Adopting the correct approach in learning is important because the wrong approach could result in the process of having to start from the beginning all over again. Most study material focus on the theoretical aspects of essay writing with little emphasis on the practical aspects. I have found a great approach to attaining this however, and that is to learn from the mistakes of other writers. This given website has all the original essays by ESL writers with errors corrected and added with comments by the teacher. Learn from other's mistakes. All the best.
The essay must be well structured and presented in a way that the reader uncovers easily followed and clear : it must look tidy and not present any barriers to the reader. It must have a clear readable fascinating style. above all, it must consist of your ideas about literary texts. This is the centre of it : this, and this only , gets the marks. Not quotes from critics, not generalisations at 2nd hand about literary history, not filling and padding ; your thoughts, that you have had while in the act of reading particular bits of literary texts, which can be cited in the shape of quotations to back up your discussions.
In the English dept you learn the way to respond to literary texts. This is an engaging and profitable thing to do, but unless you become a teacher of English remarkably few folks in later life will have an interest in your thoughts about Jane Austen. What they are going to be interested in ( I am talking about potential employers now, but not only them ) is your capability to talk, to think, and to draft. This part of the course is where you learn how to write : professionally. The guidelines that follow tell you how to do it, or rather how to learn to do it.
They set a better standard than is usually asked of a first year undergraduate essay in this dept. This is for the following reasons. ( 1 ) I suspect it's my job to offer you the best recommendation I can, not to tell you the easy way to get by. ( two ) If you find out what these guidelines teach, you'll get better marks in all of the essays you do from this time on till finals. You may surprise the markers with the standard of your presentations, by manufacturing a higher quality than they are expecting. ( three ) you'll learn a talent, a not-very-hard-to-learn talent, that will last you for the remainder of your life.
The first task is to get the material together. The material comes in two kinds : first and secondary sources. Primary sources in this example are literary texts : the actual material that you work on. Secondary sources are works of criticism. Here is your second important Message : It is frequently better to read an original text and refer to it than to read and refer to a critic.
The more literary texts you read and can refer to the better. You can't potentially read too many. Remember, the key to your essay is the number and quality of your ideas about literary texts. If you casually refer, from at least an obvious position of familiarity, to some obscure literary text, you may win the admiration of your marker. If you refer to a critic, particularly an obscure one, the possibilities are his or her eye will glaze over. There are exceptions to this rule, which I will mention later, but the basic principle is important : original texts are better than critics, and you can't know too many. While it is possible to get a first class degree and never to have read any critics in any way.
You've gathered the material, read it, made notes, had ideas, written them down on separate slips, headed and filed them. How does one write the essay? You gather together all of the slips you have on the subject of the essay. You read through, writing new ones and re-writing old ones if more or different ideas come to you, and making sure each of them is headed. You put the headings together in a logical order ( headings, sub- headings, sub-sub-headings ) on a piece of paper in the form of an introduction to the essay. You prepare the slips ranked by the outline. You assemble the pile of slips, the outline, and blank paper ( or a blank word-processor screen ) in front of you. You write the essay, going from heading to heading and slip to slip. The essay writes itself, painlessly, because you have done almost all of the thinking already.
The contributor to this passage is a teacher of ESL of a public school with an interest in ESL> .