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Mastering the skill of writing an academic paragraph

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Mastering the skill of writing an academic paragraph is vital to academic success. The key word here is ‘skill’ since, being a skill, successful paragraph writing can be perfected. This news will obviously come as welcome relief for senior students thrashing about in post trial tempests.

So, how do you write a successful academic essay paragraph? Your first step is to ensure you understand the purpose of a paragraph and then to ensure you have operational knowledge of the structural and language requirements. Then the final, and perhaps most crucial component in mastering the skill of writing an academic paragraph is… practice, practice, practice.

Let me give you a quick analogy; perfecting your ability to write a coherent, relevant academic paragraphs is the same as perfecting your ability to shoot a hoop, kick a goal, run 100m or any other sporting skill you care to mention. Remember writing is a skill. Therefore, regular writing practice will allow you to develop the freedom of expression necessary to convey your thoughts eloquently, critically and cohesively.

 What is the purpose of an academic paragraph? Primarily the purpose of an academic paragraph (which occurs in the body of your essay) is to develop your thesis. Your thesis (which you clearly stated in the introduction of your essay) is your main argument, it is the point you are attempting to prove (and of course is usually your response to the essay question). Therefore, it is vital that your paragraph provides thoughtful analysis, rather than simply recounting a message.

What Language should you use? Although not all academics have the same language expectations, I am sure most will agree a paragraph which employs a cohesive, impersonal style and uses sophisticated vocabulary, tends to convey a critically relevant, credible response. Remember the purpose of your paragraph is to share information. In an academic sense, you are demonstrating to an examiner what you know. You are proving that you understand the content and are able to apply that knowledge while offering an evaluative judgment. Therefore, better academic paragraphs offer

  • Full form words
  • Passive voice
  • Nominalisation
  • Cohesive devises
  • Sophisticated / technical vocabulary

What academic paragraph structure ‘works’? Again, while universal agreement for the structure of an academic paragraph may not be probable, it is possible to offer a formula that improves your chances of addressing the requirements of an essay question. Perhaps another analogy is in order. When we cook a ‘new’ dinner, we often follow a recipe. The function of the recipe is to offer a series of steps and ingredients which, when followed, increase the likelihood of a palatable meal. However, after we have cooked this meal numerous times we begin to develop an understanding of which ingredients are essential and which add ‘flavour’. As our confidence increases, we begin to experiment, adding our own unique touches to construct a variation which offers the critical components of the original, while highlighting our own individual flair. Writing a successful academic paragraph is much the same. First we need to perfect our ability to include the fundamental elements, then we can experiment with expression. A formula I often suggest to my students is;

  • Topic sentence (relates to the thesis / question and the topic of the paragraph)
  • Explain the topic sentence
  • Provide examples, comparisons, quotes and reference to other sources
  • Concluding sentence (highlights why this topic is important to the development of the thesis)

 Remember writing is a skill, the more you write, reflect on and edit your work, the better it will become.

Isolation, teenagers and being heard

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One of the most universal experiences of adolescence is feeling isolated. It is heart wrenching the number of times I hear the words “I’m lonely” or “I feel alone”. Yet this is not a ‘feature’  peculiar to today’s world, rather it is one which has dominated teenager’s lives for  many years.

 As a teenager myself, I remember listening to ‘Father Jim’ on 2SM radio. This was a ‘talk back’ show which began around 9pm. Simon and Garfunkel’s song “Sounds of Silence” preceded the programme and to this day, whenever I hear that song, I think of Father Jim and the teenagers who called.

Lying safely tucked in my bed I would listen religiously, every Sunday night, as teenagers shared their stories across the radio waves.  Thinking back now, I realise they would call in to share intimate details of their lives because they wanted to be heard, they wanted to be understood and they did not want to be alone. Listening to my contemporaries and feeling their pain I realised no matter how popular a person may be or how many friends they have, we can all feel misunderstood and alone at various times in our life.

Interestingly, today’s teenagers still reach out across the ‘waves’ all be it the electronic variety. The internet in this sense has been both a blessing and a curse. It has allowed teenagers to remain connected to friends and acquaintances, but it has also exposed them to strangers who wrap themselves in a cloak of friendship. The scary part is, these malevolent forces have access to us at the times we are most vulnerable; the times when we are reaching out, the time when we are seeking. The problem of cyber bullying is recognised by police, schools and community groups as a dangerous threat which must be treated seriously.

One way to arrest this insidious force is to equip ourselves with a loneliness antidote. To some acquiring friends seems like a solid solution, however this still places power in the hands of others. Perhaps a more potent remedy is developing faith in ourselves;  faith, acceptance and the self confidence to realise we can choose how to act and react. When we are comfortable in our own skin, we are less likely to hunger for the positive affirmations of others in order to feel wanted and loved. We do not need to seek.

Why Blog

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As it is currently taught in NSW schools, the study of English may be divided into two main areas; the study of literature (texts) and the study of language.

The study of literature requires a student’s response to what they have read, viewed and listened to. It involves identifying textual themes or messages and relating them to personal experience, interpretations of the world as well as evaluating a text’s contribution to a greater understanding of society.

The study of language requires a student to understand how a message is conveyed. Paradoxically, even though this may be the easier aspect of English study to master, it is often the area where students struggle most. Perhaps this is because the study of language is largely the study of processes. It is essentially remembering a set of rules and gaining mastery over a series of skills. As such, the successful study of English language may be likened to attaining success in areas such as sport, music or dance. In this way, being a competent English student requires commitment, perseverance and determination. A student must want to improve their skills. They must be prepared to expend the effort required to perfect their ability to use those skills. Of course, they must also be provided with, or taught, the ‘rules of the game’ and systems underpinning the mastery of those skills.

This is the GOOD news! A student may improve their English grades simply by improving their understanding of the processes involved in creating meaning from letters, words, sound and images. This may be achieved by learning the rules or systems involved in the creation of texts, and then practice, practice, practice. Students must practice these skills. Practice is the key to unlocking the secret of successful English study. As is the case in areas such as sport or music,  essential aspects of this practice are drills, training and coaching.

There is a magical by-product which occurs from understanding the way language works; a student is better able to understand textual themes. Importantly it also provides students with a checklist for evaluating the success of a piece of literature. In other words,  a mastery of English language usually provides a solid platform for a greater appreciation of English literature.

The aim of keeping an English blog is to provide you with an approach for improving your study of English. In essence it provides a highly visible opportunity for you to practice your language, analysis and evaluative skills

 Welcome to a world of expression.

Teenagers are like baking a cake

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Being a teenager rarely seems to be easy. One metaphor I like to use is that teenagers are like a cake baking. They enter the oven of adolescence as a sticky mass of mixed up ingredients. In the oven they experience heat and this pressure causes the component parts to gyrate wildly, molecules vibrate and collide with each other and the internal workings of the mixture seems to be a disorganised jumble of confusion. And yet, as time passes, the cake begins to take shape, it rises and sets and takes a recognisable form. It emerges from the oven bigger and brighter and more solid than when it went in.

Here we may also consider that the ease with which the cake rises, often relates directly to the preparation we, as adults gave.

Attitudes and Effective Leadership

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What does it take to be a successful leader? Defining the essential features of effective leadership is not always simple. Often the characteristics which denote ‘successful’ leadership in one situation are not same as the qualities required in a different situation. Yet the development of effective leadership skills is important for both personal and interpersonal growth.

 At a personal level, developing an understanding of the skills required to ‘lead’ enhances your ability to achieve goals. Put simply, you lead yourself by setting yourself a goal and motivating yourself to attain that goal.

At an interpersonal level, developing an understanding of the skills required to ‘lead’, enhances your ability to interact with others. In other words if you are appointed to a leadership role you will understand the confidence, creativity and vision required to establish a common purpose and  the cooperation and communication skills required to work collaboratively with others to achieve a common purpose.

 Importantly, effective leaders lead by example and generally do more than they require of their followers. This is aptly illustrated in the scene from the movie Remember the Titans where Julius tells Gary “attitude reflects leadership”.

 

  1. Who do you consider to be an effective leader?
  2. Which of their leadership qualities do you admire most?

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