Guidelines for writing module one essay

AS WE inch closer to the big day, here are some guidelines for writing the Module 01 essay.

Every year, the CXC report laments the fact that students do badly on this essay. This happens because students either write insufficient information on the effectiveness of the devices or they are confused between the writer’s main point and the writer’s purpose.

Here are some tips for distinguishing between the main point/main idea and the writer’s purpose/intention /intent:

Remember that the main point/idea is what the writer is writing about, the idea that is coming out from what you are reading. If you were asked what the piece was about, whatever you would respond, that should be the main idea. The main idea/point is NEVER a VERB, so it can never be stated like this ... “The main point/idea of this passage is to inform ...” If you have done this, then your answer will be incorrect. Always remember the main point/idea is never to do something rather, it is something and is stated like this ... “The main point/idea of the piece is that students have problems answering the Module One essay...”

On the other hand, the writer’s purpose/intent is ALWAYS STATED AS A VERB! It is what the writer wants to happen as a result of your reading the piece. So the writer wants to “inform the reader of...”, “to entertain the reader...”, “to criticize...” “to argue that...” , “to convince readers that...” Remember that all writers write with a purpose/intent in mind, which is mainly to shift the readers from point A to point B! If you understand and can identify these two different concepts, you are on your way to satisfying one-third of the essay requirements. The next two thirds are correctly identifying the language strategies /techniques/devices that the writer employs to achieve the main point/idea and the purpose/intent.

Tone is the attitude of the author towards the topic that he/she is writing about. One easy way of understanding tone is to ask, “What attitude did I get from reading the author’s words?” Always use adjectives to describe tone (for example, humorous, mysterious, creepy, straight-forward, et cetera).

Some of the devices that the writer employs are similes, metaphors, personifications, alliterations, imagery, rhetorical question, conversational tone, anecdotes, historical data, statistical data, repetition, and humour.

Once you have identified a technique, you need to discuss its use. You must write about the effectiveness of the device. In other words, what is this device adding to the piece, how does it appeal to the senses and, therefore, to your understanding? Most important, how is it aiding the author to achieve the purpose and expand the main point? Effectiveness can also be measured in terms of ‘Do the strategies chosen by the author match his/her purpose?’

For example, when a writer uses historical data, its effectiveness is to add/lend credibility to what is being said, as a reader can easily check the records.

Conversational tone (found in anecdotes and use of personal pronouns), on the other hand, allows for the reader to be drawn into the piece as one feels that the writer is striving to make him/her comfortable with the piece.

The challenge is NOT TO DEFINE the devices, but, rather, to identify appropriate examples (use quotation marks) from the passage to confirm their use, and then say how they contribute or why the writer used them.

As with every essay, one must have proper organisation. There must be an opening, a body for the content, and a conclusion where no new ideas are introduced. The correct use of transitional words will enhance the essay. Refrain from making it read like a list of devices. For example, do not say the first, the second etc). Do not analyse the piece by its paragraphs but by the strategies/techniques found, depending on the length of the example, keeping in mind the word limit of the essay.

HERE ARE SOME MORE EXAMPLES OF STRATEGIES/TECHNIQUES:

Use of anecdotal responses/examples. Rhetorical questions. Report of factual data from websites. Use of expert/specialist advice. Use of step-by-step process approach. Information from creditable source(s). Making of tongue-in-cheek comments. Changes in writer’s tone. Moving from specific to general. Addressing the audience directly. Use of Creole and standard English. Use of contrast/comparison. Use of humour. Analogy to emphasise the idea of difference.

In-depth/intensive reporting of character’s thoughts for better understanding. Examples of effects. Examples of benefits.

HERE ARE SOME EXAMPLES OF LANGUAGE TECHNIQUES:

Noticeable use of things like contractions in dialogue. Use of exclamations ‘gosh’, ‘hey’, ‘whoa’. Repetitions. Use of simple/short sentences. Use of dispassionate academic language. Use of emotive language.

Finally, the best way to overcome this challenge is to practise writing this type of essay!