Guide to Grammar and Essay Writing

Essay writing is not just notation of your thoughts concerning the issue – it is a hard and creative work that calls for all your knowledge, skills and attention. And after the writing is finished it is not the time to rest on your laurels – it is time for self-editing and proofreading.

Online college paper writers highlight that thorough editing and proofreading are crucial for success of the papers.  So every writer is expected to go through the paper and check it for all kinds of mistakes.

Self-editing refers mostly to organization points – structure of the paper, paragraphs, smooth transition between sentences and thoughts. Also when editing it is necessary to keep in mind rules of the chosen paper format.

Proofreading is the process of reading and re-reading paper in order to find typos, grammar mistakes, repetitions, passive voice, incorrect word order, homonyms etc.

There are some the most common Grammar mistakes writers usually do, so you should bring them to notice:

  • Misplaced apostrophes – strangely enough, but many native English speakers place apostrophes in places where they don’t have to be – as a tool of forming the plural of a word, for instance.
  • Fewer or less. Some people do not understand the difference between these two meanings.
  • Amount/number. As mentioned above, there is confusion between the meanings. Use them correctly.
  • Its/it’s – another mess because of the apostrophe – it’s is only ever used as a cut of it is.
  • Active voice/passive voice – try to avoid passive voice in writing.

When editing and proofreading do not rely much on computer spell check – it misses homonyms and mistakes like their-there-they’re.  The best way to check the paper – is to print the text on paper and read it aloud. Or you can entrust your paper to experts from a writing service for college papers.

Researches and Questionnairies on Essay Writing

Essay writing is regarded by many students (particularly those in the first year of a degree course) with a certain amount of trepidation. This is partly because they feel their performance might not be up to undergraduate level, but more often it is because essays are now an accepted part of evaluating a student’s final degree.
Although research has shown that students prefer course work essays to be taken into account, it has undoubtedly put extra pressure on them to perform well in each submitted piece of work. Naturally then essay-writing skills have become of primary importance not only to students in academic institutions but also to their tutors.

In the publishing world, this has been reflected by the considerable output of study manuals, all giving advice on the most effective strategies for writing essays. Advice is also given in the research literature to tutors on how to help their students. Actual research on what are the most effective strategies has been slow to follow. It can be looked at the different strategies students used in writing their essays and evaluated how effective these were. They found evidence of a mismatch between what students thought tutors were looking for and the actual tutors’ criteria in assessing essays.

It has been carried out an in depth interview study with a sample of 17 history students on how they went about their essay writing assignments. While the essay as argument was seen to be the most important conception, students were found to hold two other conceptions: the essay as viewpoint and the essay as arrangement. It could be that these results from a misunderstanding on the students’ part about what the staff see as important.

While there has been some research on the factors that affect tutor assessment there appears to be little in the recent literature as to whether the strategies advocated in study guides are effective or not. Two exceptions are specifically concerned with essay-writing in examinations. In this study an attempt was made to investigate some of the missing areas in the research on essay writing. It was specifically intended to focus closely on three main areas. What students do in preparing and writing their essays? What tutors look for in assessing essays? This was examined in an interview study. What objective measurements could be found to distinguish high scoring from low scoring essays? These were obtained from an analysis of essay scripts.

Finally, it was intended to see (through discussion) in what ways these measures were interrelated. To make the research as naturalistic as possible the questionnaires were distributed approximately two weeks after their essays had been submitted. The essay in question was a normal part of the students’ coursework and it counted towards their final mark at the end of the year. Because the questionnaire responses were to be linked later to the essay marks the students had to be asked for their names. However, great emphasis was placed upon complete confidentiality and this was assured by asking students to return their questionnaires in a sealed envelope.

Essay Writing for Scholarship Programs

When it comes to essay writing, one needs to be very careful. Research should also be done meticulously for these essays from books, internet and any other informative medium. The essay must be compelling and have an impactful introduction and conclusion. There should also be a specific theme throughout the essay and not work on multiple themes. Sometimes a presentation accompanying the essay also helps, if the topic requires it. The essay must be positive and should not make negative comparisons with the student’s peer groups.

It cannot be stressed enough that revision is very important when it comes to the essay writing application form. Errors, mistakes and carelessness are a reflection of the candidate’s negative values. It negates all the efforts, experience and hard work put into the form by the student. It is very important that no syntactical or grammatical error is made. The form must be neat and clean. It must contain all of the necessary documents that are required by the essay writing program.

1. The very first mistake a scholarship applicant makes is applying to a single scholarship program. It is never a good idea to be over-confident and narrow minded about scholarship aspiration. It is always best to have at least 10 to 15 scholarship applications ready. No scholarship is too miniscule for an aspiring scholarship applicant.

2. The most common mistake that most scholarship applicant makes is forgetting to write their names or addresses on the form. This is a shockingly popular mistake made by students on their applications. Such an error disqualifies them from receiving a scholarship.

3. As mentioned earlier, the form must be read carefully. Some applications are submitted which are incomplete and hence cancelled by the scholarship committee. The student must ensure that all references, transcripts, essays and photos are submitted along with the application form.

4. The essay needs to be written with a positive frame of mind. Most students make the mistake of being rude, abusive or negative about their peer groups. Judging others will not help any candidate for receiving any approval for the scholarship. In spite of the glowing academic achievement s and recommendation, the essay is the most important part of the application and hence it must be written with careful consideration
5. Untidiness is a quality that scholarship sponsors do not look for. So if the form is untidy and illegible then there will be no consideration made for the applicant.

6. There are certain students who apply in spite of not meeting the required criteria by the scholarship program. For example, if the scholarship requires a GPA of 3.5 and the student has a 2.5 GPA then there will be no chance of this student to be considered.

7. Sending applications without the required postage stamps is a common mistake. A thorough checking of all documents and postal necessities must be checked before submitting the form. Similarly, there are some applicants who mail the envelope but forget to put the application form in it.

Essay writing amongst college students

Coursework essays have traditionally been one of the most important methods used to evaluate students’ understanding of their subject area. Although there has recently been an upsurge in innovative methods of assessment, essay writing is still used in many contexts. Both coursework and examination essays appear to be more likely to promote deep approaches to learning when compared with fact-oriented multiple choice tests. Writing essays ideally requires students to engage actively with material, to examine ideas in depth, to integrate and critically evaluate what they read, and to state their understanding clearly – which often means that they develop their understanding further. Learning to write essays for a particular discipline can also be seen as a way in which students gain access to the academic discourse of that discipline. Recent research, however, suggests that essay-writing tasks can sometimes be seen less constructively by students, for example, as requiring them simply to lift information from books. It can be found that essay writing had distinctive meanings for students which took qualitatively different forms.

These are called different forms conceptions of essay writing. Among the psychology students in his study, it was found two overall conceptions of essay writing – ‘relevance’ and ‘cogency’. The relevance conception involved characterizing essays as an ordered discussion of relevant material. The students’ own thoughts about the topic were not central to their essay writing and they did not focus on establishing meaning. The students treated the components of the essay as discrete, and the conclusion as an after thought or a formal requirement rather than as something integral to the finished work. In the ‘cogency’ conception, by contrast, students’ own interpretations were dominant in the essay. Students evolved a coherent view on the topic from their reading, which determined their use of evidence and the organization of their essay. They were focused on making meaning, and developing an individual view of the topic based on a firm empirical foundation. Although the ‘cogency’ conception seems closer to what most teachers of psychology would want from their students, the ‘relevance’ conception was still present for some of these second year students despite their having had guidance on what was required.

A similar lack of congruence between students’ conceptions of essay writing and what was expected in their disciplines has been identified in research with first-year psychology students, first and third year education students, first-year sociology students, and first, second and third-year biology students. One reason why students may remain wedded to inappropriate conceptions is that their existing conceptions influence their interpretation of any advice they are given. There is evidence that students’ conceptions of essay writing may include misinterpretations, or simplifications, of assessment criteria suggests that tutors and students must share an understanding of the assumptions underlying the advice given before it can be effective.

Yet, discussion on these issues cannot easily be made clear and precise, and it may not occur at all. It is pointed out that is rare in higher education for cultural understandings about the use of language to be discussed between staff and students.

Tackling Essays

Process of writing essays can be highly tormenting and crazy. It takes lots of patience to deal with words and more so generating them. There is no short cut to the process but if you are planning to indulge in the process of essay writing, it is better to strategize the approach to it. Follow the mentioned steps and make it simpler and even fun. (more…)

Types of Essays

Around the world different types of essays are written to fulfill various purposes but their format remains the same, only the mode of narration or better to say mode of interaction with the reader varies.  On the basis of their content and its execution essays are divided into different types, namely, (more…)