Questions and Topics We Can Help You To Answer:
Paper Instructions:

Below is how the essay is required to be

Throughout the semester, we’ll examine different parts of the writing process so that you can develop different writing skills. The best writing strategies are portable and you will be able to express yourself in writing no matter what course you are taking or who the professor it.
In these first exercises, our focus is on “audience” (i.e. to whom we are writing) and on the importance of asking and anticipating “questions” – both you and your reader need to dialogue through a series of questions. Your paper should ideally take the shape of the kinds of questions you ask of the text you are reading.
An essay that does not deal with questions will be descriptive rather than interpretative. An essay can be regarded as persuasive writing that tries to impress the reader of your writing with some “element of wonder” you wish to share with them. Above all, the reader should learn something from your essay.
Reader as Audience
A successfully structured essay will attend to the reader’s logic. A good writer, in other words, writes by being mindful of what readers of their work need to know and the sequence in which the reader needs to receive information or analysis from you. Because of this, there is no set formula for a strong essay. Rather, you should think of an essay as uniquely, and liberatingly, determined by the things you want to say. You should also think of your writing as anticipation – what does my reader need to know in order to understand my thoughts and interpretations?; what might my reader be asking of my claims?; how can I engage my reader and keep them interested?; and so on.
Required elements of an essay:
1. introduction of the text, including any kind of historical/biographical information.
Introduction also of your critical viewpoint and how you will be using it to shape
your interpretation of the text.
2. body paragraphs that contain analysis of different points in your analysis and of
different sections of the text, some body paragraphs may even offer a counter-
analysis.
3. conclusion that does not simply end the paper but offers the reader a portal (or open
door) into thinking further about some “element of wonder” that you discerned from the text.
Mapping your essay
From the college level onwards, your writing should never aim at purely summary, description, or observation. It is in essence a series of questions that have guided you and a series of questions you know the reader will need answered.
Kinds of Questions to Ask:
1. What? – What specific issues or qualities of the text am I bring to the attention of
the reader? What should they know about the text (its form, its theme, its topics, its
arguments)?
2. How? – How does the text itself substantiate what I am trying to teach the reader?
How can I move from one point to the next without confusing my reader? How can
Phukan 1
    
I help the reader see connections between points? How can I help my reader see the
“bigger picture” in your interpretation of the text?
3. Why? – This is the most important question you ask yourself: why should anyone
continue reading my work? Why would it benefit them?
Basic format for college essay
Left-aligned, double-spaced, 12 point font, 1-inch page margins
Left-hand side of your paper: your name, professor name, class name, date Unique, captivating title for your paper (centered)
Right-hand side of your paper, last name and page number1
Footnoting
Owl Purdue Writing Lab online resource for APA, Chicago, and MLA style guides https://owl.purdue.edu/owl/research_and_citation/resources.html
Format for titles:
Books Books
Essays “Teach yourself Italian” Poems ‘Poems”
Chapters “Chapter titles”
General Points about Quotes
I. Do not begin your use of quotes by saying, on page 33 Jhumpa says this or that, etc. Quotes should be included into your own sentences and cannot speak for themselves. Do not leave them “floating” by themselves as individual sentences.
II. Quotes are meaningless to the reader unless they “service” your claims and interpretations. It is also your job to have them make sense, not the reader’s. How and why does the quote connect with or support ideas you are trying to make in your paper.
III. Overly long quotes and too much dependence on block quoting weakens the overall strength of what you are trying to say. Don’t let the text you are interpreting “take over” in your paper. (That would be a book review type of paper.)
IV. Think of quotes as accessories and adornments and be creative in your use of them.