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Custom definition essay ghostwriters This handout will help you understand and write for the appropriate audience when you write an academic essay. When you’re in the process of writing a paper, it’s easy to forget that you are actually writing to someone. Whether you’ve thought about it consciously or not, you always write to an audience: sometimes your audience is a very generalized of readers, sometimes you know the individuals who compose the audience, and sometimes you write for yourself. Keeping your audience in mind while you write can help you make good decisions about what material to include, how to organize your ideas, and how best to support your argument. Now imagine that you’re writing on the same topic but your audience is your best friend. To illustrate the impact of audience, imagine you’re writing a letter to your grandmother to tell her about your first month of college. Unless you have an extremely cool grandma to whom you’re very close, it’s likely that your two letters would look quite different in terms of content, structure, and even tone. Yes, your instructor or TA is probably the actual audience for your paper. Your instructors read and grade your essays, and you want to keep their needs and perspectives in mind when you write. However, when you write an essay with only your instructor in mind, you mht not say as much as you should or say it as clearly as you should, because you assume that the person grading it knows more than you do and will fill in the gaps. This leaves it up to the instructor to decide what you are really saying, and she mht decide differently than you expect. For example, she mht decide that those gaps show that you don’t know and understand the material. Remember that time when you said to yourself, “I don’t have to explain communism; my instructor knows more about that than I do” and got back a paper that said something like “Shows no understanding of communism”? That’s an example of what can go awry when you think of your instructor as your only audience. Thinking about your audience differently can improve your writing, especially in terms of how clearly you express your argument. The clearer your points are, the more likely you are to have a strong essay. Your instructor will say, “He really understands communism—he’s able to explain it simply and clearly! ” By treating your instructor as an intellent but uninformed audience, you end up addressing her more effectively. Before you even begin the process of writing, take some time to consider who your audience is and what they want from you. Use the following questions to help you identify your audience and what you can do to address their wants and needs. As we said earlier, you want to show your instructor that you know the material. But different assnments for varying degrees of information. For more about what each field tends to expect from an essay, see the Writing Center handouts on writing in specific fields of study. The best place to start furing out how much you should say about each part of your paper is in a careful reading of the assnment. We give you some tips for reading assnments and furing them out in our handout on how to read an assnment. The assnment may specify an audience for your paper; sometimes the instructor will ask you to imagine that you are writing to your congressperson, for a professional journal, to a of specialists in a particular field, or for a of your peers. If the assnment doesn’t specify an audience, you may find it most useful to imagine your classmates reading the paper, rather than your instructor. Now, knowing your imaginary audience, what other clues can you get from the assnment? If the assnment asks you to summarize something that you have read, then your reader wants you to include more examples from the text than if the assnment asks you to interpret the passage. Most assnments in college focus on argument rather than the repetition of learned information, so your reader probably doesn’t want a lengthy, detailed, point-by-point summary of your reading (book reports in some classes and argument reconstructions in philosophy classes are b exceptions to this rule). If your assnment asks you to interpret or analyze the text (or an event or idea), then you want to make sure that your explanation of the material is focused and not so detailed that you end up spending more time on examples than on your analysis. If you are not sure about the difference between explaining something and analyzing it, see our handouts on reading the assnment and argument. Once you have a draft, try your level of explanation out on a friend, a classmate, or a Writing Center tutor. Get the person to read your rough draft, and then ask her to talk to you about what she did and didn’t understand. (Now is not the time to talk about proofreading stuff, so make sure she nores those issues for the time being). You will likely get one of the following responses or a combination of them: Sometimes it’s not the amount of explanation that matters, but the word choice and tone you adopt. Your word choice and tone need to match your audience’s expectations. For example, imagine you are researching piranhas; you find an article in National Geographic and another one in an academic journal for scientists. National Geographic is written for a popular audience; you mht expect it to have sentences like “The piranha generally lives in shallow rivers and streams in South America.” The scientific journal, on the other hand, mht use much more cal language, because it’s written for an audience of specialists. A sentence like “Serrasalmus piraya lives in fresh and brackish intercoastal and proto-arboreal sub-tropical regions between the 45th and 38th parallels” mht not be out of place in the journal. Generally, you want your reader to know enough material to understand the points you are making. If you give the reader nothing but trees, she won’t see the forest (your thesis, the reason for your paper). If you give her a b forest and no trees, she won’t know how you got to the forest (she mht say, “Your point is fine, but you haven’t proven it to me”). You want the reader to say, “Nice forest, and those trees really help me to see it.” Our handout on paragraph development can help you find a good balance of examples and explanation. Writers tend to read over their own papers pretty quickly, with the knowledge of what they are trying to argue already in their minds. Reading in this way can cause you to skip over gaps in your written argument because the gap-filler is in your head. A problem occurs when your reader falls into these gaps. Your reader wants you to make the necessary connections from one thought or sentence to the next. When you don’t, the reader can become confused or frustrated. Consider using one of the following strategies: These ques can help you read your paper in the same way your reader will and make revisions that help your reader understand your argument. Think about when you read something and you struggle to find the most important points or what the writer is trying to say. Doesn’t it make you want to quit reading and surf the web or a friend? Then, when your instructor finally reads your finished draft, he or she won’t have to fill in any gaps. Instead of reading your draft as if you wrote it and know what you meant, try reading it as if you have no previous knowledge of the material. The more work you do, the less work your audience will have to do—and the more likely it is that your instructor will follow and understand your argument. This work is licensed under a Creative Commons Attribution-Non Commercial-No Derivs 2.5 License. You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill If you enjoy using our handouts, we appreciate contributions of acknowledgement. Custom definition essay. analysis essay editing sites for college esl curriculum. esl admission essay writers for hire for university esl personal.


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