When you begin to answer all of these questions, you have started to reckon with what has been called "the rhetorical stance." "Rhetorical stance" refers to the position you take as a writer in terms of the subject and the reader of your paper. When you analyze, you break down a text into its parts. When you synthesize, you look for connections between ideas. Consider once again the Hitchcock film. In analyzing this film, you might come up with elements that seem initially disparate. You may have some observations that at first don't seem to gel. Or you may have read various critical perspectives on the film, all of them in disagreement with one another. Now would be the time to consider whether these disparate elements or observations might be reconciled, or synthesized. This intellectual exercise requires that you create an umbrella argument - some larger argument under which several observations and perspectives might stand. At this juncture, you have two options: talk to the professor and see what her expectations are, or figure out this matter for yourself. It's always a good idea to talk with the professor. At the very least, you'll want to find out if the professor wants a report or a paper. In other words, is your professor looking for information or argument ? One of the first things you'll discover as a college student is that writing in college is different from writing in high school. Certainly a lot of what your high school writing teachers taught you will be useful to you as you approach writing in college: you will want to write clearly, to have an interesting and arguable thesis, to construct paragraphs that are coherent and focused, and so on. When you sit down to write an academic paper, you'll first want to consider what you know about your topic. Different writing assignments require different degrees of knowing. A short paper written in response to a viewing of Alfred Hitchcock's Rear Window, for example, may not require you to be familiar with Hitchcock's other works. It may not even require you to have mastered the terms important to film criticism - though clearly any knowledge you bring to the film might help you to make a thoughtful response to it. OK: you think you understand what's required of you in an academic paper. You need to be analytical. Critical. You need to create an informed argument. You need to consider your relationship to your topic and to your reader. But what about the matter of finding an appropriate academic tone and style? You'll discover as you consider the questions listed above that you are moving beyond what you know about a topic and are beginning to consider what you think. In the process of really thinking about your topic, your aim is to come up with a fresh observation. After all, it's not enough to summarize in a paper what is already known and talked about. You must also add something of your own to the conversation. Finally, don't write simply to please your professor. Though some professors find it flattering to discover that all of their students share their positions on a subject, most of us are hoping that your argument will engage us by telling us something new about your topic - even if that "something new" is simply a fresh emphasis on a minor detail. Moreover, it is impossible for you to replicate the "ideal paper" that exists in your professor's head. When you try, you risk having your analysis compared to your professor's. Do you really want that to happen? Because every thesis presents an arguable point, you as a writer are obligated to acknowledge in your paper the other side(s) of an argument. Consider what your opponents might say against your argument. Then determine where and how you want to deal with the opposition. Do you want to dismiss the opposition in the first paragraph? Do you want to list each opposing argument and rebut them one by one? Your decisions will determine how you structure your paper. In order to make sure that your stance on a topic is appropriately analytical, you might want to ask yourself some questions. Begin by asking why you've taken this particular stance. Why did you find some elements of the text more important than others? Does this prioritizing reflect some bias or preconception on your part? If you dismissed part of a text as boring or unimportant, why did you do so? Do you have personal issues or experiences that lead you to be impatient with certain claims? Is there any part of your response to the text that might cause your reader to discount your paper as biased or un-critical? If so, you might want to reconsider your position on your topic. Still, many students enter college relying on writing strategies that served them well in high school but that won't serve them well here. Old formulae, such as the five-paragraph theme, aren't sophisticated or flexible enough to provide a sound structure for a college paper. And many of the old tricks - such as using elevated language or repeating yourself so that you might meet a ten-page requirement - will fail you now. Writing a good conclusion is difficult. You will want to sum up, but you will want to do more than say what you have already said. You will want to leave the reader with something to think about, but you will want to avoid preaching. You might want to point to a new idea or question, but you risk confusing the reader by introducing something that he finds irrelevant. Writing conclusions is, in part, a matter of finding the proper balance. For more instruction on how to write a good conclusion, see Introductions and Conclusions . Remember: professors are human beings, capable of boredom, laughter, irritation an essay on education, and awe. Understand that you are writing to a person who is delighted when you make your point clearly, concisely, and persuasively. Understand, too, that she is less delighted when you have inflated your prose, pumped up your page count, or tried to impress her by using terms that you didn't take the time to understand. First help to write a book report, summarize what the primary text is saying. You'll notice that you can construct several different summaries, depending on your agenda. Returning to the example of Hitchcock's film, you might make a plot summary, a summary of its themes, a summary of its editing, and so on. You can also summarize what you know about the film in context. In other words, you might write a summary of the difficulties Hitchcock experienced in the film's production, or you might write a summary of how this particular movie complements or challenges other films in the Hitchcock canon. You can also summarize what others have said about the film. Film critics have written much about Hitchcock, his films, and their genre. Try to summarize all that you know. We all know that students need to write numerous projects during their studies. Indeed, they have to write various essays, research papers, proposals, dissertations, as well as summaries, reviews, and other types of academic writing. Many people face problems with such assignments because apart from time, they require special skills. For example, if you need to submit a literature review, you need not only to read the particular work, but to realize and understand it and to be able to structure the obtained material in a particular way. Plus, you have to be good at writing. Apart from the said above, to submit a good literature review, you have to know the norms of writing and follow the recommended citing format. Do you know that there are a number of scholar formats, every of which requires its own style of citing and formatting? So, you will need to know all of them if you wish to write on your own. Therefore, it is not that easy to get good marks for scholar written projects. That is why more and more students around the globe prefer to tend to a reputable research paper writing service. Plus, you get lots of advantages if you purchase research papers at a reliable custom paper service. What are the biggest writing mistakes that students make? Educator Summer Dittmer has put together a series of videos, based on her experiences in helping students and adults learn how to improve their writing skills. These videos provide quick yet valuable lessons on what NOT to do when writing an academic paper. Students often ask, “How can I use a hypothetical question as a hook to begin my essay if I can’t even use YOU?” My answer is simple: you never want to use a hypothetical question in an essay either. An academic…aka YOU, who uses 2nd person, has not only written too informally, but he or she has also missed the target audience. YOU indicates that you’re writing for the teacher only, but in an analysis or even just a book report, the student is writing for a broad audience. Students are so used to using I, my, we, you and your, that they have a hard time weeding them out of their papers. So, here is my tip of the day: Every writing program, like Microsoft Word, has a search function. Do a simple word search for each of the ones listed here [show visual of word list]. Once you see them, shift your point of view. First up: never use 1st or 2nd person. GradeMiners.com is among a few companies offering quality dissertation help online. 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