Handout for Lecture One: Active Reading; The Structure of Arguments; Three Kinds of Argument for a Conclusion; Refutations
Below are links to two sample essays: one very much better than the other. I wrote them both, but did so in the light of quite a lot of experience of the real thing. Neither of them is like a real essay, since they do not make any reference to the literature. I wanted to focus on what students find hardest, namely, presenting an argument. They both attempt to answer the same question:
Both essays use similar arguments, and reach similar conclusions. Both are of a similar length (around 900 words). The overwhelming difference between them is one of structure. Have a look at the weaker essay first. Note how hard it is to follow the argument, or to make sense of why certain points are made. There are few discourse markers. The introduction does little more than repeat the question. Technical terms ('doctrine of double effect') are introduced without gloss. The second paragraph discusses issues that are irrelevant to the question, or at least, whose relevance would need to be established. A new consideration is introduced at the very end of the conclusion (the greatest happiness of the greatest number), and is never integrated into the essay. In places the arguments simply seem to miss the point (consider the discussion of the involuntary organ donor). Nonetheless, the materials are there for a reasonable essay.
Now look at the good essay. This isn't a brilliant piece of work. But it is clear and very well structured. There are no bits of dazzling originality, but there are some novel touches. The biggest contrast with the first essay is that at every point you know exactly where you are: you know exactly what is being argued for, and what the argument for it is. This is achieved at the cost of some elegance; but it's worth it. (Of course, if you can be clear and elegant, all the better. But that is a real skill.)
Now have a think about how the bad essay might be improved, just by moving the materials around, and adding discourse markers. Here is a suggestion for how to do it:
Revised plan for Bad Essay