college english essay topics

college english essay topics

The Importance of College English Essays

1. Introduction

The question then arises as to whether anyone is willing to invest the effort into the mental activity called “authoring an English composition” when they are aware that all subjectivity on their behalf resulting from their being a named author will be stricken from their work product and be done simply according to the grade-score rubric for English language appreciation of the teacher or the reader. No: don’t be trapped into “grading resentment” as are so many honored mentors of teenage student authors. Keep straightforward and simple the student author’s view of the English student-authoring-teacher task (“responsivity” a responsibility to respond; to be responding; as of condition or urging). If that simple and straightforward task is not going to be fulfilled by the teacher’s giving up and away, then the student has a right to expect a re-working evaluation. So let the grade-score evaluations proceed without fear of subjectivity (the evaluation on the originality of the conscientiously developed three-stated questions presented in the thesis) coming back to haunt the recognized author, for mental rigor first of the three response evaluators benches the bench.

The college in college English essays is essential, as it is in any context when communication with an audience is intended. Regularly, it takes more effort to author a college English essay than it does to produce many tangible results associated with the process of schooling, consequently many students question the importance of investing this often “unrequited” effort in the production of college English essays. This paper defends the importance of teaching and learning how to author college English essays wherein the same kind and amount of mental rigor are brought to bear, no “subjectivity” associated with giving initial credibility to a student-produced thesis, just the simple three respondent questions that are all to be constructed in advance by the student author, none by the teacher evaluator.

2. Choosing a Relevant Topic

Reading the newspaper, watching TV news programs or news programs on the Web, participating in class discussions, and maintaining a list of interesting topics will help you learn about current topics that interest many people and that eventually might interest you and your classroom audience. You can also discuss topic possibilities with your classmates, express your preferential interest in specific topics and find others expressing similar interests. You can then work in groups focusing on those topics. If you have few reserves about the acceptability or appropriateness of a chosen topic, discuss it with the instructor or trusted classmates. They can suggest a slightly different focus or guide your thinking toward a viable topic. If you decide to take a proceeding from one of your courses as a starting point, ask the instructor if your line of reasoning is suitable for the assignment and if some reading materials are available to help you complement it with examples and support.

If the assignment allows you to select a topic, select a specific aspect or issue within the general area of interest. You will be able to examine the material for that aspect or issue thoroughly, and thus will surely be able to support your point of view with specific, relevant, and convincing evidence. An important aspect of a successful topic search is an interest in the subject. Consequently, you will formulate and express your ideas and viewpoints with interest and excitement that convey your commitment to the subject matter. You will also stay focused on your purpose, sustained by your curiosity. Consider the relevance of the topic: will your classmates understand and find the topic interesting? Will it help further your writing skills? Will it enhance your general knowledge and help you see current debates and topics from a wider, more realistic and objective perspective?

3. Structuring the Essay

Because English is not a pictorial language and can only describe any one thing in the most general way, these obstacles become especially serious if the relationships of two or more entities or concepts in a sentence have been misunderstood. Even so, in English, improved relationships are preferable, like English, to incomplete ones, and if the choice seems to be incomplete, English will almost always assign a lower priority to overall scope, and prefer to mention smaller parts of the whole first. If there is a question under discussion that needs to be answered, or the answer to one question still leaves several questions unanswered, more or the paragraph is considered to be of an incrementing sort or structure.

One technique for maintaining continuity in an English essay is for most of the sentences in the essay to be about any one thing, either one subject, or one relationship, of the construction of that relationship. Whenever you ask yourself in relation to a sentence, “What is this sentence about?”, the answer should be a noun. Most of the errors of English composition are caused by one of three obstacles: the thoughts and ideas are either in the wrong place or time, have mistaken relationships, or are in some way incomplete.

4. Incorporating Research and Citations

In your writing assignments in college, your instructors will not only want to discuss controversial issues in written format; they will help you practice, develop and incorporate information accurately and actively as evidence. Exercises that require you to use various forms of evidence, beyond mere factual information, are part of using evidence actively. Most formal or college level papers will require you to use evidence in a variety of ways, but every field and subject requires a different kind of evidence and has different strategies for using the evidence. For which specific discipline in college are you expected to write?

This is why college instructors put so much emphasis on teaching students how to properly cite their sources, and why they check essays carefully to see that they are properly documented. They know that being able to incorporate source materials gracefully is an important part of leaving a good impression on the reader and of creating work that is worthy of serious consideration, and they take this responsibility seriously. Even if you are using information that most readers would know or that is considered common knowledge in the specific field of your research, it is still important to provide formal citation and to let the reader know where you found your information on which you based your ideas, findings, or theories.

5. Conclusion

In conclusion, analysis of literature seems important for students who take English as their major. By critically examining the texts at different levels looks to draw out the cultural and social issues often embedded in literary works. The college students make sense of that text and synthesize and analyze it, culminating in a complex and coherent research paper. Writing this paper does more than force the student to demonstrate library skills. It represents a way for the student to express how critical literacy can lead to a new awareness of ideas. This research could enrich the existing LCM literary theory. Students will have a better understanding of the function of the powers in society and strengthen their research ability and gain a clear understanding of report writing skills.

College English Essay Assignment contributes to critical and conceptual thinking, introduces students to an array of academic, rhetorical, and grammatical strategies, and advances robust engagement of texts. The engaging of College English Essay entails student acquisition of critical dispositions. Such students identify arguments’ rhetorical elements that various disciplines employ; recognize words’ multiple meanings across genres and disciplines; develop rhetorical listening skills for authoritative, dialogic, and covert voices; and open, live, ethical, and mirroring textual responses. As a result, students become reflective scholars, meanwhile inhabiting writing as a research and/or representation tool of scholarly enterprises. By learning such practices and participating in scholarly conversations, students demonstrate competence in numerous disciplinary knowledge.