Social Sciences Essay
W233 – Summer 2006
intelligently for acceptance of writer’s research and the importance of
the topic under consideration. The “argument” should be subtle---
the writer’s research will support their claim(s).
is used only to indicate writer’s personal experience with the topic
discussed, IF appropriate. The fact that he/she has written the
essay and makes his/her points makes the use of “I think”
unnecessary and redundant.
and interprets fresh, relevant, factual information from written and oral
- Provides all necessary information that reader
seeks. Anticipates and answers questions that members of audience
would have while reading & provides answers to those questions.
that writer has first located from research all the subtopics within the
general topic, narrowed the topic considerably, then found subtopics
within the narrowed topic. In other words, they are discussing a lot
about a little rather than a little about a lot.
sources appropriate to the level of discussion and answers to project plan
questions. Choice of source materials makes selectivity and
discernment very clear.
signal words and phrases that indicate writer’s agreement or disagreement
with source statements. Examples include however, whereas,
similarly, “although X asserts Y,” etc. (others have been discussed in
knowledge of audience knowledge level. It is written with attention
to use of appropriate vocabulary and format.
clear connections between all facts and explanations provided and the
topic being discussed so that readers do not ask, “why is the writer
telling me this?” or “What does this have to do with anything else?”
transitional words and phrases and/or headings and subheadings as
visuals or graphics developed by writer or adapted from source materials
(if the latter, credit is given through citing source of original
a title that both indicates the subject and draws the reader in.
- Is scholarly/ethical--- gives
credit to sources for ideas and information as appropriate.
original and brilliant.