive overview of the current-traditional approach to English Composition. The genres explored in the text are typical of “first-year English” classes of the last century. Furthermore, the text accounts for established learning outcomes of the field, which include information literacy, writing as a process, and knowledge of grammatical and citation conventions. The text exceeds expectations of comprehensiveness in that additional sections on college success skills are included, which is not typical of a current-traditional approach to writing.

The text accurately reflects the current-traditional approach to the teaching of composition. The content therein aligns with other textbooks in the field that deploy this approach to freshman writing. There are no factual errors present in the text.

Relevance/Longevity rating: 2

As the text reflects the century-old approach to the teaching of college composition, its relevance is waning. Countless textbooks are published in the field that explore the current traditional approach to freshmen writing, which leaves the reader wanting for a more immediate contribution. Emergent practices in the field are not treated by the text; rather, the established approach to current-traditionalism is rearticulated for an open access audience.

The text is written clearly and concisely. Especially helpful are the graphic organizers, example outlines, and activities that aid the reader in understanding and applying the content of discussion.

The text is consistently designed and user-friendly. Section headings, subheadings, bulleted points, reflective conclusions, and “further resources” offer a consistent structure within each chapter of the text. This consistent and predictable design enhances the readability and accessibility of the content.

Modularity rating: 4

The text’s modularity is sound. The various chapters could be read sequentially or in isolation. Depending on the instructor’s preference, the chapters could be presented from cover-to-cover or in some other sequence that serves the goals of the course.

The text's organization is typical of the current-traditional approach to writing. In fact, the text follows the directions it prescribes to students in that a clear writing process is the foundation of understanding how writing happens. Next, the focus on process culminates in a variety of approaches to essay structure. Finally, the text closes with a discussion on best practices in research. As such, the organization of the text outlines the typical structure of a semester of freshman composition.

I read the PDF version of the text and did not encounter any issues with the interface. The text is viewable, graphics are positioned well, and images are appropriately placed.

There are no glaring issues with the grammatical structures in the text.

Cultural Relevance rating: 2

The cultural relevance of the text might be critiqued, especially as the field of writing studies continues to grapple with issues of diversity and cultural competence. The text rightfully claims that “one language is (not) better than another.” However, the section on “Intellectual Standards of Quality” seems to contradict this claim. The uncritical depiction of “academic English” as “clear for everyone” actually leads the reader to infer that one language variety is more communicative than another. Still, the focus on Hawai'ian culture is novel and important.

To date, this is the most comprehensive and well organized current-traditional writing text I have seen in open access publication.

Reviewed by Rochella Bickford, Associate Professor, Kansas City Kansas Community College on 4/25/21

While the book provides a simple overview of a first-year composition course, there are many elements that would need to be included if it were to be used in courses that need to address different modes and genres of text. There are limited readings and assignments linked to the units, as well. Some of the assignments would require teaching additional skills or providing exemplars. For example, in 1.2 on College Success Skills, a student who was new to the concept of close reading and annotation would do better with a video and visual example of what it means to think through and annotate a text. There were no scoring guides, and linked rubrics would have been helpful to both students and instructors. There is no index or glossary.

There are more types of writing taught in first-year composition courses than what the textbook covers. For example, the text covers narration, process analysis, evaluation, and persuasion. However, students may need instruction in other types of writing, such as descriptive, expository, or argumentative essays. It wasn’t clear why section 4.2 listed several types of writing and noted that most of those types would not be covered. More importantly, teaching students to write objective summaries of text is an essential skill missing from this course. The section on writing a thesis statement (3.2) was not quite accurate in the limited description of where a thesis statement could be located in a text.

In recent years, the ideas of how grit, determination, and having a “growth mindset” have been largely criticized for discounting the real obstacles that many underprivileged students face. This text heavily emphasizes the growth mindset, so any updates to new research or evidence-based practices with this approach would need to be added. Some of the student “stories” may need to be updated to reflect recent and relevant views and contexts.

Most of the text uses clear and simple prose that is widely accessible to students. With instances where students are learning new words and concepts (such as annotation), exemplars or a glossary would be helpful.

Each of the sections begins with the same pattern: photograph, learning objectives, and a “Student’s Story.” Students will readily recognize the start of each unit. However, some sections contained activities and further resources, but some sections omitted these parts.

I reviewed the online version of the book. While the interface is very easy to navigate, it is almost too simple. There is no way to navigate within a page/section once you are on it. The pages of text are very long. I am looking for materials to use in an integrated, reading and writing course that pairs with a first-year composition class. I don’t think many students will take the time to read the entire page. If an instructor wanted to assign a section of the page, there isn’t a way to direct the students to a specific point.

The section on citing sources (5.3) could have been clearer in regard to MLA and APA format. This section mentioned citation management before it discussed what citations were or how to use them. It would have been nice to see links to the APA and MLA at the start of this section, as opposed to the very end. It was nice that the text linked to sources such as the OWL at Purdue University. Overall, the organization of the book was clear. Since this is a subject that is recursive as opposed to linear, it would work with any course structure or outline.

Due to the large “blocks” of text on many pages, additional, embedded graphics or videos would have helped to support the text. The inability to click on direct links to move to different areas of a page makes the reader scroll through the whole section before finding relevant information.

Grammatical Errors rating: 4

There are a few grammatical errors in a few places. There are some awkward sentences and fragments. For example, in Citing Sources (5.3), “Using notes and bibliography is preferred” has a subject/verb agreement error. At the end of that section, one of the assignments asks students to “Put away a plagiarized essay and tell the instructor or peer mentor what you wrote.” It was very difficult to understand what the assignment is asking the student to do.

There do not seem to be any culturally offensive or insensitive references in the text. While the text mostly focuses on Hawaii, there are texts and videos that reference other races and cultures.

This is a simple and clear outline for a first-year composition text. It would be a great resource for students who are learning online, as long as the instructor can be very specific about the sections the students need to review. Instructors can expect to add several additional resources and exemplars to strengthen the content.

Reviewed by Karin Rhodes, Instructor, Salem State University on 7/2/20

This concise textbook is a good overview for newcomers to college. I like the first chapter on Success Skills; regardless of orientation workshops and First-Year Experience courses, freshmen need these skills to be repeated and reinforced. Our institution's writing program is now emphasizing "genre" and "multimodal," neither of which are addressed here. I also would have liked some more help with "peer-reviewing" in the Revision chapter. There is no Index nor Glossary, and it is sometimes difficult to track down specific information. (The online version's search was useless, but the pdf and the ebook were more searchable.)

As far as I could tell, all the information was "accurate," but I cannot say it was error-free. (see Grammatical Errors and Clarity)

The book's audience is specifically Hawaiian, but that only makes it more interesting to read. I found it ironic that in the "Close Reading" section, the students are instructed to use colored pens/highlighters and to use "the front of the book" for notes. This is irrelevant if we don't have a print textbook. Information about how to do this with ebooks would be more relevant, wouldn't it?

The text is USUALLY clear and quite readable, but there are still some rough spots that weren't worked out in the editing. For instance, in the Revision chapter, in Table 1, the term "subordinate clause" is not defined and the example given seems to be a mistake. (Also, Table 1 claims to be about Punctuation and Mechanics, but it is about grammar or style. I mean, the rule that "using 'so' to mean 'really' or 'very' without using 'that' is an error" is NOT a punctuation rule.) Throughout, words are defined in-text, but could just as well be hot-linked. As I said above, "subordinate clause" is not explained, yet frequently the authors use a construction such as "English is a polyglot language (made up of multiple languages)."

SOME in-text citations were hot-linked, but not all. There would be a Works Cited in the middle of one chapter but not the next; why not just leave it to the end of each chapter? In Chapter 4, the hot-links were erratic.

In general, this trait is good. However, a more thorough numbering of the subsections would be so much more helpful. For example, 4.2 could have been further labeled 4.2.1, 4.2.2, and 4.2.3. If the students are using the pdf, page numbers can be referred to, but if they are using the ebook, will they understand "Look at the table at 41%"? How am I supposed to direct them to certain Activities boxes? If most of (at least) one of the chapters is pretty much from Writing for Success, why shouldn't I just use THAT source?

The main outline is organized as I would do it myself--quite standard. Style hints are interjected into the other chapters as the concepts arise, which is fine if the book as a whole will be used but creates a problem in the "modularity" trait. The format of starting with Learning Objectives and A Student's Story was nice, but consistency in adding Works Cited, Sources, and Further Sources would be nice.

Interface rating: 2

Some links do nor open correctly or misdirect. ADA compatibility is weak; the ebook has a lovely built-in reader, but the images do not have descriptions. I especially LIKED this text because of the variety of formats: online (ho-hum), pdf (too much wasted space; vertical format not so great on a laptop), ebook (my favorite; easy to read in a horizontal format). I was unable to test it out on a smartphone, which is how most of my students would probably access it.

Grammatical Errors rating: 3

In the section explaining the importance of punctuation such as commas, they left out the end-stop period! (I suppose this could be used as a teaching moment, but, really...) The font size went fluky in a couple of spots (got larger for no apparent reason). In at least two spots, I found problems with quotations. One was a quote that was opened and cited, but never closed. The other was at the beginning of the first chapter (some introduction!) The Student's Story was actually quoted from Michelle Obama's speech, but there were no quotation marks and no introductory remarks to indicate to the student-reader that the passage was anything other than the authors' words. Very confusing.

All the examples are Hawaiian. I don't think this would offend any students or make them feel "left out." The intended audience appears to be first-generation college students (which is my main demographic). There is no special sections or hints for ESL students, but the discussions of "code-switching" and Pidgin language is really interesting and enlightening for any student.

I am looking for "one-stop-shopping" in a textbook. This one covers the basics, is quite readable at the freshman level, has activities, gives examples (though not full student papers), and comes in various formats. Unfortunately, the book could use one more diligent edit. More links could be useful (for definitions, for further sources, maybe some exercises).

Reviewed by Padma Sundar, Adjunct Faculty, Bunker Hill Community College on 6/23/20

It covers all the areas a faculty would look for that can serve as a bridge course between high school and college. The topics range from functionalities of language to dynamics of it. The travel from the writing process to types of writing and ending in research skills complete the cycle of learning required for students to embark on in-depth writing required as they go along in their 4-year college course. The examples provided at the end of each topic reinforces the concept. However, as a faculty, I would have looked for some more exercises with answers for practice. The authors can consider the idea of having a practice book with answers and sample essays as an addendum.

The language used is error-free and accurate.

The topics and activities chosen are relevant in terms of topic and timing. For example, the inclusion of thesis statements, strong and weak thesis statements just before essay writing gives students a definite approach to write an essay. The technique involved in writing a strong thesis statement makes the task of writing an essay easier. The definite transition from a narrative is very commendable as it allows students to embark on a journey of simple to complex. The students start from the art of narrating a story to convincing the audience in what they believe strongly with evidence. All these activities are relevant to what happens in their day-to-day life so their involvement and immersion are complete.

The language used is simple and the students from different backgrounds(ESL) can easily understand the concept. They may find some terms like citation, evaluation, and analysis challenging initially, however, as the course progresses they learn these and get familiar with. Afterall the aim of doing a course is to dwell into something new.

There is definitely a regular progression from simple to complex in the text and the end of the topic exercises cater to reinforcement. The text offers a lot of clarity to students on the topics covered and dwelled in detail to help them understand the concepts needed for effective writing.

The text has been very clearly organized into modules easily accessed according to topics.

There is a definite structure to the text with topics ranging from mechanics of writing to applying them in different forms of writing. The inclusion of student stories in between is a novel concept. The stories make students feel that the fears they have are normal and experienced by many likewise. The structure of the book helps the faculty to structure the syllabus on the lines of the book. The progression from simple to complex and concluding with researching skills leaves students well prepared for their next journey.

The book offers a good navigation process. The graphic organizer for the persuasion chart (pg. 22) could have been on a separate page that way the students can photocopy it and use it for their essays.

The text is strong in language with least or no errors in grammar.

The text can be well understood by students. The fact that the stories do not mention the background of the students is commendable. That way they can relate to students from different backgrounds. The emphasis on place-based and culture-based readings is direct evidence of an inclusive approach of the authors.

The book serves as a good source for faculty in devising their syllabus for College Writing 1. It has all the right things in place and gives a sense of direction to all those who are guessing as to what their starting point should be. The activities are well-graded and there is a logical and holistic approach to the course. I recommend this to all my colleagues who are new to teaching College Writing.

Reviewed by Stephanie Viens, Adjunct Faculty, Bristol Community College on 6/22/20

The text appropriately covers all subjects relevant to an entry-level writing course. As an adjunct faculty members teaching Communication and secondary English Language Arts teacher, I find this text wanting for naught in terms of topics covered. The content on introductions and conclusions could be slightly stronger by including full example introduction and conclusion paragraphs. The section on Rhetoric likewise has a bit of room for improvement, as it seems to suggest that "rhetoric" is a term students should be familiar with, but the relevancy beyond could be explained more explicitly. Some examples of how students might see/hear this term used in various courses would be helpful. Additionally, while most technical terms are explained throughout the chapter sections, there is not a glossary or index for quick reference. The content on citations could be a bit more clear by providing a few more examples of in-text citations; one explanation suggests that "when using a signal phrase" the in-text citation may differ, and the term "signal phrase" is unclear (a clearer example could be offered).

Content is accurate, error-free, and unbiased.

The "student story" examples provided are current and relevant to today's students. The organization of these short segments is such that they could be easily updated to reflect online learning environments that students might be experiencing or other changes to the overall student experience. The academic content is up-to-date and will remain current for many years to come, as the writing rules and processes covered are not apt to change in the near future.

The text is written in a clear fashion that is accessible to 100-level college readers. Technical terms are explained appropriately and thoroughly.

While the topics covered are all connected by way of the central goal of the text, there are a few minor "disconnects." For instance, the beginning of the text covers intellectual standards for quality, including but not limited to "clarity." The section on clarity explains and provides examples of misplaced and dangling modifiers and their impact on clarity. This content is important, and I feel it would be worth including again in the section on Editing, as students should seek out unclear modifiers during the Editing process.

This text is easily and readily divisible into smaller sections that can be assigned as needed, in varying order. The layout is clear and well-spaced such that pages or chapters could be disseminated to students as reference material or "worksheets" on particular topics, particularly the content on citations.

The chapter topics and sub-topics are well chosen and organized. The few number of chapters makes it easy to recall where one is in the text while reading. The sections are clear and the subsections are well-organized.

The text's interface is easy to understand and navigate with no issues in display or distortion of images, figures, etc.

The text is grammatically sound. There is one run-on sentence which may lead to some confusion in the section on "Researching" segment of the Prewriting section (#1 of the two often misunderstood aspects of researching).

The "Student's Story" section of each chapter adds to the inclusivity of the text. The content appears to be relatable to most students of various backgrounds.

I would feel confident using this text in an entry-level college writing course. I was pleased to find that much of the content on structuring and organizing writing aligns with popular and widespread knowledge of speech structure. I teach Public Speaking classes and always appreciate clear overlap between teaching writing and teaching speaking!

Reviewed by Marie Pabst, Adjunct Instructor, Bunker Hill Community College on 6/11/20

This book provides a very comprehensive description of all the parts of the writing process. Additionally, when discussing each stage of writing this book gives clear and effective strategies that writers (especially emerging undergraduate writers) can use to really engage effectively in the writing process. This book provides many small examples that students could use (such as the examples of sentence revision in the revising and editing chapters, or links to examples of argument writing) but does not directly provide full writing models for students. In addition to providing this comprehensive description of the writing process, this book breaks down a basic essay structure with sections on “Opening Paragraphs,” “Body Paragraphs” and “Conclusions.” All three of these sections discuss and dissect thesis statements. While I appreciated the concrete and clear nature of these chapters, I did find the description of this essay structure to be a bit too close to a “five-paragraph-essay,” which is something many of us teaching composition classes are trying to move beyond. In the Types of Essays chapter, this book describes Narration, Process Analysis, Evaluation, and Persuasion. Once again, in each of these sections, the authors give clear and sound advice and examples to help students engaged in this type of writing. While I would have liked to see more discussion about what unifies these essay types, I do think these four essay types cover most, if not all, writing that students will engage in during their undergraduate years.

The descriptions of the writing process and the types of essays in this book is very accurate and clear. My one concern is the chapter on Essay Structure, and the way that this chapter seems to suggest limitations on a thesis statement that is not always true for more complex writing, and the simplicity of describing an essay using the modality of the five-paragraph essay (in description, not necessarily in name). However, the information and examples in this chapter are accurate descriptions for what would be expected in this highly-structured essay writing, and many of the ideas and examples that are shared in the Essay Structure chapter could also be applied to more complex writing as well even if taken out of the “Opening paragraph, Body paragraph, Conclusion” structure.

This book is up to date, relevant right now, and will remain relevant since it covers aspects of undergraduate writing and undergraduate learning that are quite standard.

This book is extremely clear and easy to follow! Aspects of this book I found most helpful (for myself and my students) were: the learning objectives at the beginning of each chapter, the clear and concrete examples provided throughout the book, and the effectiveness of the book's organization. This book is very accessible for any undergraduate, and I believe it would be a very helpful book to use with all students, including non-native English speakers.

Terms in this book are used clearly and consistently throughout the whole text. This book reads as one well-thought-out text that was developed with a flow of learning in mind.

The chapters and sections of this book are organized in a way that allows any instructor to pull chapters or sections to suit their needs. One could easily use a single chapter or single section from a chapter to supplement another course text, or take chapters or sections from this text and compile them from essay examples, etc. to create a cohesive text for an introductory undergraduate writing course.

The organization of the book flows clearly from discussing the writing process, the structure of an essay, and essay types. Each chapter is made up of sections that flow logically from one to the other, but that could each be used as a stand-alone resource or students as well.

I read this text both as a .pdf and as an online text. Both were very easy to navigate. The online version had the additional benefit of making it easy to use hyperlinks in the table of contents to move around from chapter to chapter, section to section.

The grammar and conventions use is excellent.

The authors clearly used real student examples from their diverse university setting in this book. The student examples and images in the text are representative and inclusive. Additionally, in the appendix, there is a discussion and list of resources to help instructors think about place-based and culture-based readings.

Overall, as an instructor of undergraduate composition, I found this book to be an extremely helpful resource that will be highly accessible and helpful for my students.

Reviewed by Nina Presuto, Adjunct Professor, Raritan Valley Community College on 4/7/20

The text offers a clear scope and sequence of the writing process. Topics covered include prewriting, brainstorming, drafting, and revising/editing. Each of these steps, building upon previous step(s), creates a strong foundation for its topic, and leads to the next step and mastery of the basic writing process. It provides concise definitions for each term, explanation of process, and activity to apply skill. Resources augment instruction to delineate, support, and reteach information as needed.

The text is accurate and unbiased. The content begins by explaining writers'/readers' purpose and continues with visuals and outlines to illustrate writing techniques and structures. This teaches the student reason for writing and creates templates and checklists for students to follow and replicate in their work. It effectively teaches the basics of writing an essay without bias.

The text is relevant. The basic structure of writing is presented in a clear and organized manner that can easily be revised should the user wish to augment the text. Additionally, resources and or graphic organizers can be inserted between clearly delineated sections if desired. However, the content is up-to-date, is the basis for good writing across time, and clearly teaches the writing process.

The language contained in the text's content is easily digestible for all student levels. Vocabulary include expected instructional terms such as brainstorming, freewriting, and chronological order with clear context clues to help low level learners understand them and their applications. Moreover, the text discusses "appropriate language" as it pertains to the differing perspectives of communities and therefore classrooms within those communities. Not only is the language this text utilizes appropriate and effective for the students it serves, but the text directly addresses the issue of language in academia.

Each topic is clearly presented. The textbook's structure is clear and accessible. The table of contents is clearly located on the left hand of each page and links to all areas of the text for ease of navigation. Students can easily advance from topic to topic to review content for clarity as needed. The text directly links to resources to aid in instruction as needed.

The text's writing style is succinct and compact. Material is broken down into major headings: College Success Skills, The Writing Process, Essay Structure, Types of Essays, Research Skills. Each chapter is prefaced by an introduction that outlines objectives and illustrates a student example and perspective to connect with, inspire, and engage the learner. Broken down into sections based upon its topic, each chapter can be addressed as a whole or by focusing on one specific element. Links direct students to resources to support structure as needed. Each lesson is followed by activities for students to apply the skills learned.

Presented clearly and logically, the text begins by introducing students to the rigors of academic performance and provides guidelines for how to be successful. Next, the text systematically approaches the writing process and builds upon its application. After presenting a foundation for how to write an essay, the text delineates the elements of an essay. The remaining chapters elaborate on essay types and provide an appendix of resources.

The text is free of navigation errors and students can easily move from one chapter/topic to another. The presentation of information is prefaced by large headings and medium sized subheadings above the text’s content. These features organize text and draw reader's attention to content. All content is presented in uniform size and is easily interpreted by the student. Links connected to chapters open consistently and accurately present information related to topic. The margins are free of distractions and resources and sequentially linked within text where the augment instruction.

Text is free of grammatical errors. Text uses a variety of sentence and paragraph structures. Items listed are appropriately indented and bulleted as needed.

Content is culturally sensitive and inoffensive in every way. However, some student essays and resources thematically focus on the Hawaiian culture of the authoring university rather than of a cross section of universities in general. These references may not be particularly meaningful to other university’s’ usage and may require additional and more culturally relevant resources be acquired.

While this text is an excellent resource for teaching basic essay writing structure to average and low-level learners, it is not useful for students who arrives in class already espousing a knowledge the collegiate writing structure. The content does not extend beyond the basic essay writing structure, and therefore, the information, while concise, does not engage higher-level learners. Second, the scope of content is narrow. It provides the basic argument essay structure, but does not delve into variations on the structure. It provides a list and definition of ten specific “typical modes of essays” from cause and effect through process analysis essays, but it focuses only on four specific models: narrative, evaluative, process analysis, and persuasive rhetorical. However, the models are presented summarily rather than with the in depth style needed for mastery of the subtle differences between the models. Furthermore, the research essay is not covered at all. On the while, this text is an excellent resource for teaching low to emerging level writers but requires additional resources to reach higher-level learners.

Reviewed by Frank Napolitano, Associate Professor of English, Radford University on 1/22/20

This book provides an overview of some of the main topics in writing instruction. I found the section on "Peer and Instructor Feedback" to be particularly useful (33). The activities provided at the end of each section enable students and instructors to work together on manageable writing goals during class. Other sections, like "The Revision Process," (32), "Language Usage" (34), "Engaging the Reader" (36-37), and "Identify the Characteristics of Good Primary Support" (49) were less developed and would have benefited from a more extended discussion and examples from student writing. The list of punctuation and mechanical mistakes (38-39) isn't comprehensive and may reflect the types of errors that the authors see in their particular students. The book does, however, provide several helpful links to outside resources, like the Purdue Owl and citation management applications.

I like that the brief section on grammar acknowledges that students know many of the "rules" of grammar and usage not because they learned them from a book, but because of their lived experiences (34). Other claims don't seem to reflect the complexity of writing in its many forms, though. For example, the text says that "A paragraph is a collection of sentences related to a main point" (44), when many successful examples of writing contain paragraphs with more than one "main" idea. Also, sentences like "An introduction exists as the first paragraph in a 5-page essay" seems limiting, since many successful 5-page papers have more than one introductory paragraph. Finally, the following admonitions seem idiosyncratic: "That being said, college-level statements would do well to not include the word "should," as a means of trying to sound authoritative so as to make a solid argument" (47); "Remember, do not refer to your essay in your essay. By the time one enters college, such strategies for writing thesis statements have passed" (48). Countless essays in academic journals employ meta-commentary, so it seems odd that students should be warned against doing so.

Relevance/Longevity rating: 3

I really like the book's stance that argument is a "truth-seeking" endeavor (71). Given the horrible state of public discourse in the U.S., this focus on working toward the truth is much appreciated. The book's advice on avoiding plagiarism is also very helpful (78-79). In other areas, the book offers rather traditional guidance that doesn't reflect recent conversations about academic writing. For example, the "Persuasion Map," without proper guidance, could encourage students to produce formulaic 5-paragraph essays that don't really look like real academic writing. I would like to see more information about how college writing is an effort to contribute to an ongoing scholarly conversation. I also would have liked to see more information about how the modes of discourse covered in chapter 4 (60-61) are less reflective of discrete types of essays but rather rhetorical moves that authors can shift among in a single piece of writing. The book hints as much in one of its activities, where it encourages students to "identify the modes of writing found in the [sample] essay" (62).

For the most part, the book did an excellent job of conveying complex topics in accessible language. There were moments when the book would have benefited from more focused editing. E.g.: "Stating in the middle of a story with the conclusion of the story existing as the first sentence in the conclusion paragraph" (45).

There are minor errors in consistency. For example, in its section on conclusions, the text advises students: "If the writer started with statistics, offer more statistics" (54). However, on the next page, it warns students against "introducing new material" (55).

The authors did a good job creating a modular text. I hope to see them develop several of the sections in the future.

For the most part, the book was organized well, with separate chapters focusing on the writing process, types of essays, etc. Some organizational choices seemed questionable, though. for example, I can see why the section on "sentence clarity" would fit into section 1.3: the Intellectual Standards for Quality, but I think it would have worked better in the section dedicated to editing and proofreading (34-35). The book could integrate the Intellectual Standards for Quality into each of its chapters, since doing so would show readers how the standards inform everything the book discusses.

The book's interface was very good. One way to improve it would be to offer hyperlinked references from one section to another.

I noticed a few grammatical errors throughout the piece, and they were a bit distracting. * "she found that her vocabulary were embarrassingly limited" (24). * "Discussing the dangers of illegal drug use is with elementary and middle school students is one method that schools use to help dissuade young people from abusing drugs as they grow up" (47).

I think the book does a nice job of referring to the culture and vernacular of the Hawaiian people. Appendix 1: Place-Based and Culture-Based Readings does a nice job in this regard. I can see other institutions adapting this format to benefit their own student populations. I also like how a couple of the book's "student stories" focused on non-traditional students.

The authors did an impressive job with this resource, given that they had only three days and nights to complete the "book sprint." In fact, many of my criticisms seem unfair given that I'm comparing the text to books that were developed over extended periods of time, with considerable editorial support. I would love to see the authors develop and revise the text based on the feedback they receive.

Reviewed by Allan Anderson, Lecturer, Hawaii Community Colleges on 1/4/20

A first semester composition course has to make certain specific foundational choices about its topic. Do you want to emphasize analysis and paragraph structure? Thesis-building? How much should be given to research and argument, and the citation process? This textbook hits all of these topics well, but would function best integrated with further exercises and assignments which implement specifics. It comes across as an excellent introduction/survey of how to master composition.

The text never strays from the facts in content areas. Claims regarding the efficacy and value of parts of the writing process are backed up with research references. Citation directions and examples are clear, useful, and easy to apply.

The content covered is not radical; it proceeds through useful and standard methods of composition which are unlikely to require seismic revision any time soon. Contemporary examples are interspersed with classic ones. The web links and appendixes are arranged such that any further updates look easy for the authors and editors to develop.

You notice how the topic and word choice reflect the authors' time in the university and community college classroom, refining how they express their points. Sometimes it feels brief, but never because it is skipping over essential pieces. It states it is targeted at 100-level students, but I feel it would also be effective with developmental students a level below that. My community college students in English 100 were all able to grasp the sections I assigned from this text; no problematic areas stood out.

The team of writers appear to have collaborated tightly, making sure that terminology defined early on in the text remains useful to students throughout the entire book's topics. Once in a while, some areas of the text seems more developed than others. Usually, though, it's steady in its focus. The sections are broken down into the same subheading format throughout. Minimal confusion should ensue.

I used sections of this book out of order, supporting my own existing unit plans. The text sections are very to-the-point and focused on the essential information at hand, which made them plug in well. Subheadings are used frequently. Even more detail and development under each subheading would improve re-usability. In general, though, I did not encounter any troubling tangles.

I appreciate that the topics covered do not dive directly into writing an essay, but rather build up carefully and step-by-step through the portions and process of writing. This is the sort of instruction which helps bring together a class which starts with widely different backgrounds. Some student populations may be ready to dive right into paper-writing, which allows for more time spent on learning and practicing research. But this text's organization and choice of topics makes it very useful for a more heterogeneous community college classroom.

As far the interface's clarity and lack of error, this text is fine. Everything is where it should be and works correctly. The interface and layout only suffers from being a little boring. It could be improved by further editing attention to include more charts and images which set the scene of the work being done. But the text as it is remains useful and functional, with no interface problems interfering with student use.

Next to no grammatical errors turned up during textbook use, and none which proved confusing to students.

This text's cultural sensitivity and range reflects its state of origin. The University of Hawaii educator authors range from indigenous to African-American texts as relevant and valuable examples. Some other sections seem more generic; perhaps a future revision might include similar attentions throughout.

This text does an admirable job of covering a lot of ground without excessive verbiage. It reads as every section being useful to students and applicable to the Composition classroom. I plan to use it, adapted as needed, in my upcoming classes.

Reviewed by Lee Babin, English Instructor, Fletcher Technical Community College on 12/13/19

The book is a beginning to hopefully providing more in-depth lessons and instructions. Lessons touch upon different concepts of first-year college composition but rely on the person using the text to find almost all examples and supplemental materials for further understanding of the concepts. There is a hyperlinked table of contents of the text, but no index nor glossary for the text. Chapters within the text are quite short, sometimes only covering one page in pdf format. Many of the chapters feel disjointed, not quite building on concepts of the previous chapter. In other words, the chapters feel like they are independent lessons rather than concepts building on previous information obtained. Chapter 4 introduces ten rhetorical modes of writing but only includes detailed instruction on four of them. There are no full internal writing examples in a composition text for students to get a sense of completion of essay composition.

Overall, the text has few noticeable errors. There are some formatting choices for headers and subheaders that lead to some confusion in the online text, but those same formatting choices seem clear within a printed (pdf) version of the text. References to "Sources" or "Works Cited" should be centered in the text to follow normal expectations of students producing papers. On P. 38 (pdf file), the first example references punctuation rules of compound sentences but uses a complex sentence as its only example; compound and complex sentences should be distinguished as different sentence types. Chapter 4 introduces different rhetorical modes of writing, but it presents only four of those modes in detailed instruction and includes them out of order from the introductory text. Also, the chapter introduction claims that there are "links to real student essays." However, 4.2 Narration provides no such link, and 4.3 Process Analysis and 4.4 Evaluation link to a journal with no obvious examples of process analysis nor evaluation. On P. 17 (pdf file), in the "Fairness" section, the font size changes in the middle of a sentence, beginning with the bullet point "Are there any fallacies..." and on P. 81, the first full paragraph does the same. On P. 45 (pdf file), "5-page essay" should be "five-paragraph"? The second bullet point on that page has an unnecessary comma in "attitude, toward" and there is a misspelled "Stating" instead of "Starting."

Overall, this section looks like it is doing what is expected. External links look like they can be easily replaced by current examples. Choices in MLA citation can be updated to the latest trends of the MLA style. Examples for the "A Student's Story" sections could easily be updated to modern/current problems when necessary. Appendix 2 gives a list of online content contained in the text, so that section can be updated as needed.

The text seems to do a decent job of being clear throughout on the terms used. There are several introductions to Latin and Greek phrases used in logic and rhetorical concepts with a definition of those words. A glossary and index could be helpful for further reference.

Terminology throughout the text remains consistent. Terms that are defined early in the text are used throughout. That is why the glossary may be necessary. Some terms are defined again, like ethos, logos, and pathos in 4.5 Persuasion.

Because the text is short overall, it does divide sections into smaller sections. In some cases, the sections are too small, with headers and subsequent spacing on the page dominating over actual instructional text. More specific examples could and should be included for each of those sections to give each header more information than what is on the page. For example, in 4.4 Evaluation, the four points of structure are spread out, but only the "Evidence" section has any further explanation. This section either needs bullet points with the definitions or full explanations with examples to give depth to the section.

Organization/Structure/Flow rating: 2

While the chapters are justifiably ordered by the book authors' preferences, there is little transition from one chapter to another and from one section of a chapter to another. Composition is a type of subject based entirely on adding more information building on previously addressed concepts and practices. While those concepts and practices are indicated, the authors do not explicitly make those connections from one chapter or section of a chapter to another. This may be a space or content decision, but understanding how each of the steps in the writing process connects with the structure of essays and the types of essays could help in giving students a more comprehensive understanding of English composition courses.

Pictures and graphics are minimal. The only effective graphic throughout is the 2.2 Prewriting graphic for making a Persuasion Map. However, that particular map seems to be out of place for the purpose of the book. Alike or similar graphs for other essay types would prove useful here.

All suggestions come from the paginated PDF version of the textbook. On P. 24 of the pdf, 2.1 Introduction, "vocabulary were" should be "vocabulary was." On P. 28, "According to the" is missing what the noun is. On P. 38, the first section gives a complex sentence example for a compound sentence rule: "Unless the surf is bad, we are going to surf in the morning." That should be an example like this: "The surf is bad this morning, but we are still going to surf." On P. 38, under "Absolutes," it states, "Avoid them in most all cases." The term "most all" is a colloquialism and is not proper for a textbook. On P. 45, "5-page" appears to mean "five-paragraph." On P. 45, remove the unnecessary comma in "attitude, toward." On P. 45, "Stating" should be "Starting." On P. 78, it should read, "Students' Stories" perhaps, but definitely not "A Students' Story" as it currently does. On P. 85, one of the citation examples is missing the opening quotation marks.

The text is not specifically geared towards a particular region, but the authors are all a part of the Hawaii university system. Therefore, some of the materials and examples given are based on their particular knowledge of the region. There are no noticeable insensitive or offensive materials throughout the text, and none of the examples of "A Student's Story" seem to indicate the student's race, ethnicity, nor background.

For being a three-day project as indicated in the Foreword, this is an impressive compilation. There is definitely potential in the future of the text with my main recommendations being to make the different chapters and subchapters of the book relate to previous chapters (including internal hyperlinks and an index and glossary section) AND adding more in-text examples for students to have an easier time comprehending and processing the information presented.

Reviewed by Denise Acevedo, Assistant Professor, Michigan State University on 11/13/19

Chapter 1 is odd as it does not use the Sections 2 or 3 as modes to introduce a learning narrative, for example; instead, the information consists of details that students should have received in their New Student Orientation program or a New Student Experience course. I recommend Chapters 3 & 4 be switched so students are introduced first to the diverse types of essay types; e.g. argumentative, expository, narrative, et al. as Chapter 3's Introduction, explanations and examples are solely from the argumentative perspective, which may make it more difficult for students to try other types of writing, especially first-year students as this point-to-point style is ingrained during their K-12 academic writing career.

In Chapter 5.1, the authors include an example of Jaden’s lack of commitment to research, and note that in his conversation with his teacher, he points out that he included both in-text citation and a Works Cited page. Although his formatting for both requirements were not perfect, he did, in fact, include some details on his external resources, so the authors might want to revise their wording of “Such plagiarism…” as Jaden did not, technically, plagiarize; instead, he was just not accurate in his citation details, which is different. Jaden may be lazy, but in the authors' example, he did not commit plagiarism.

The authors could have included real-life examples of varied Island languages, for example, via prior students' essays for more consistent learning and academic/workplace application.

Chapter 1 can be revised so that the voice is of a peer rather than someone talking to/at the student; e.g. "College students are expected to demonstrate independence, responsibility, and relationship-building skills" could become "As a college student, you will be expected to demonstrate independence, responsibility, and relationship-building skills" to make the advice and subsequent activities and assignments more relatable, and thus applicable, to first-year and non-traditional learners.

Consistency rating: 3

Yes, but some terms are more discipline-based; e.g. from an educator's professional vocabulary rather than a student's. When revised, consider the terminology from the students' perspectives, those who are first-year and non-traditional, and know, too, that in Hawaii there are numerous cultures and languages to be considered (and yes, I know the authors know this!), so perhaps include examples using the diversity of the Island. My recommendation here is somewhat developed in Chapter 3.1, "A Student's Story."

Chapter 1, in particular, has too much text; first-year and non-traditional students' interest and focus may increase if (1) graphics are incorporated and/or (2) real-life scenario examples are provided for students to practice during class as this will also allow relationship-building and trust to grow between students and students/educator. Chapter 2.2 could further develop and include examples of varied paragraph formatting styles; the style that is included suggests a Point-to-Point essay, but it is not as the last paragraph does not fit that P2P style. Chapter 3.2, though, only offers instructions from that 5-pararagph model, which is not always a realistic writing practice in the real world. A thesis statement does not always have to be arguable; a thesis statement, depending on the form of writing, can be opinion-based and this more creative in its narrative, which, also, is not always i the 5-paragraph structure. Chapter 4.2's Activities section is not correctly formatted, which may make it more difficult for students with accessibility barriers to read/decipher. If the authors include ten types of essays (Chapter 4.1), then they should include explanations et al. for all ten and not just four (4.2. 4.3, 4.4, & 4.5). Connect each Chapter to the "Clarifying Aristotelian Rhetorical Concepts" in Chapter 1.3 as rare references do not support cumulative learning and application practices. Chapter 5.2 should be moved to Chapter 2 as research is an integral part of the writing processes. The Citation Management in Chapter 5.3 offers three online citation support options; I recommend the authors either (1) use the OWL at Purdue only or (2) require students to purchase via OER a text that offers MLA formatting examples and exercises as EasyBib and BibMe do not use the most recent edition of MLA formatting guidelines.

The Chapters arrangement lacks flow as students should be introduced to pre-flection, research and formatting guidelines in the beginning of their academic writing career rather than in the middle or end of the semester. Updates could be made yearly as past students' examples are incorporated into each Chapter as examples and/or peer-editing practice.

The graphics, charts et al. are high quality, but as a learner with an LD (not assessed and diagnosed until my doctoral program!), some students may find "unpacking" tables, charts, and/or graphs more difficulty, especially as they relate to writing (Persuasion Map, 2.2), so an in-class activity that is included in the book may help students comprehend the mapping idea from a new, applicable lens. Most students will not know what Meta-cognitive (Chapter 2.2.) means. Will this be addressed as it is not in the SLOs? 2.3 could be further developed to include examples for students to peer review and discuss in class before they start drafting. Provide examples of 2.4's ARRR. So glad the OWL at Purdue link is included as this resources is current on MLA formatting, offers applicable examples and is free to students and teachers. I like the inclusion of frequency adverbs in 2.5 as I find my first-year writing students reply heavily on these parts of speech to convey what they believe are profound realizations. Consider adding more in-text or connect to the OWL at Purdue and discourage the overuse of these terms as they are vague in their meaning.

In Chapter 2, Introduction, the term "vocabulary" is used as a plural when it is a non-count noun and must be connected with a singular verb; e.g. In middle school, she found that her vocabulary was (not were) embarrassingly limited. In "A Student's Story," the commas are not uses correctly as the set-off portion is not an appositive, so the second comma should be removed; i.e. As she entered college and enrolled in her first-year writing course, she was anxious about attending a required conference with her instructor who was meeting with each student to discuss the rough drafts of their first essays. In 2.2., this is unclear as it is missing punctuation and a noun or pronoun: "According to the Leilani was shocked..." For 2. under Activities in Chapter 2.2, there is a missing comma: "For each writing assignment in class, spend three (add comma here) 10-minute sessions either..." Also in Chapter 2.2, #2 should include a hyphen for the compound adjective; e.g. "Writers become so involved in the research process that they don’t start the actual writing process soon enough so as to meet a due date with a well-written, edited, and revised finished composition."

I don't find any culturally insensitive content, but I admire that this text is written for a certain demographic, which is why I recommend the authors include examples that students will relate to, such as prior students' essays written in pidgin, which they can revise (as a collaborative activity, with the teacher's help) into Standard Written English to see how code-switching works and can impact their academic and professional writing experiences. If the text will be used (mostly?) in first-year writing programs in Hawaii, then include more examples from students who represent these demographics via names in the opening stories and student examples.

The text should be an exemplar for students, especially as first-year learners tend to copy what is presented, which is why I recommend that MLA formatting be consistent; e.g. Works Cited in 1.2, 1.3, 2.2 et al. be centered, as per MLA formatting guidelines. Chapter 3.2 & 3.4's external resources are not correctly formatted as the title is Sources rather than Works Cited, with each external source listed as per MLA formatting guidelines.

Chapter 1. College Success Skills
Chapter 2. The Writing Process
Chapter 3. Essay Structure
Chapter 4. Types of Essays
Chapter 5. Research Skills

Ancillary Material

About the book.

This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019.

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How to Write an Essay Introduction (with Examples)  

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading.

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

Argumentative Essay Introduction Example:
Expository Essay Introduction Example

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail.

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction:

Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote.
Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic.
Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay.

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2

Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.
Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.
Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments.

Here’s a step-by-step guide on how to write an essay introduction:

Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading.
Provide Background Information : This helps the reader understand the relevance and importance of the topic.
State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay.
Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis.
Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic.
Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument.

Here’s an example of an essay introduction paragraph about the importance of education:

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation.

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education).

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.

Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?”
Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher.
Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.”

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps:

Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.”
Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument.
Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.”
Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns.
Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.”

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement:

Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.”
State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.”
Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention.
Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.”

Examples of essay introduction

Here are examples of essay introductions for different types of essays:

Argumentative Essay Introduction Example:

Topic: Should the voting age be lowered to 16?

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.”

Expository Essay Introduction Example

Topic: The benefits of regular exercise

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.”

Text: “To Kill a Mockingbird” by Harper Lee

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.”

Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic.
Background Information : Enough background information is introduced to provide context for the thesis statement.
Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined.
Clear Thesis Statement : The thesis statement presents the main point or argument of the essay.
Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay.

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3

Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote.
Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion.
Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific.
Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay.
Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis.
Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors.
Seek Feedback : Get feedback from peers or instructors to improve your introduction further.

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how. For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.”

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness.

References

Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills .
West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617.
Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242.

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Speech Writing

Speech Examples

20+ Outstanding Speech Examples for Your Help

Speech Examples

Talking in front of a bunch of audiences is not as easy as it seems. But, if you have some good content to deliver or share with the audience, the confidence comes naturally.

Before you start writing your speech, it is a good idea that you go through some good speech samples. The samples will help to learn how to start the speech and put information into a proper structure.

Speech Examples for Students

Speech writing is a huge part of academic life. These types of writing help enhance the creative writing skills of students.

Here is an amazing farewell speech sample for students to learn how to write an amazing speech that will captivate the audience.

Below, you will find other downloadable PDF samples.

Speech Examples for Students

Every school and college has a student council. And every year, students elect themselves to be a part of the student council. It is mandatory to impress the student audience to get their votes. And for that, the candidate has to give an impressive speech.

Here are some speech examples pdf for students.

Speech Examples For Public Speaking

Speech Examples About Yourself

Speech Examples Short

Speech Examples For College Students

Speech For Student Council

Speech Examples Introduction

Speech Example For School

Persuasive Speech Examples

The main purpose of a speech is to persuade the audience or convince them of what you say. And when it comes to persuasive speech , the sole purpose of speech becomes more specific.

Persuasive Speech Example

Informative Speech Examples

Informative speeches are intended to inform the audience. These types of speeches are designed to provide a detailed description of the chosen topic.

Below we have provided samples of informative speech for you.

Informative Speech Example

Informative Speech Sample

Entertainment Speech Examples

Entertainment speeches are meant to entertain the audience. These types of speeches are funny, as well as interesting. The given speech samples will help you in writing an entertaining speech.

Entertainment Speech Example

Entertainment Speech Sample

Argumentative Speech Examples

Making a strong argument that is capable of convincing others is always difficult. And, when it comes to making a claim in an argumentative speech, it becomes more difficult.

Check out the argumentative speech sample that demonstrates explicitly how an argumentative speech needs to be written.

Argumentative Speech Example

Demonstration Speech Examples

The demonstrative speeches are intended to demonstrate or describe the speech topic in depth. Get inspired by the demonstrative speech sample given below and write a captivating demonstrative speech.

Demonstration Speech Example

Demonstration Speech Sample

Motivational Speech Examples

Motivational speeches are designed to motivate the audience to do something. Read out the sample motivational speech given below and learn the art of motivational speech writing.

Impromptu Speech Examples

Impromptu speech writing makes you nervous as you are not good at planning and organization?

Check out the sample impromptu speech and learn to make bullet points of your thoughts and plan your speech properly.

Graduation Speech Examples

Are you graduating soon and need to write a graduation farewell speech?

Below is a sample graduation speech for your help.

Wedding Speech Examples

“My best friend’s wedding is next week, and I’m the maid of honor. She asked me to give the maid of honor speech, but I’m not good at expressing emotions. I’m really stressed. I don’t know what to do.”

If you are one of these kinds of people who feel the same way, this sample is for you. Read the example given below and take help from it to write a special maid of honor speech.

Best Man Speech Examples

Father of The Bride Speech Example

Speech Essay Example

A speech essay is a type of essay that you write before writing a proper speech. It helps in organizing thoughts and information.

Here is a sample of speech essays for you to understand the difference between speech format and speech essay format.

Tips to Write a Good Speech

Reading some famous and incredible sample speeches before writing your own speech is really a good idea. The other way to write an impressive speech is to follow the basic tips given by professional writers.

Audience Analysis: Understand your audience's interests, knowledge, and expectations. Tailor your speech to resonate with them.
Clear Purpose: Define a clear and concise purpose for your speech. Ensure your audience knows what to expect right from the beginning.
Engaging Opening: Start with a captivating hook – a story, question, quote, or surprising fact to grab your audience's attention.
Main Message: Identify and convey your main message or thesis throughout your speech.
Logical Structure: Organize your speech with a clear structure, including an introduction, body, and conclusion.
Transitions: Use smooth transitions to guide your audience through different parts of your speech.
Conversational Tone: Use simple, conversational language to make your speech accessible to everyone.
Timing: Respect the allocated time and write the speech accordingly. An overly long or short speech can diminish the audience's engagement.
Emotional Connection: Use storytelling and relatable examples to evoke emotions and connect with your audience.
Call to Action (if appropriate): Encourage your audience to take action, change their thinking, or ponder new ideas.
Practice Natural Pace: Speak at a natural pace, avoiding rushing or speaking too slowly.

So, now you know that effective communication is a powerful tool that allows you to inform, persuade, and inspire your audience. Throughout this blog, we've provided you with numerous examples and invaluable tips to help you craft a compelling speech.

And for those moments when you require a professionally written speech that truly stands out, remember that our team is here to help. We can rescue you from writer's block and deliver an outstanding speech whenever you need it.

With our professional essay writing service , you can be confident in your ability to communicate your message effectively and leave a lasting impact.

So, don't hesitate – place order now and buy speech that will truly captivate your audience.

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Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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Guest Essay

I Was an Attorney at the D.A.’s Office. This Is What the Trump Case Is Really About.

In a black-and-white image, a scene of people gathered outside a courthouse in Manhattan.

By Rebecca Roiphe

Ms. Roiphe is a former assistant district attorney in the Manhattan District Attorney’s Office.

Now that the lawyers are laying out their respective theories of the case in the criminal prosecution of Donald Trump in New York, it would be understandable if people’s heads are spinning. The defense lawyers claimed this is a case about hush money as a legitimate tool in democratic elections, while the prosecutors insisted it is about “a criminal scheme to corrupt the 2016 presidential election.”

Yet this case is not really about election interference, nor is it a politically motivated attempt to criminalize a benign personal deal. Boring as it may sound, it is a case about business integrity.

It’s not surprising that the lawyers on both sides are trying to make this about something sexier. This is a narrative device used to make the jurors and the public side with them, but it has also created confusion. On the one hand, some legal experts claim that the conduct charged in New York was the original election interference. On the other hand, some critics think the criminal case is a witch hunt, and others claim it is trivial at best and at worst the product of selective prosecution.

As someone who worked in the Manhattan district attorney’s office and enforced the laws that Mr. Trump is accused of violating, I stand firmly in neither camp. It is an important and straightforward case, albeit workmanlike and unglamorous. In time, after the smoke created by lawyers has cleared, it will be easy to see why the prosecution is both solid and legitimate.

It would hardly make for a dramatic opening statement or cable news sound bite, but the case is about preventing wealthy people from using their businesses to commit crimes and hide from accountability. Manhattan prosecutors have long considered it their province to ensure the integrity of the financial markets. As Robert Morgenthau, a former Manhattan district attorney, liked to say , “You cannot prosecute crime in the streets without prosecuting crime in the suites.”

Lawmakers in New York, the financial capital of the world, consider access to markets and industry in New York a privilege for businesspeople. It is a felony to abuse that privilege by doctoring records to commit or conceal crimes, even if the businessman never accomplishes the goal and even if the false records never see the light of day. The idea is that an organization’s records should reflect an honest accounting. It is not a crime to make a mistake, but lying is a different story. It is easy to evade accountability by turning a business into a cover, providing a false trail for whichever regulator might care to look. The law ( falsification of business records ) deprives wealthy, powerful businessmen of the ability to do so with impunity, at least when they’re conducting business in the city.

Prosecutors and New York courts have interpreted this law generously, with its general purpose in mind. The element of intent to defraud carries a broad meaning, which is not limited to the intent of cheating someone out of money or property. Further, intent is often proved with circumstantial evidence, as is common in white-collar cases. After presenting evidence, prosecutors ask jurors to use their common sense to infer what the possible intent may be, and New York jurors frequently conclude that a defendant must have gone to the trouble of creating this false paper trail for a reason.

Mr. Trump is accused of creating 11 false invoices, 12 false ledger entries and 11 false checks and check stubs, with the intent to violate federal election laws, state election laws or state tax laws. The number of lies it took to create this false record itself helps prove intent. His defense attorneys will claim that he was merely trying to bury a false story to protect his family from embarrassment. The timing of the payments — immediately after the potentially damaging “Access Hollywood” tape was released and right before the election — makes that claim implausible.

As many have pointed out, Michael Cohen, Mr. Trump’s former lawyer and fixer, is a witness with a remarkable amount of baggage. But as with most business records cases, his testimony will largely add color to the tweets, handwritten notes, bank documents and shell corporations. Documents don’t lie.

More important, jurors are particularly good at applying common sense. Mr. Trump didn’t go to all this trouble just to protect his family members, who might have known about accusations of his involvement with the porn star Stormy Daniels or similar ones. We may never learn which crime the jurors believe Trump was seeking to commit or cover up, but they can still conclude beyond a reasonable doubt that this was his intent.

It is not unusual for lawyers to give narrative arcs to their legal theories, reasons to care about the evidence and animating thoughts that may make jurors more inclined to convict or acquit.

When the jurors deliberate, they will weigh the warring narratives in light of the evidence, and the judge will instruct them in the law. Then the narrative frames should recede into the background. The key is to offer one that is both captivating and closely tied to the facts so that when the jurors put the pieces of evidence together, it is the story they believe.

If one side promises too much, it risks losing the jurors. In their opening remarks, Mr. Trump’s lawyers insisted that he was innocent, that all the witnesses were liars. Such a sweeping theory is a dangerous strategy because if the jurors believe part of the prosecution’s case, just one or two of the witnesses, then the jurors may lose faith in the defense altogether.

For the prosecution, the elements of the crime in this case do not require a finding that Mr. Trump interfered with the 2016 election. Nor does it matter whether he had sex with Ms. Daniels. Instead, the real elements concern the way Mr. Trump used his business for a cover-up. By emphasizing the crime he was intending to conceal rather than the false business records, the prosecution also risks confusing the jury into thinking about whether the lies affected the election. It might lead them to wonder why Mr. Trump wasn’t charged with this alleged election crime by the federal government — a talking point that he has promoted publicly.

Even if the case seems simpler in this light, we are still left with the question: Is it really worth charging a former president for this? While the New York business records law is important, it is no doubt true that the conduct pales in comparison with the effort to overthrow the 2020 election, at issue in the special counsel Jack Smith’s Jan. 6 prosecution of Mr. Trump.

Taking this case on its own terms as a business records case offers a different and arguably more convincing way to defend its legitimacy. It is a simple case that is similar to hundreds of other cases brought in New York. The simplicity and run-of-the-mill nature of the prosecution makes it easier to defend against claims of politicization in the following sense: Mr. Trump was a businessman for many years in New York long before he was president. If others would be prosecuted for this conduct and no man is above the law, then he should be, too.

So by all means, listen to the stories that the lawyers tell, soak up the drama of hush-money payments and the alternate universe in which Hillary Clinton won the election. But like the jurors who should ultimately consider the facts and law, it would be wise to focus on what the case is really about.

Rebecca Roiphe, a former assistant district attorney in the Manhattan District Attorney’s Office, is a law professor at New York Law School.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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ZDNET's editorial team writes on behalf of you, our reader. Our goal is to deliver the most accurate information and the most knowledgeable advice possible in order to help you make smarter buying decisions on tech gear and a wide array of products and services. Our editors thoroughly review and fact-check every article to ensure that our content meets the highest standards. If we have made an error or published misleading information, we will correct or clarify the article. If you see inaccuracies in our content, please report the mistake via this form .

How to write better ChatGPT prompts in 5 steps

ChatGPT is the generative artificial intelligence (AI) tool that's taken the world by storm. While there's always the possibility it will simply make stuff up , there's a lot you can do when crafting prompts to ensure the best possible outcome. That's what we'll be exploring in this how-to.

In this article, we'll show you how to write prompts that encourage the large language model (LLM) that powers ChatGPT to provide the best possible answers.

Also: Have 10 hours? IBM will train you in AI fundamentals - for free

Writing effective prompts, known as prompt engineering, has even become its own highly-paid discipline . Who knows? These tips could help you build the skills to become one of those highly paid prompt engineers. Apparently, these gigs can pay from $175,000 to $335,000 per year.

How to write effective ChatGPT prompts

1. talk to the ai like you would a person.

One of the more interesting things I had to get used to when working with ChatGPT is that you don't program it, you talk to it. As a formally trained programmer, I've had to leave a lot of habits by the wayside when engaging with AI. Talking to it (and with it) requires a mindset shift.

When I say talk to it like a person, I mean talk to it like you would a co-worker or team member. If that's hard to do, give it a name. Alexa is taken, so maybe think of it as "Bob". This naming helps because when you talk to Bob, you might include conversational details, little anecdotes that give your story texture.

Also: How to use ChatGPT to write code

When talking to a person, it would be natural for them to miss your point initially and require clarification, or veer away from the topic at hand and need to be wrangled back. You might need to fill in the backstory for them, or restate complex questions based on the answers they give you.

This is called interactive prompting. Don't be afraid to ask multi-step questions: ask, get a response, and based on that response, ask another question. I've done this myself, sometimes 10 or 20 times in a row, and gotten very powerful results. Think of this as having a conversation with ChatGPT.

2. Set the stage and provide context

Writing a ChatGPT prompt is more than just asking a one-sentence question. It often involves providing relevant background information to set the context of the query.

Let's say that you want to prepare for a marathon (for the record, I do not run, dance, or jump -- this is merely an example). You could ask ChatGPT:

How can I prepare for a marathon?

However, you'll get a far more nuanced answer if you add that you're training for your first marathon. Try this instead:

I am a beginner runner and have never run a marathon before, but I want to complete one in six months. How can I prepare for a marathon?

By giving the AI more information, you're helping it return a more focused answer. Even with ChatGPT's help, there's no way I'm going to run a marathon (unless I'm doing it with a V-Twin motor under my seat). Here are two more examples of questions that provide context:

I am planning to travel to Spain in a few months and would like to learn some basic Spanish to help me communicate with local residents. I am looking for online resources that are suitable for beginners and provide a structured and comprehensive approach to learning the language. Can you recommend some online resources for learning Spanish as a beginner?

In this case, rather than just asking about learning resources, the context helps focus the AI on learning how to communicate on the ground with local residents. Here's another example:

I am a business owner interested in exploring how blockchain technology can be used to improve supply chain efficiency and transparency. I am looking for a clear and concise explanation of the technology and examples of how it has been used in the context of supply chain management. Can you explain the concept of blockchain technology and its potential applications in supply chain management?

In this example, rather than just asking for information on blockchain and how it works, the focus is specifically on blockchain for supply chain efficiency and how it might be used in a real-world scenario.

Also: How to use Image Creator from Microsoft Designer (formerly Bing Image Creator) Lastly, let's get into how to construct a detailed prompt.

One note: I limit the answer to 500 words because ChatGPT seems to break when asked to produce somewhere between 500 and 700 words, leaving stories mid-sentence and not resuming properly when asked to continue. I hope future versions provide longer answers, because premises like this can generate fun story beginnings:

Write a short story for me, no more than 500 words. The story takes place in 2339, in Boston. The entire story takes place inside a Victorian-style bookstore that wouldn't be out of place in Diagon Alley. Inside the store are the following characters, all human: The proprietor: make this person interesting and a bit unusual, give them a name and at least one skill or characteristic that influences their backstory and possibly influences the entire short story. The helper: this is a clerk in the store. His name is Todd. The customer and his friend: Two customers came into the store together, Jackson and Ophelia. Jackson is dressed as if he's going to a Steampunk convention, while Ophelia is clearly coming home from her day working in a professional office. Another customer is Evangeline, a regular customer in the store, in her mid-40s. Yet another customer is Archibald, a man who could be anywhere from 40 to 70 years old. He has a mysterious air about himself and seems both somewhat grandiose and secretive. There is something about Archibald that makes the others uncomfortable. A typical concept in retail sales is that there's always more inventory "in the back," where there's a storeroom for additional goods that might not be shown on the shelves where customers browse. The premise of this story is that there is something very unusual about this store's "in the back." Put it all together and tell something compelling and fun.

You can see how the detail provides more for the AI to work with. First, feed "Write me a story about a bookstore" into ChatGPT and see what it gives you. Then feed in the above prompt and you'll see the difference.

3. Tell the AI to assume an identity or profession

One of ChatGPT's coolest features is that it can write from the point of view of a specific person or profession. In a previous article, I showed how you can make ChatGPT write like a pirate or Shakespeare , but you can also have it write like a teacher, a marketing executive, a fiction writer -- anyone you want.

Also: How ChatGPT can rewrite and improve your existing code

For example, I can ask ChatGPT to describe the Amazon Echo smart home device, but to do so from the point of view of a product manager, a caregiver, and a journalist in three separate prompts:

From the point of view of its product manager, describe the Amazon Echo Alexa device. From the point of view of an adult child caring for an elderly parent, describe the Amazon Echo Alexa device. From the point of view of a journalist, describe the Amazon Echo Alexa device.

Try dropping these three prompts into ChatGPT to see its complete response.

I've pulled a few lines from ChatGPT's responses, so you can see how it interprets different perspectives. From the product manager identity: I can confidently say that this is one of the most innovative and revolutionary products in the smart home industry.

From the caregiver identity: The device's ability to set reminders and alarms can be particularly helpful for elderly individuals who may have trouble remembering to take their medication or attend appointments.

Also: 5 ways to explore the use of generative AI at work

And from the journalist identity: From a journalistic perspective, the Echo has made headlines due to privacy concerns surrounding the collection and storage of user data.

You can see how different identities allow the AI to provide different perspectives as part of its response. To expand this, you can let the AI do a thought experiment. Let's look at some of the issues that went into the creation of something like Alexa:

The year is 2012. Siri has been out for the iPhone for about a year, but nothing like an Alexa smart home device has been released. The scene is an Amazon board meeting where the Echo smart assistant based on Alexa has just been proposed. Provide the arguments, pro and con, that board members at that meeting would have been likely to discuss as part of their process of deciding whether or not to approve spending to invest in developing the device. Feel free to also include participation by engineering design experts and product champions, if that provides more comprehensive perspective.

It's also good to know that making minor changes to your prompts can significantly change ChatGPT's response. For example, when I changed the phrase, "Provide the arguments, pro and con, that..." to "Provide the pro and con arguments as dialogue, that...," ChatGPT rewrote its answer, switching from a list of enumerated pros and cons to an actual dialogue between participants.

4. Keep ChatGPT on track

As mentioned above, ChatGPT has a tendency to go off the rails, lose track of the discussion, or completely fabricate answers.

There are a few techniques you can use to help keep it on track and honest.

One of my favorite things to do is ask ChatGPT to justify its responses. I'll use phrases like "Why do you think that?" or "What evidence supports your answer?" Often, the AI will simply apologize for making stuff up and come back with a new answer. Other times, it might give you some useful information about its reasoning path. In any case, don't forget to apply the tips I provide for having ChatGPT cite sources .

Also: My two favorite ChatGPT Plus features and the remarkable things I can do with them

If you have a fairly long conversation with ChatGPT, you'll start to notice that the AI loses the thread. Not that that's unique to AIs -- even in extended conversations with humans, someone is bound to get lost. That said, you can gently guide the AI back on track by reminding it what the topic is, as well as what you're trying to explore.

5. Don't be afraid to play and experiment

One of the best ways to up your skill at this craft is to play around with what the chatbot can do.

Try feeding ChatGPT a variety of interesting prompts to see what it will do with them. Then change them up and see what happens. Here are five to get you started:

Imagine you are a raindrop falling from the sky during a thunderstorm. Describe your journey from the moment you form in the cloud to the moment you hit the ground. What do you see, feel, and experience?
You are a toy that has been left behind in an attic for decades. Narrate your feelings, memories of playtimes past, and your hopes of being rediscovered.
Write the final diary entry of a time traveler who has decided to settle down in a specific era, explaining why they chose that time and what they've learned from their travels.
Imagine a dialogue between two unlikely objects, like a teacup and a wristwatch, discussing the daily routines and challenges they face.
Describe a day in an ant colony from the perspective of an ant. Dive deep into the politics, challenges, and social structures of the ant world.

Pay attention not only to what the AI generates, but how it generates what it does, what mistakes it makes, and where it seems to run into limits. All of that detail will help you expand your prompting horizons.

More prompt-writing tips

Feel free to re-ask the question. ChatGPT will often change its answer with each ask.
Make small changes to your prompts to guide it into giving you a better answer.
ChatGPT will retain its awareness of previous conversations as long as the current page is open. If you leave that page, it will lose awareness. To be clear, ChatGPT will also sometimes lose the thread of the conversation without reason, so be aware you may need to start over from time to time.
Similarly, opening a new page will start the discussion with fresh responses.
Be sure to specify the length of the response you want. Answers over about 500 words sometimes break down.
You can correct and clarify prompts based on how the AI answered previously. If it's misinterpreting you, you may be able to just tell it what it missed and continue.
Rephrase questions if ChatGPT doesn't want to answer what you're asking. Use personas to elicit answers that it might not otherwise want to give.
If you want sources cited , tell it to support or justify its answers.
ChatGPT custom instructions are now available to free users. You can give ChatGPT a set of prompts that are always available , so you don't have to retype them.
Keep experimenting.
Consider getting the ChatGPT Plus subscription . You can then use your own data for powerful analytics . You can also pull data from the Web .
Try asking the same question of Gemini (formerly Bard) or Copilot (formerly Bing Chat). Both will interpret your prompts differently and answer differently. This is effectively getting a second opinion on your prompt, and can give you alternate perspectives.
Ask for examples. If you want to see how well ChatGPT understands what you're asking for, ask it "Can you give me three examples of how that works?" or similar questions.
Ask it to repeat parts of your original requests back to you. For example, if you feed it an article to analyze, you can tell it something like, "Just to be sure you understand, please echo back the first three headlines," or "I want to be sure you understand what I mean, so summarize the main conflict discussed in this article."
Sometimes ChatGPT just fails. Keep trying, but also be willing to give up and move on to other tools. It's not perfect...yet.

What type of prompts work best with ChatGPT?

Part of what makes ChatGPT so compelling is you can ask it almost anything. That said, keep in mind that it's designed to provide written answers. If you want a list of websites, you're better off talking to Google.

Also: How to use DALL-E 3 in ChatGPT

If you want some form of computation, talk to Wolfram Alpha . Give ChatGPT open-ended prompts, encourage creativity, and don't be afraid to share personal experiences or emotions. Plus, keep in mind that the AI's knowledge ends in 2021 for ChatGPT 3.5 and December 2023 for ChatGPT 4 in ChatGPT Plus.

How can I adjust the complexity of ChatGPT responses?

You can directly specify the complexity level by including it in your prompt. Add "... at a high school level" or "... at a level intended for a Ph.D. to understand" to the end of your question. You can also increase complexity of output by increasing the richness of your input. The more you provide in your prompt, the more detailed and nuanced ChatGPT's response will be. You can also include other specific instructions, like "Give me a summary," "Explain in detail," or "Provide a technical description."

Also: How does ChatGPT actually work?

You can also pre-define profiles. For example, you could say "When evaluating something for a manager, assume an individual with a four-year business college education, a lack of detailed technical understanding, and a fairly limited attention span, who likes to get answers that are clear and concise. When evaluating something for a programmer, assume considerable technical knowledge, an enjoyment of geek and science fiction references, and a desire for a complete answer. Accuracy is deeply important to programmers, so double-check your work."

If you ask ChatGPT to "explain C++ to a manager" and "explain C++ to a programmer," you'll see how the responses differ.

What do I do if ChatGPT refuses to answer or I don't like its answer?

There are some guardrails built into ChatGPT. It tends to shut down if you ask it political questions, for example. That's what's built into the system. While you might be able to tease out an answer, it's probably not going to provide great value. That said, feel free to keep trying with different phrasing or perspectives.

You can follow my day-to-day project updates on social media. Be sure to subscribe to my weekly update newsletter on Substack , and follow me on Twitter at @DavidGewirtz , on Facebook at Facebook.com/DavidGewirtz , on Instagram at Instagram.com/DavidGewirtz , and on YouTube at YouTube.com/DavidGewirtzTV .

More on AI tools

Google releases two new free resources to help you optimize your ai prompts, how to use chatgpt, humane ai pin: what went wrong and how it can be fixed (before it's too late).

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Opinion
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Write a short story for me, no more than 500 words. The story takes place in 2339, in Boston. The entire story takes place inside a Victorian-style bookstore that wouldn't be out of place in ...
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