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- English Writing Center-
Organization of Assignments
MSU Writing Center
Helen Hadley Porter
As a writer creates a text, he or she wrestles with choosing a focused topic, finding an approach to that topic, creating a thesis, developing the supporting ideas, and organizing these ideas into a logical and effective structure. The assignment may not provide the concrete descriptors which lead the writer in the right direction; in fact, the understanding of exactly what the assignment is asking for in terms of rhetorical strategies is crucial because the rhetorical strategies often suggest appropriate organizational strategies. With a clear organizational plan, whether an outline, a tree diagram, or a blocked picture, the writer can create a unified (all the parts connect to the whole) and cohesive (all the parts connect to each other) academic essay.
Terms: These terms are commonly used when describing an assignment. They refer to the general purpose of the writing task, but do not explain the writing situation: the audience, the writer’s point of view, the topic, and the context. These descriptors also do not indicate a specific organizational strategy. A writer must do considerable organizational brainstorming before he or she actually sets down to write a first draft.
- Autobiography – (expressive) descriptive narrative based on the writer’s personal experience
- Reflection – (expressive) interpretation based on the writer’s personal ideas
- Observation – (informative) objective description of the writer’s observations
- Exposition – (informative) explanation of a concept, phenomena, or experience
- Definition – (informative) denotation(and perhaps connation) of a meaning
- Evaluation – (persuasive) presentation of a judgement based on specific criteria
- Position – (persuasive) development of an argument
- Analysis – (informative) description of specific characteristics
Terms: These terms are also used when describing assignments, but these terms often imply a organizational strategy. These terms suggest paradigms which will give the essay a unified and cohesive form. However, these descriptors do not address the writing situation. The writer must still determine his or her point of view, audience, topic, and context.
Compare and Contrast
Several organizational paradigms are possible: side by side descriptions of the subjects’ characteristics, blocked descriptions of differences and similarities, or point by point descriptions of characteristics.
Problem Solution
First, describe the problem—who, when, where, how, what, and why. Then posit one or more solutions and evaluate the efficacy of each.
Issue Defense
First, describe the issue in terms of opposing viewpoints on a controversial topic. Then clearly state a position in a thesis. Defend that position with evidence and logical argumentation. Appeals to pathos (feelings) and ethos (morality) may also play a role in the argument. Refutation of the opposition’s arguments may also develop the defense. Clear reasons, perhaps in the form of �because clauses,� will organize each supporting point and keep the argument focused.
Opposing Viewpoints
Explain the opposing positions on a controversial issue. Outline each viewpoint’s best argument using reasons and supporting evidence and logic. Do not take a position.
Summary Response
Summarize a text’s main points. Then respond to the ideas using analysis (examine each point), synthesis (connect the ideas to other ideas), or evaluation (make a judgement on the validity of the ideas).
Scientific Report
Posit a hypothesis, describe the methods, report the results, then discuss their significance. An introductory literature search and a conclusion may also be needed.
Abstract
Paraphrase the controlling idea of an academic text. Then summarize each point (see scientific report) in one sentence. Usually the title is in the form of a citation.
Findings Discussion
Report an observation, experiment, or summarize a text. Then discuss the meaning of the information using critical thinking: analysis, synthesis, evaluation.
Process Analysis
Describe the process in chronological steps or phases.
Cause and Effect Analysis
Several possible strategies may be used: several causes leading to one effect, one cause leading to several effects, or examination of effect(s) and then examination of the cause(s).
Terms: These terms are always used when talking about an essay’s organization. They describe the essential structural elements found in all academic essays.
Introduction
Depending on the assignment’s length, purpose, audience, and topic, the introduction may contain these features:
- an “attention- getting” narrative, quote, question, or piece of information
- adequate background information, including history and an examination of previous texts addressing the subject important definitions
- a set-up for the rhetorical strategy being used in the development of the topic
- a clear thesis statement or question
Conclusion
There are several concluding strategies which may be combined or used singly, depending on the assignment’s length and purpose:
- a summary of the main points
- a hook and return to the introductory �attention-getter� to frame the essay
- a web conclusion which relates the topic to a larger context or a greater significance
- a proposal calling for action or further examination of the topic
- a question which provokes the reader
- a vivid image or compelling narrative
Title
A good title is both appropriate to the academic context and the topic. A title should give information, draw a reader into the text, and state a point of view on a topic. Many research papers have title (the topic) and a subtitle (the point of view) separated with a colon. Other texts may need a �catchy� title: one which plays with words, ideas, and implications. Titles should always be informative enough that a reader can easily determine the essay’s topic and purpose. Review punctuation and capitalization conventions when editing titles.
Paragraph
Readers need paragraph breaks in order to organize their reading. Writers need paragraph breaks to organize their writing. A paragraph break indicates a change in focus, topic, specificity, point of view, or rhetorical strategy. The paragraph should have one main idea; the topic sentence expresses this idea. The paragraph should be organized either spatially, chronologically, or logically. The movement may be from general to specific, specific to general, or general to specific to general. All paragraphs must contain developed ideas: comparisons, examples, explanations, definitions, causes, effects, processes, or descriptions.
All the idea development in one paragraph will be connected with clear transitions, either transitional words or repeated wording. Paragraphs will be connected to one another with transitions too. One sentence paragraphs are rare in academic prose because a paragraph implies that an idea will be supported with specific details. However, paragraphs which are too long drag on and lose focus. Revise an essay by looking at the paragraphs: their purpose, pattern, and shape.
Sentence
The basic grammatical form in the English language is the sentence: a subject and a predicate which together create meaning. Simple sentences are easy to deconstruct because the actor and the action is immediately apparent. But when the meaning increases in complexity, so does the sentence structure. This phenomena is what accounts for the prevalence of punctuation and grammar errors in academic prose. Compound and complex sentences in which coordinators and subordinators create connections between ideas are essential when making meaning from information.
An effective writer uses sentence variety: length, structure, and order. Strong verbs (avoid forms of �to be�), specific word choice (sophisticated vocabulary and few pronoun references), and judicious use of transitional wording (conjunctions of all types) make each sentence communicate both information and meaning. Careful editing for errors and awkward structures is necessary at the sentence level.
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