I am actually going to reveal my super secret essay method. This is top secret. So pay attention!
Okay, so you're an undergraduate, it's essay time! They give you that crisp, fragile sheet of paper, with a list of 20 baffling questions or statements from which to chose an essay title that you're gunna write about.
RIGHT, which of these topics looks the most appealing?
You might see one that jumps out at you immediately, if it seems slightly more straightforward, or you feel strangely familiar with the kind of essay the question wants you to write. You're probably best to DISMISS IT, because everyone else will have chosen it.
You know those 'revision sessions' they hold two weeks before the exams, that no one bothers to attend? Attend them! Last year one of the more revealing, delicious chunklets of information given to me was in one of these session, where the tutor said "Every single year, everyone answers questions 3 and 4". Not that there is anything wrong with answering the same question that everyone else chooses, but unless you write something BLISTERINGLY good, the professor marking it will have grown wearisome of reading through 60 essays about the same thing, and any flaws with your argument will be really obvious.
That being said, you'll write a better essay if you pick a familiar topic, so don't neglect a topic you recognise for something you're unfamiliar with.
Okay, now for the essay writing. For most people the method is tried and tested: Introduce the topic, present points back up your argument, supplemented with evidence from texts, draw all evidence up in a succinct conclusion.
In my head, I am imagining what everyone else will write for that essay. So I can dismiss it in mine. I know it sounds slightly over-competitive and cruel. But I think you'll appear more intelligent if you make everyone elses' essays look stupid. I've used sentences such as "
At first glance, one might be tempted to write an essay about " or "
for many undergraduates, a gut reaction might be to write an essay about....." and then you go
BUT that would be inaccurate for these reasons...
So essentially you insult everyone elses' essays. Oh I am so harsh. Be competitive and secretive and evil.
Don't worry and think that you're being psychotically over-competitive, because EVERYONE ELSE IS DOING IT. Here's an experiment for you: ask a random classmate what they are doing for their essay, THEY WON'T TELL YOU! They will vaguely outline the topic, or say some deceitful lie like "Well I don't really know what I am going to say". I've sat in seminars where the seminar leader actually tries to make people say what their project is on, no one would. They'd vaguely outline the kind of thing they were doing without ever saying what it was.
I had another seminar where you had to write down your essay title on a list, and even when it was a few days before the deadline, the list was empty. Not because students don't start the essay until three days before the deadline (although many do) - but because they didn't want to be the first to reveal to the whole class what their essay choice was. So secretive!!
What on earth is that noise outside? Am I being burgled?! It's fireworks?!
Anyway, so once you've got an idea in your head about what everyone else's essays might look like, succinctly sum up all their key points, and use them in the introductory paragraph, so it's as if the other students are just covering the basics, and
your essay is going into
real depth.
Of course, one massive drawback of this tactic is that you then have to generate an essay of points that they wouldn't have made. So you're going to have to write a good essay anyway.
Okay, so here is your revised essay layout:
1. Present the title question
2. Completely disagree with the title question, make outlandish and outrageous claims that the question is misleading and neglects vital aspects of the debate, sum up everything that anyone would have said their essays in a short paragraph, as if it is rudimentary and basic.
3. Back it up with quotes from obscure texts, and reinterpret core readings to say what you want it to say (chillax, that's how the academics roll!).
4. Conclude with an optimistic and progressive tone.
It was fun, but I feel like my luck will run out when one professor fails to tolerate my waffle. May I rue the day that ever happens!