语言教学 | 普渡大学写作教学系列General Writing 49-Essays for Exams&Book Review
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征稿：二语写作
1、Writing Essays for Exams
What is a well written answer to an essay question?
It is...
Well Focused
Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.
Well Organized
Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.
Well Supported
Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.
Well Packaged
People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab
How do you write an effective essay exam?
Read through all the questions carefully.
Budget your time and decide which question(s) you will answer first.
Underline the key word(s) which tell you what to do for each question.
Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
Write your answers as quickly and as legibly as you can; do not take the time to recopy.
Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
Support your thesis with specific references to the material you have studied.
Proofread your answer and correct errors in spelling and mechanics.
Specific organizational patterns and "key words"
Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.
Definition
Typical questions
"Define X."
"What is an X?"
"Choose N terms from the following list and define them."
Example
Q: "What is a fanzine?"
A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.
Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."
Process
State the term to be defined.
State the class of objects or concepts to which the term belongs.
Differentiate the term from other members of the class by listing the term's distinguishing characteristics.
Tools you can use
Details which describe the term
Examples and incidents
Comparisons to familiar terms
Negation to state what the term is not
Classification (i.e., break it down into parts)
Examination of origins or causes
Examination of results, effects, or uses
Analysis
Typical questions
Analysis involves breaking something down into its components and discovering the parts that make up the whole.
"Analyze X."
"What are the components of X?"
"What are the five different kinds of X?"
"Discuss the different types of X."
Example:
Q: "Discuss the different services a junior college offers a community."
A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.
Process
Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:
Vocational education
Continuing education
Personal development
Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:
first, second, third, etc.
next
another
in addition
moreover
Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.
Cause and Effect
Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).
Typical questions:
"What are the causes of X?"
"What led to X?"
"Why did X occur?"
"Why does X happen?"
"What would be the effects of X?"
Example
Q: "Define recession and discuss the probable effects a recession would have on today's society."
A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .
The rest of the answer would explain, in some detail, the three effects: A, B, and C.
Useful transition words:
because
consequently
therefore
for this reason
as a result
Comparison-Contrast
Typical questions:
"How does X differ from Y?"
"Compare X and Y."
"What are the advantages and disadvantages of X and Y?"
Example:
Q: "Which would you rather own—a compact car or a full-sized car?"
A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .
Two patterns of development:
Pattern 1
Full-sized car
Advantages
Disadvantages
Compact car
Advantages
Disadvantages
Pattern 2
Advantages
Full-sized car
Compact car
Disadvantages
Full-sized car
Compact car
Useful transition words
on the other hand
similarly
yet
unlike A, B ...
in the same way
but
while both A and B are ..., only B ..
nevertheless
on the contrary
though
despite
however
conversely
while A is ..., B is ...
Process
Typical questions
"Describe how X is accomplished."
"List the steps involved in X."
"Explain what happened in X."
"What is the procedure involved in X?"
Process (sometimes called process analysis)
This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.
Example
Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"
A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .
The remainder of the answer should discuss each of these seven steps in some detail.
Useful transition words
first, second, third, etc.
next
then
following this
finally
after, afterwards, after this
subsequently
simultaneously, concurrently
Thesis and Support
Typical questions:
"Discuss X."
"A noted authority has said X. Do you agree or disagree?"
"Defend or refute X."
"Do you think that X is valid? Defend your position."
Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.
Example:
Q: "Despite criticism, television is useful because it aids in the socializing process of our children."
A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .
The rest of the answer is devoted to developing arguments A, B, and C.
Useful transition words:
therefore
for this reason
it follows that
as a result
because
however
consequently
Exercises
A. Which of the following two answers is the better one? Why?
Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.
a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.
b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.
From James M. McCrimmon, Writing with a Purpose, 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.
B. How would you plan the structure of the answers to these essay exam questions?
1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?
2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?
3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."
4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.
5. What is the cosmological argument? Does it prove that God exists?
6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?
2、Writing a Book Review
Book reviews typically evaluate recently-written works. They offer a brief description of the text’s key points and often provide a short appraisal of the strengths and weaknesses of the work.
Readers sometimes confuse book reviews with book reports, but the two are not identical. Book reports commonly describe what happens in a work; their focus is primarily on giving an account of the major plot, characters, and/or main idea of the work. Most often, book reports are a K-12 assignment and range from 250 to 500 words. If you are looking to write a book report, please see the OWL resource, Writing a Book Report.
By contrast, book reviews are most often a college assignment, but they also appear in many professional works: magazines, newspapers, and academic journals. They typically range from 500-750 words, but may be longer or shorter. A book review gives readers a sneak peek at what a book is like, whether or not the reviewer enjoyed it, and details on purchasing the book.
Before You Read
Before you begin to read, consider the elements you will need to included in your review. The following items may help:
Author: Who is the author? What else has s/he written? Has this author won any awards? What is the author’s typical style?
Genre: What type of book is this: fiction, nonfiction, romance, poetry, youth fiction, etc.? Who is the intended audience for this work? What is the purpose of the work?
Title: Where does the title fit in? How is it applied in the work? Does it adequately encapsulate the message of the text? Is it interesting? Uninteresting?
Preface/Introduction/Table of Contents: Does the author provide any revealing information about the text in the preface/introduction? Does a “guest author” provide the introduction? What judgments or preconceptions do the author and/or “guest author” provide? How is the book arranged: sections, chapters?
Book Jacket/Cover/Printing: Book jackets are like mini-reviews. Does the book jacket provide any interesting details or spark your interest in some way? Are there pictures, maps, or graphs? Do the binding, page cut, or typescript contribute or take away from the work?
As You Read
As you read, determine how you will structure the summary portion or background structure of your review. Be ready to take notes on the book’s key points, characters, and/or themes.
Characters: Are there characters in the work? Who are the principle characters? How do they affect the story? Do you empathize with them?
Themes/Motifs/Style: What themes or motifs stand out? How do they contribute to the work? Are they effective or not? How would you describe this author’s particular style? Is it accessible to all readers or just some?
Argument: How is the work’s argument set up? What support does the author give for her/findings? Does the work fulfill its purpose/support its argument?
Key Ideas: What is the main idea of the work? What makes it good, different, or groundbreaking?
Quotes: What quotes stand out? How can you demonstrate the author’s talent or the feel of the book through a quote?
When You Are Ready to Write
Begin with a short summary or background of the work, but do not give too much away. Many reviews limit themselves only to the first couple of chapters or lead the reader up to the rising action of the work. Reviewers of nonfiction texts will provide the basic idea of the book’s argument without too much detailed.
The final portion of your review will detail your opinion of the work. When you are ready to begin your review, consider the following:
Establish a Background, Remember your Audience: Remember that your audience has not read the work; with this in mind, be sure to introduce characters and principles carefully and deliberately. What kind of summary can you provide of the main points or main characters that will help your readers gauge their interest? Does the author’s text adequately reach the intended audience? Will some readers be lost or find the text too easy?
Minor principles/characters: Deal only with the most pressing issues in the book. You will not be able to cover every character or idea. What principles/characters did you agree or disagree with? What other things might the author have researched or considered?
Organize: The purpose of the review is to critically evaluate the text, not just inform the readers about it. Leave plenty room for your evaluation by ensuring that your summary is brief. Determine what kind of balance to strike between your summary information and your evaluation. If you are writing your review for a class, ask your instructor. Often the ratio is half and half.
Your Evaluation: Choose one or a few points to discuss about the book. What worked well for you? How does this work compare with others by the same author or other books in the same genre? What major themes, motifs, or terms does the book introduce, and how effective are they? Did the book appeal to you on an emotional or logical way?
Publisher/Price: Most book reviews include the publisher and price of the book at the end of the article. Some reviews also include the year published and ISBN.
Revising
When making the final touches to your review, carefully verify the following:
Double-check the spelling of the author name(s), character names, special terms, and publisher.
Try to read from the vantage point of your audience. Is there too much/enough summary? Does your argument about the text make sense?
Should you include direct quotes from the reading? Do they help support your arguments? Double-check your quotes for accuracy.
精彩推文回顾
语言教学 | 普渡大学写作教学系列General Writing 01-The Writing Process and List
语言教学 | 普渡大学写作教学系列General Writing 02-Starting the Writing Process
语言教学 | 普渡大学写作教学系列General Writing 18-The Rhetorical Situation(1)
语言教学 | 普渡大学写作教学系列General Writing 19-The Rhetorical Situation(2)
语言教学 | 普渡大学写作教学系列General Writing 20-The Rhetorical Situation(3)
语言教学 | 普渡大学写作教学系列General Writing 21-The Rhetorical Situation(4)
语言教学 | 普渡大学写作教学系列General Writing 22-Establishing Arguments(1)
语言教学 | 普渡大学写作教学系列General Writing 23-Establishing Arguments(2)
语言教学 | 普渡大学写作教学系列General Writing 24-Establishing Arguments(3)
语言教学 | 普渡大学写作教学系列General Writing 37-Using Appropriate Language
语言教学 | 普渡大学写作教学系列General Writing 38-Active and Passive Voice
语言教学 | 普渡大学写作教学系列General Writing 42-Common Writing Assignments
语言教学 | 普渡大学写作教学系列General Writing 47-Annotated Bibliographies
语言教学 | 普渡大学写作教学系列General Writing 48-Book Report & Definitions