How Can I Make My School A Happy Place Short Essay Length

How to do this: By being creative. Positive. And by reframing everything you’ve been involved in since graduating high school (even the tough stuff) as preparation for your big awesome future.

Some examples of making the best of your experience at a school you’re about to leave:

  • There was no formal Makeup Department, so guess what. I STARTED ONE. WE’VE GOT 16 MEMBERS. BOOM.

  • My classes were so much bigger than I thought they’d be AND there were no formal study groups set up, so guess what. I ORGANIZED ONE. AND I EVEN BAKED BROWNIES. #glutenfree

  • There were no legit dance studios on campus OR in the dorms open after 7pm, so guess what. I PETITIONED TO LIVE OFF-CAMPUS AS A FRESHMAN, FOUND A TINY APARTMENT WITH A BASEMENT THAT OUR TEAM COULD REHEARSE IN, AND WE GOT TO WORK. #werrrrk

You get the idea. How did you make the best of a just-okay situation while you were waiting (or before you decided) to fill out your transfer application? If you’re thinking that the part-time job you took, the decision to quit school, or even the Netflix shows you binge-watched wasn’t ultimately preparing you for your big awesome future, you’re just not thinking creatively enough—yet. Ask yourself: could it be that I was gaining other skills and values along the way? Could it be that I was doing more than just earning money (hint: learned organizational skills, or discipline, or collaboration), more than just quitting school (hint: learned to put your health first), more than just binge-watching Netflix (hint: learned how much you value productivity by being totally unproductive for three weeks straight).

Here’s a list to get you thinking.  

And if you’re like, “Um, well, I didn’t do anything,” chances are that either a) you didn’t really think carefully or creatively enough yet, or that b) YOU DON’T DESERVE TO TRANSFER.

I’m kidding about that last one. Kinda’. Keep thinking. This part’s important.

Paragraph 5: What do you want to do/be/study? (aka: What’s your dream?)

What you’re trying to do here: Paint the Big Picture—the vision for your life, or a dream job. Don’t have one? Uh-oh. Quit now. (I’m kidding.)

How to do this: By dreaming. Ask yourself, What would a dream job be--even if it isn’t your only dream job, and even if you aren’t 100% certain that this is what you’d like to do--and use it as a placeholder, like these students did...

Example 1:

I’m particularly concerned about beauty waste because I am morally disturbed by the fact that my personal grooming is damaging the environment for everyone. The problem is that cosmetics are often objects of desire--we want to be pampered and we crave a luxurious experience--and packaging reflects these consumer instincts. My dream is to rally college communities nation-wide in a drive to reduce packaging waste. As a community of passionate learners and intellectuals we can spread the message to student groups in colleges that protecting the environment trumps our desire for the most wrapped-up, elaborate, expensive packaging.

Example 2:

My dream is to become a special effects makeup artist with a specialty in fantasy-based creature makeup. Through an extensive process that includes concept design, face, cowl, and body sculpting in clay, molding the pieces using liquid latex or silicon, applying the products to the human model, hand-painting and airbrushing, and fabricate addition components if necessary, I will create original characters that will be featured in movies and television shows.

I know, that’s pretty specific. But again, these were written by students who weren’t 100% certain that they wanted to do this--they picked something they loved and built an argument (read: essay) around it.

If it’s hard for you to think in terms of careers or dream jobs, try asking one of these questions instead:

  1. “What’s one Big Problem I’d like to try and solve in the world?”

  2. “Why do I want to go to this other school anyway?” Have you ever stopped to really articulate that? Have a friend ask you this and see what you say. And it can’t be simply because it’s more prestigious, or because you like living by the beach, or because you just really (like really) want to live in a big city. You need more specifics and more specific specifics. (That’s not a typo.)

A Really Good Tip for This Paragraph: Think of this as a set-up for a “Why us” essay, in particular the part where you’re talking about YOU… your hopes, dreams, goals, etc. Because if you can pick something specific--and even if it’s a placeholder (like the examples above)--this can lead directly into the next paragraph. How? Because, once you pick a Thing you’d like to do/study/be, then you can ask yourself, “Okay, what skills/resources/classes will I need in order to do/study/become that Thing?”

For more “Why us” resources:Click here for a three-part post on How to Write a “Why Us” Essay. Or click here for a Complete Guide to the “Why Us” Essay.

To recap: In Paragraph 5, you’re setting up the specifics that you’re seeking. Then...

As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

“There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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Poke holes

The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

“You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

“That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

“The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

Critique your own arguments

Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

“We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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Fine, use Wikipedia then

The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

“I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

Focus your reading

Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

“I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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Look beyond the reading list

“This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

And finally, the introduction

The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

“Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

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