6 Tips for Healthy Conversational Writing image conversational writing

Have you ever noticed the underlying principle that makes some blog posts spread like wildfire? It’s not always the research or lengthy content but the conversational tone that makes your readers feel good.

The era has come when you are supposed to write even the technical manuals and guides in a simple and conversational manner. By doing so, you can generate content which is more appealing and engaging for your readers.

If you are eager to start writing conversationally, you do not require pursuing stiff rules and regulations. Just be yourself!

In order to write in conversational style, here are some tips that will definitely help you out:

1. Take Inspiration from Other Posts

Look for other writers who know the art of conversational writing. Profoundly study their methodology and get inspiration from the words and phrases they make use of. Finding such examples is not difficult since most of the eminent bloggers as well as novelists make use of conversational style in all their publications. For instance, in SEO niche there a few bloggers I personally admire a lot due to their amazing style of writing. Neil Patel, Moosa Hemani, Kumail Hemani, Ann Smarty are a few notable bloggers who write in such a conversational manner that you just can’t stop reading their stories.

2. Listen to Others & Yourself Speak

If you pay attention to how others converse, you will be able to judge the common words and phrases which are in trend. This will help you adopt the same tone and phrases in your writing to make it look friendly and appealing to average people. You should even listen to yourself while you are talking to others (although this seems a bit difficult) but you gotta do it in order to be natural in your writing.

3. Speak Straight to the Reader

Many writers prefer writing in third person, which is not a bad idea however if you address the readers directly, you will be able to get their true attention and interest. Speaking one-on-one with your readers will convey your message more efficiently. The best style is to write as if you are talking to your best friend because such conversations are far from all kinds of formalities.

4. Wipe Out Stiff Rules & Regulations

Be a natural author and forget about the rules & regulations. Write informal but correct language while not strictly limiting your writing to grammar and sentence structure. The punctuation marks do play a vital role so do not eradicate them. However, wiping out rules & regulations does not mean that you write with slangs. Your writing style should be simple and comprehensible without breaking major grammatical rules.

Pro tip: Use http://www.grammarly.com for automated proofreading and correct your mistakes.

5. Read It Out Loud When Done

After having finished writing a sentence, a paragraph or the whole post, do not forget to read it out loud to check how it sounds. You can best judge the quality of writing when you hear it being narrated verbally. Whether you’re writing sounds over formal or unappealing, change its tone and make it pleasant to listen to.

6. Avoid Rambling

The dominant posts are the result of short and precise contents. Rambling not only confuses readers but also irritates them away from your writings. An excess of words will never help you win a reader’s heart. The point is to be smooth and informal, not verbose, abrupt or aggressive.

Use these tips to engage people with your writings! Feel free to share the practices you follow to engage people with your content in comments section below.

How to organise a history essay or dissertation – Part Two


  • M. MacDonald, Mystical Bedlam: Madness, Anxiety, and Healing in Seventeenth-Century England, Cambridge: Cambridge University Press, 1981.
    William Clark, ‘Narratology and the History of Science’, Studies in History and Philosophy of Science 26 (1995), 1–72.
    M. F. Burnyeat, ‘The Sceptic in His Place and Time’, in R. Rorty, J. B. Schneewind and Q. Skinner (eds), Philosophy in History, Cambridge: Cambridge University Press, 1984, pp. 225–54.
  • Alternatively, if you have many works to refer to, it may be easier to use an author-date system in notes, e.g.:

    MacDonald [1981], p. 89; Clark [1995a], p. 65; Clark [1995b], pp. 19–99.

    In this case your bibliography should also start with the author-date, e.g.:

    MacDonald, Michael [1981], Mystical Bedlam: Madness, Anxiety, and Healing in Seventeenth-Century England, Cambridge: Cambridge University Press.
    Clark, William [1995a], ‘Narratology and the History of Science’, Studies in History and Philosophy of Science 26, 1–72.

    This system has the advantage of making your foot- or endnotes shorter, and many choose it to save words (the bibliography is not included in the word limit). It is the system commonly used in scientific publications. Many feel however that something is historically amiss when you find in a footnote something like ‘Plato [1996b]‘ or ‘Locke [1975]‘. In some fields of research there are standard systems of reference: you will find that this is the case if, for example, you write an essay/diss. on classical history or philosophy of science. In such cases it is a good idea to take a standard secondary source as your model (e.g. in the case of classics G.E.R. Lloyd’s The Revolutions of Wisdom: Studies in the Claims and Practices of Ancient Greek Science, Berkeley 1987).

    Whatever system you decide to follow for your footnotes, what matters most is that the end-product is consistent.

    Keep accurate records of all the relevant bibliographic information as you do your reading for your essay/dissertation. (If you don’t you may waste days trying to trace references when you are close to submission deadlines.)

    Consistency of style throughout the essay/dissertation is encouraged. There are many professional guides to thesis writing which give you more information on the style and format of theses – for example the MLS handbook (British) and the Chicago Manual of Style (American), both in the Whipple, and a booklet, H. Teitelbaum, How to Write a Thesis: A Guide to the Research Paper, 3rd ed., 126 pp., New York: Macmillan (& Arco), 1994 (in the UL: 1996.8.2620). But don’t try to follow everything they say!

    Every now and then you should read through a printout of your whole essay/dissertation, to ensure that your argument flows throughout the piece: otherwise there is a danger that your arguments become compartmentalised to the size of the screen. When reading drafts ask yourself if it would be comprehensible to an intelligent reader who was not an expert on the specific topic.

    It is IMPERATIVE that you save your work on disk regularly – NEVER be caught without a back-up. It is also strongly advisable that you keep a hard copy of the latest draft.

    Before you submit:

    • remember to run a spell-check (and remember that a spell check will not notice if you have written, for example, ‘pheasant’ instead of ‘peasant’, or, even trickier, ‘for’ instead of ‘from’, ‘it’ instead of ‘is’, etc.);
    • prepare a table of contents, with titles for each chapter of your essay/dissertation, page numbers and all;
    • prepare a cover page with the title, your name and college;
    • prepare a page with the required statement about length, originality etc.

    How to organise a history essay or dissertation

    There are many ways of writing history and no fixed formula for a ‘good’ essay or dissertation. However, regardless of approach, there are some guidelines for presentation.


    Some people may have a clear idea already of what they are going to write about. Others may find it more difficult to choose or focus on a topic. First of all, it is important that you choose an area in which you are interested – writing an essay on something you hate or are bored with is not a helpful start. Next, explore the subject a bit. Ask your supervisor for a list of appropriate readings. You will also find that you can pick up further helpful readings from the footnotes of the works that have been suggested to you, or you can go back to your supervisor for more help. From your readings you may get intrigued by some event or somebody’s work.

    Or you may find that historians present conflicting interpretatons of the same event. In the latter case, you may decide to assess the validity of such views or come up with a better interpretation of your own. In the former case, you will probably have to find out more about particular people or incidents, and also ask yourself what aspect of the person/event/thing it is that interests you, and try to narrow down your focus. Try to define your topic as specifically as possible as soon as possible. Many dissertations and essays turn out to be overambitious in scope, but underambition is a rare defect!

    Before you start you may want to have a look at some sample dissertations and essays from the past: ask the Librarian at the Whipple.


    Both essays and dissertations have an introduction and a conclusion. Between the introduction and the conclusion there is an argument or narrative (or mixture of argument and narrative).

    An introduction introduces your topic, giving reasons why it is interesting and anticipating (in order) the steps of your argument. Hence many find that it is a good idea to write the introduction last. A conclusion summarises your arguments and claims. This is also the place to draw out the implications of your claims; and remember that it is often appropriate to indicate in your conclusion further profitable lines of research, inquiry, speculation, etc.

    An argument or narrative should be coherent and presented in order. It should also be easy to follow. Always give reasons for your assertions and assessments: simply stating that something or somebody is right or wrong does not constitute an argument.

    Divide your text into paragraphs in which you make one or two points at a time; put in chapter or section headings whenever you make a major new step in your argument of narrative.

    It is a very good idea to include relevant pictures and diagrams. These should be captioned, and their relevance should be fully explained.

    The extent to which it is appropriate to use direct quotations varies according to topic and approach. Always make it clear why each quotation is pertinent to your argument. If you quote from non-English sources say if the translation is your own; if it isn’t give the source. At least in the case of primary sources include the original in a note if it is your own translation, or if the precise details of wording are important. Check your quotations for accuracy. If there is archaic spelling make sure it isn’t eliminated by a spell-check.


    An essay or a dissertation has three components: the main text, the notes, and the bibliography.

    The main text is where you put in the substance of your argument, and is meant to be longer than the notes. For quotes from elsewhere, up to about thirty words, use quotation marks (“…”, or ‘…’). If you quote anything longer, it is better to indent the whole quotation without quotation marks.

    Notes may either be at the bottom of the page (footnotes) or at the end of the main text, but before the bibliography (endnotes). Use notes for references and other supplementary material which does not constitute the substance of your argument. Whenever you quote directly from other works, you must give the exact reference in your notes. A reference means the exact location in a book or article, so that others can find it also; it should include author, title of the book, place and date of publication, page number. (There are many different ways to refer to scholarly works: see below.) Whenever you paraphrase material from somebody else’s work, you must acknowledge that fact. Plagiarism is offensive.

    Your bibliography must contain all the books and articles you have referred to. It lists works alphabetically by the last name of the author. There are different ways to set out a bibliography, but at the very least a bibliographic entry should include for a book the last name and initials/first name of the author, the title of the book in italics or underlined, and the place, (publisher optional) and date of publication; or, for an article, the last name and initials/first name of the author, the title in inverted commas, and the name of the journal in italics or underlined, followed by volume number, date of publication, and page numbers. Names of editors of volumes of collected articles and names of translators should also be included, whenever applicable.

    Essay Writing vs. Thesis Writing

    For the duration of the time you are in school, writing assignments will just be a part of everyday life. For some, you will be required to do intensive research, but for others, it may be more about parroting facts. . Essay and thesis papers both require quite a bit of time, and both are likely assignments to be given to you by any professor. The biggest difference between the 2 is what kind of statement you will use to summarize your paper.

    Thesis Statement

    Whether it’s a really long research paper, a dissertation, or a short essay, thesis statements are the basis for your writing. A thesis statement will not only identify the subject of your paper, but it will also tell the reader where you stand on the subject. In order for it to be a thesis statement, it has to be arguable, and cannot be considered fact. In academic writing, the thesis statement will generally be placed at the end of your introductory paragraph, at the beginning of your paper. A more advanced writer may place a thesis statement anywhere in their writing.

    General Statement

    A general statement differs from a thesis statement in that it does not have anything to do with your stance on the topic. It is just a sentence that once you start explaining, may start to resemble a thesis. A general statement is one that does not need to be supported, and is more of an explanation or events, circumstances, or facts. When writing an assignment, the function of a general statement is to clarify points or add to ideas.

    Which One To Choose

    If you are looking for a controlling statement or a main idea, then a thesis statement is what you need. But if you are beginning a new essay, and you are not required to take a stance on the subject, a general statement is probably going to work better for you. Once you figure out what kind of writing you need to do, selecting what kind of statements you need will be a little easier.

    How To Us Both

    When writing a research paper, you will most likely use the 2 different statements in the same paper. The thesis statement will be backed up using information from the general statements found elsewhere in your writing. When you are writing, you will use many different general statements to support the idea of your thesis statement.

    What Is A Dissertation? How Is It Different From An Essay?

    There are some obvious differences: an essay is relatively short – usually 1500 to 2500 words – and you are told clearly what to do by someone else. For example: Describe and evaluate major theories of globalisation.

    A dissertation is a subject you chose for yourself. The first usage of the word in the English language in 1651 also gives a useful starting definition: “an extended written treatment of a subject”.

    Another useful clue is found in the Latin origin of the word – dissertation comes from a Latin word ‘dissertare’ = ‘to debate’.

    What does the word ‘debate’ imply? A discussion involving different points of view or sets of ideas. A dissertation will therefore not only examine a subject but will review different points of view about that subject.

    Here’s another definition that underlines some more important characteristics of a dissertation: “a substantial paper that is typically based on original research and that gives evidence of the candidate’s mastery both of her own subject and of scholarly method.”

    A dissertation will show that the writer knows her subject, the key facts and different points of view in it – but it also advances a point of view resulting from original research. Remember that ‘original’ does not mean ‘something that’s never been done before’ but rather ‘something that you do for yourself’.

    A dissertation also “gives evidence of the candidate’s mastery […] of scholarly method”. This sounds terribly daunting but don’t be put off. The phrase is telling you that you will have to lift your game to write a successful dissertation. ‘Scholarly method’ means that you will be expected to do more and better reading and research than for a standard undergraduate essay. It means that your work will display accuracy and skill in its investigation and discussion of a subject. It means that your discussion will give evidence of critical analysis i.e. standing back from your subject and weighing up pros and cons. It means you will show that you understand that, for example, aspects of particular theories or viewpoints are open to question.

    Dissertation Advisers and Their Motives – Part Two

    Pressuring students to choose oneself as a director is dangerous in several ways. The student may select an adviser who is not ideal in terms of interests and pedagogical practices. To ensure the desired outcome, faculty members may urge those students to choose a director early, before they know their own interests and the options well enough to make an informed decision. These types of behavior build tension among colleagues and, as noted above, may snowball.

    Moreover, the faculty members who pressure students to select themselves as director often also pressure them to become intellectual clones. As one distinguished professor observed to me, “If students try throughout graduate school to become better versions of themselves, they may well succeed; if they try to become versions of someone else, they are likely to turn into second-rate imitations.”

    Other fallout from the practice of competing for dissertators too often includes what insurance companies often describe as cherry-picking: seeking the most desirable clients or dissertators while hoping to avoid the others. The attitudes that lead certain faculty members unabashedly to compete for the top students often make them uninterested in working with the people whom they perceive as less promising — hence more time-consuming for the director and less likely to yield reflected glory. This too can compromise collegiality: faculty members who are willing to work with such students may resentfully note the fact that their colleagues never will assume what is often a more burdensome responsibility. And mightn’t being rejected by a potential adviser, especially one known to encourage other students to work with her or him, create insecurities in the students not sought after, thus compromising productivity and turning the perception that these students are less promising into a self-fulfilling prophecy?

    The most perilous consequence of pressuring students in these ways is also the most subterranean: faculty members who do so are modeling regrettable behavior for their students — instructing them not only in how to write a thesis but also how to compete with colleagues and manipulate students.

    How can we limit the deleterious effects of aggressively hunting for potential dissertators? Perhaps the most promising potential solutions are also the hardest to effect. Competition is inevitable in our profession, like so many others, and not always destructive. But some of the attitudes that encourage pernicious rivalries might be modulated, although of course a comprehensive discussion of these broad issues demands a different conversation. For example, as I have argued elsewhere, the huge salary inequities resulting from matching outside offers can encourage rivalries and resentment. One professor aptly responded to my queries about avoiding competition for dissertators with, “Morale is all.”

    Moreover, celebrating both undergraduate and graduate teaching may discourage some from putting all the fragile eggs of their fragile egos in the latter basket; such celebration can occur when the most respected professors volunteer to teach elementary classes and when hiring committees make a good faith effort at the difficult task of determining whether a candidate would perform both pedagogical roles well. Graduate seminars can not only teach critical approaches but also model attitudes critical in more senses than one; for example, classes in which students edit each other’s papers can, if that system is carefully structured, encourage cooperation and respect.

    Other possibilities for limiting competition for dissertators involve responsible mentoring and thoughtful institutional practices. Faculty members can counterbalance pressure students may receive from other quarters by encouraging them to delay choosing a director until they are further along in the program and, in particular, have worked with more people and by stressing that the decision about a director needs to be made by the student himself, not anyone else.

    Some graduate programs have also adopted structural solutions to destructive competition for graduate students. Co-directing arrangements can be successful. The transformation of the position of director and second reader into a committee structure is working well at certain Ph.D.-granting institutions, of which Harvard University is one of many examples.

    Graduate students at some universities now have the option of either retaining the traditional first reader (director) / second reader model or setting up a three-person committee. One member of those committees is designated the nominal director for administrative purposes; in many instances the triumvirate does assume equal responsibilities, though in some the nominal director proves to have a significantly larger role. But even when one person in practice becomes the main supervisor, the committee structure may well encourage the student to consider a number of professional models, avoiding the risks of cloning. And such procedures reduce the possibility of one a faculty member without warning calling for a major overhaul very late in the game. This system is not without its own risks— for instance, one observer at another institution reports situations where one member is happy to get the credit for supervising the thesis while passing the lion’s share of the hard work onto other committee members. But the committee structure is proving a fruitful option in many instances.

    In contrast, the fruit of the poisoned trees of coercion, which thrive in all too many academic orchards gardens, is the knowledge of commodified goods and professional evils.

    Dissertation Advisers and Their Motives

    The prominence of Marxist thinkers in many academic fields ensures that graduate students study commodification; the prevalence of self-serving pedagogical practices ensures that those students too often become commodities themselves. You’ve read the book, now act, or be acted on, in the movie.

    Competition for graduate students, some of it inevitable, occurs frequently within and among graduate programs. They may vie with each other to attract the most desirable candidates for admission. (Justifications of the decision at Johns Hopkins University to increase graduate stipends tellingly conflate the laudable motives of helping students to avoid debt and the dubious one of encouraging them to select this program even if other institutions might offer a livable though somewhat smaller stipend and a program that is more appropriate to the applicant in other ways.) And decisions by administrators to downsize doctoral programs may lead to competition for warm bodies to fill a seminar that might otherwise be canceled.

    Most troubling, however, are the techniques some professors use to encourage students to choose themselves as dissertation director. These issues assume different form in disciplines, notably the sciences, where graduate students often join a team addressing the adviser’s own project. Hence this essay concentrates instead on areas where students’ projects do not involve actual participation in the adviser’s research — and on institutions where the regrettable behavior in question flourishes. Its absence or delimitations elsewhere (including Fordham University, where I now teach) demonstrates that many issues are not only field- but also institution-specific.

    A professor’s motives for attracting — when does it become luring? — potential dissertators, like the practices deployed to do so, occupy a spectrum: the unexceptional, the ambiguous, the dubious, and too often the downright egregious and pernicious.

    At one pole, being a good teacher typically involves delight in sharing interests and enthusiasms; one may also wish to support new or, alternatively, neglected trends in the field. All those understandable, even desirable, reactions may lead us to encouraging students to choose a topic for which we would be the obvious director. Some faculty members may believe they are in a better position to help a given student intellectually and professionally, though that realization can be compromised by more self-serving motivations.

    Similarly, attributing to certain colleagues prejudices and stereotypes — racial, misogynistic homophobic, and so on — that would render them bad choices for a given student, a faculty member may attempt to steer that dissertator away from such people. The intentions may on occasion be largely or entirely honorable and the anticipated outcome preferable — but even in such instances one always has to be sure that a desire to supervise the thesis oneself is not being rationalized and that the information about the putative prejudices is grounded in solid evidence, not the gossip that jealousy and resentments often breed.

    Departments that base course reductions or other perks on the number of dissertations supervised thus encourage competition for dissertators. Faculty members who discover — or fear — that they are supervising fewer theses because other people are dubiously attracting dissertators may feel that justifies similar behavior, thus turning regrettable behavior into a snowball, or an already-stormy departmental climate into a thunderstorm or blizzard.

    Sadly, the most common motivation for pressuring students to choose oneself as director may be ego and the attendant rivalries with other faculty members. Indeed, as noted below, sometimes longstanding animosities and more generalized competition between Professors X and Y, not necessarily the desire to supervise the dissertation in question, may impel X to discourage students from working with Y.

    But more to the point, faculty members too often judge themselves and others by the number of theses being supervised. The widespread practice of listing on vitae not only the dissertations we have directed but also the current professional position of the student indicates the significance of such status systems. Even more troubling: the desire to replicate oneself, so risky in more literal parenting, sometimes encourages people not only to corral dissertators but also to try to encourage undue imitation of one’s own work. In short, the line between enthusiastic and disinterested engagement with a student and pernicious pressure is an important — and sometimes blurred — boundary.

    Some war stories culled from reliable sources around the country abound (repeated here with a few minor details altered):

    • Graduate students in one department soon learned via the grapevine that Professor A would consent to work on dissertations only if selected as director or co-director — and only if Professor B was not on the committee.
    • Elsewhere a faculty member heard reliably that another department member was telling students that if they chose her as director they were very likely to get a job but very unlikely if they chose my informant. Any scholar who knows this person’s field and her sterling reputation within it would realize the advice was not worth the venom it was written on.
    • Too many students continue to report being instructed in virtually so many words by a potential director that she or he, not a colleague with similar credentials, is the only appropriate director. This pressure intensifies if the person applying the pressure is someone with a major reputation or someone in a respected administrative position in the department.
    • Debating between working with Professor X on one topic or Professor Y on a topic for which he would be the more logical supervisor, the student is firmly instructed by Y not to mention in any way to X that he is considering an alternative topic and director. Does Y fear that that knowledge would propel X into pressuring the student? Or does Y see the situation not as a collegial collaboration where he and X are working with the student to identify his best interests but rather as a rivalry where the stealthy bird will get the worm? (And at their worst scenarios like this do indeed treat students like worms, though ones that are attractive fodder for the more predatory birds.) Or are both explanations true, proving that we attribute to others our own behavior and values in such situations?
    • One faculty member was puzzled about why, after being asked to serve on committees and sometimes direct for several years, these requests abruptly dried up. He learned that a colleague senior to him had recently started offering informal evening workshops, both on campus and at his house, for people approaching the point of choosing a director. Given that this person had a reputation for dropping students who didn’t follow his advice, my informant could not help but suspect that these sessions were designed to attract students their organizer wanted to work with. And others might wonder whether or not a senior colleague, aware that someone junior to him was increasingly attracting students, perhaps felt a need to define and protect what he saw as his territory.

    How to quickly write a good essay

    Many students think they can write an essay. It is really quite simpleto write good essays quickly. There are some tasks that come to mind when students especially hard. This includes the writing of essays: Many students have to admit that they do this work as anything can inspire. The problem lies primarily in the fact that they often have to spend a lot of time to write an essay – sometimes as much time to them, the task seems too difficult and we therefore prefer trouble because not made homework takes upon himself as working on it.

    However, it is not that hard to write essays, at least http://www.a-mentor.co.uk/services/research-writing/essay-writing/ they said that. If you just considered it once, every person is able to write an essay – and even in a relatively short time. Most are focusing on only wrong: it is quite clear that you just cannot write quickly, if you bet on the wrong method. The problem usually starts already with the fact that most students do not even know what they want to write at all. However, without a plan, you can write an essay – in such a case, the task quickly becomes a torment.

    For this reason, all the writers and writers are only recommended to sketch only briefly, what you really want to write. This does not mean that you should write a plan – at least not a traditional approach writing as you would learn in school, because it takes too much time. Instead, it is using keywords to sketch a rough framework in which one holds roughly, what you want to say in each section of the text. Once this concept is, we can start already.

    During the actual writing are the most advanced, because they do not think of the right words. Nevertheless, even here there is a trick: If you want to write quickly an essay, you should be easy on the gas. Not every sentence has to be perfect. It is better to just get started and the sentences as noted as a currently hold. In this way, we proceed faster and you get more clarity in your head, because you will not be slowed down constantly.

    Thus, the rates will generally be even better or more consistent. You can also review the text concludes still once and then change certain formulations, the sound may not be quite as good.

    How do I write an essay properly?

    Every beginning is difficult and therefore costs a lot to overcome. Later also requires enough stamina in preparing the article. Nevertheless, what do you do when the thing is inevitable? If you urgently need a school essay such as a literary discussion of tragedy “Faust I” or a tangible essay must write and do not know where and how you should start? On the other hand, if one or the other is taken from a writer’s block, or if you have simply forgotten how an essay is written correctly? If you follow our formula for writing essays and regular and diligent practice, you will soon reach a state in which to write essays and stories will come naturally. More information about writing you can find on http://www.a-mentor.co.uk/services/research-writing/dissertation-writing/

    It is also recommended not to slavishly adhere to the pattern, because one comes when writing essays and working out not just ahead. Free space when writing essays as discussions and interpretations is as important as the correct essay structure. Finally, an essay scheme squeeze your thoughts nothing but contribute to their successful development. First start with the collection of ideas and thoughts that come to you for article mentioned topic. What the brainstorming and collecting arguments to the essay is concerned, a distinction is now two common methods: Brainstorming and Mind Map.

    Mind Map is very useful method for writing and writing essays in any form. It is to say to each essay form such as Interpretation, literary discussion or factual text analysis applicable. Brainstorming awakens creativity and helps in gathering many arguments for an essay topic.This spontaneous writing on a sheet just all ideas and thoughts that come to mind about the article mentioned topic. It must be noted that points do not even organize or restructure.

    The second method of brainstorming takes a little longer than brainstorming. However, it helps to organize information gathered essay logically and structure. It would make sense, therefore, after the brainstorming method of the same mind map and use the collected ideas link together analogously.

    So gradually acquires the essay to write a clear structure. The result is a “structure”, which is essential for a successful essay.

    How to write an essay: Literary discussions and dramas

    In the text below are used some facts taken from http://www.a-mentor.co.uk/services/research-writing/dissertation-proposal/

    Dramas: In principle at the initiation dramas looks almost exactly like the other top forms. The synopsis, however, often is preceded by a short biography of the author. It is similar to the short biography of the author of the Synopsis. Superfluous details, long sentences in picturesque language need be omitted. We need limit ourselves here only to the most important facts and present tense.

    To get a better idea may be as short as describes the main stations of life of the author, has the writing portals. With the help of these questions, do you manage to create quick and easy a perfect short biography for your essay?

    Auxiliary questions:

    • When and where the author was born.
    • Who were the parents?
    • When the school was closed and the umpteenth year? When and which the study began?
    • When and how (if known) study was completed? What happened after that? What activities were carried out, etc.?
    • When was the highlight of your career? What helped the author to e.g. a special play, etc.?
    • Date of marriage? Who is the wife?
    • When, what and where the author dies?

    If you just answer the above questions, you are writing an essay on an issue more going on. Again, you do not necessarily slavishly adhere to the questions provided. There are requests for help, to assist you in writing an essay. These are not mandatory rules that you must follow for writing a CV.

    Literary discussion:

    A discussion can refer to a specific problem in a book or drama but also an excepted essay topic. For example, the task of an essay discussed like this: „ Discuss whether lying is appropriate in our society” is in this case in front of you no text. You must yourself based on your experience and your knowledge of an argumentative essay, writing just a discussion. An introduction could then begin with a quote or a brief description of a personal experience (no more than three sentences).

    Furthermore, the beginning of your essay will be initiated through the explanation of a concept or memory of an important historical event.If you have written a discussion of a topic from a particular book or drama, then your introduction must definitely a short biography of the author, a brief summary of the work as well as title, text type, and the year.