Though many folks hate it, such tasks are actually needed. This is a specific kind of academic assignments. 4.All students face the challenge of essay writing. It will make the grader more inclined to go easy on you. Showing care in this aspect will reflect positively on you and your level of commitment. Yes, graders shouldn’t care about the aesthetics of your essay/paper. You cannot imagine the messes people hand in.
In the same vein, try to keep your paragraphs compact, write headlines when appropriate and stick to a uniform look. Clean and concise is almost always the way to go (this will also allow you to cram in a bigger number of the important things, see 2.). Don’t use colloquial expressions but for the love of God, keep it simple. And they couldn’t care less about what kind of high-flown language you, a second semester student, come up with. Leave a good impression: The Presentation This is what the grader will look at more critically while more or less skimming over the other 15 pages of your totally awesome and totally invaluable thoughts. What the grader wants to see is this: how well you understood the given problem, how well you can think for yourself (and not just reiterate) and much time and effort you put into assorting what you wrote. It’s more important to discuss and examine different views and possible arguments to show you engaged with the material on a deeper level. Here is where you have to really show that you did more than average because here is where the grader will pay extra attention.Īgain: wordier does not equal better. Identify the points of issue (read: the problematic stuff) that your prof most likely wants to see you put emphasis on, the points which your whole writeup relies on to convince and win over – and go ham. The above point is especially important for your Core Themes. It won’t be a monumental difference – it can be a difference of just a more factually accurate half sentence – but the grader will know it when they see it. Consider a wide variety and bigger number of sources and then show that you did by developing a slightly more carved out and slightly more distinguished wording and point of view. What I mean is: don’t only look at the most well-known textbook. All it will do is annoy the grader whose time you are wasting. When talking about details, writing more than necessary and inflating topics that are not important at all (read: wholly unproblematic) will not win you points. What do I mean by that? I don’t mean dig up abstruse arguments or write more. It’s due to a combination of students discussing the assignments and their answers and, especially in the case of law, flocking to the same established sources and established arguments.īe the one that sticks out as having done just a little bit more than the others. Sure, some are less up to standard, some are more rambling… but essentially, they all contain very similar answers, arguments and concepts - even the wording is sometimes identical! That’s normal. Then you read the second one, the third, the fourth… And they all say the same freaking thing. You read and grade the first essay/paper/whatever it is that you have to grade. So, if you are in a similar grading situation or if your prof has to grade many people, these tips might be useful. Our grades are not given by the prof but by (overworked) graders.
Since I have some time on my hands right now, I’ve decided to make a no-nonsense post with basic tips for beginners from what I’ve learned from writing many, many exams averaging at around 12 handwritten pages and papers averaging at around 25 typed pages.
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