Planning A Student Writing Assignment

Writing assignments are not the exclusive domain of English classes. Most subjects these days require a certain amount of writing in project work and examinations. Yet, if English is not one of your best subjects and you daydreamed your way through lectures on “how to write”, and writing basics such as punctuation and grammar; what are you to do? Say a prayer and hope for the best? Wing your way through poorly written essay after poorly written essay? Or better yet, sigh and wish the whole writing thing would just go away?
Not only are these options unnecessary, all three will drag your marks down and make learning your subject that much harder. Writing can be relatively easy if you remember three easy points.
1. Planning
2. Structure: beginnings, middles and ends
3. Edit, edit, edit
Planning
Start with reading the question. Sounds silly, doesn’t it? But if you don’t get this part right you may as well throw salt over your shoulder for good luck. The way the question is written is important. It tells you
a) what you need to be doing – discussing, arguing,
b) how you need to do it – provide examples, source other writers, and
3) what you need to be writing about. Make sure you understand what is required of you before you start.
With the question out of the way, plan how you’re going to answer it. This includes research and knowing your subject. The better you know what you’re writing about the more convincing you will be. If you need a bibliography, this is the time to start one. If you’ll need to do more than surf the web for information, plan in a visit to the local library or museum. Figure out how long the assignment is likely to take and give yourself plenty of time to complete it. Make notes on the subject and develop your argument according to the question requirements and general essay structure. All that’s left after that is to write your essay, article, or report.
Structure
The beginning is your introduction. It should be strong, answer the set question and introduce your “arguments”. The first sentence should have impact – this is what I’m going to say and this is how I’m going to say it. Be decisive and to the point. To get rid of any words that slow it down, read it out loud [or at least mouth the words] and you’ll quickly notice the ones that don’t sound right. Any that trip the tongue need to be edited out or written in another way. Any word that is repeated also needs to be looked at. Wordiness and repetition will bog your work down and make it harder to understand. Remember, good strong sentences that don’t trip the tongue or get lost in a mish-mash of words.
Your arguments are the middle, or the meat, of your essay. Each requires its own paragraph [at the least] with its own beginning, middle and end [introduce your case, state your case, end your case. Essay structure in miniature form]. Be clear and concise. That is, make sure what you are writing is answering the question. Check each paragraph against your introduction and the question to ensure you are staying on track. Keep your arguments separate, new argument equals a new paragraph. To keep the essay tight and clear, read it out loud. If you find that the end of the paragraph is discussing something entirely different from the beginning then you are mixing your subjects. Keeping it all neat, tidy and boxed makes it easier to read and understand, and shows that you understand your topic. Note that this is not the time or place to think “outside the box” and introduce radical chains of thought. Write only to answer the question and do not waffle. Tell the teacher or lecturer what it is they want to hear.
Conclusions sum up the introduction so keep a copy of what you’ve already said next to you and refer to it constantly. Your end needs to be as strong as your beginning. State what the argument was, how you met those arguments and finish with how that proves your argument. Avoid terms such as, “In conclusion,” and “Therefore” if you can as these have now reached the stage of cliche. This is the end of the essay, that much is obvious, so you really do not need to state it. It is here where you indicate that you have fully answered the question as required.
Edit, edit, edit
During this stage of the process, you will find the words that are wrong or unnecessary. Read aloud [again] and listen to what you are saying. If it sounds wrong to you, it probably is wrong and will need further checking. If the sentences are all too long they will sound, and read as, boring. If they are all too short, they will come across as staccato and more in line with pre-school level writing than serious secondary or tertiary expression. Keep sentence length mixed. Delete any words that cause your sentence to flounder. Say only what you need to say. Checking spelling and punctuation at this point is vital. Don’t rely on your software’s spell/grammar check. Ensure your program is set to the right country – i.e. English US, English UK, English Australian. Each country has a different style and spelling use. Have someone read over your work to pick up on spelling errors. Why waste valuable points on something as easy to fix as a typo? Your reader will also be able to tell you if anything doesn’t make sense.