Sound like fun? Well . . . it could be fun, entertaining, educational and, yes, worthwhile.
Student: "Ok! What do I do first?"
Writing Guru: "First of all, GET A GRIP! Being assigned an Independent Study is not the end of your existence on this planet."
A. Start at the beginning (a good place to start, huh?). Seek out your teacher. Talk with him or her (that's right, talk to the teacher).
i) Sometimes, an Independent Study may already have been selected for you by someone else (perhaps the teacher or a supernatural being). If this is the case, you will need to choose a THESIS/THEME (that is, a central idea on which you will be writing your study).
ii) Then again, often, you will be allowed to select your own topic for your Independent Study and your very own THESIS/THEME (wow!) There is, however, a caveat here (this means a warning - for those who do not know Latin). Make darn sure that your teacher has first approved your TOPIC and THEME. Nothing draws a person to throwing himself in front of a parked car more than spending many hours on an assignment and then finding out that the assignment is not acceptable (bummer, dude!). So, clue in: clear all topics and themes with your teacher.
B. Your heart is pounding and beads of sweat start cascading down you upper lip. You're excited! You're ready to go! You tell everyone who will listen that you can't contain yourself any longer! You shout, "I have my teacher's topics and his permission to write on a topic! Tell me, where do I go from here?"
Ask yourself these questions: a)"Is this the topic that I want to spend hours and litres of sweat on?" _ Hint: if you are truly interested in a topic, chances are that you will write a better Independent Study and b) "Can I prove the theme I am writing on?" (that is," can I handle the theme?")
"How can the above questions be answered?" I hear you ask. Simple! Check out the library. (You know that room in the school where there are lots of books). Are there enough books to help you in writing your assignment? _ Hint: don't waste your time on topics that are totally obscure (for example: The Democratic Principle as seen in Lithuanian Villages with populations less than 43).
C. Student: "Ok! I am ready for some serious work. What do I do now?"
i) Check out the library (yes, again). Make a true survey of how much material there is in the library that will help you in writing your independent study (the topic that you have chosen) Articles? Periodicals? Then, check out the necessary books.
NOTES: Here's a good place to place some notes.
ii) Remember: too many sources can boggle the imagination and literally weigh you down. Therefore, limit your choices. _ Hint: look at the assignment again (that is if you haven't thrown it away). How many words does the assignment call for? Go from there. The operative word is LIMIT - limit yourself according to the number of words you are allowed.
D. Student: "Gee . . . I'm getting really exhausted. All this work and stuff! Where do I go from here?"
Writing Guru: "Great question!"
i) If you work in the library, try to find yourself an area that is "far from the madding crowd" (my apologies to Thomas Hardy for borrowing the title from his novel). Choose a place that is conducive (favourable) to reading, thinking and writing; that is, away from annoying friends and other students who use the library as their personal amusement park.
ii) At home, you'll need lots of QUIET. That's right - QUIET! There should be nothing in your vicinity that will hinder your thought process. No radio, television, Walkman, phones . . ..
Don't be caught napping!
iii) Be sure of your deadline. Set priorities to meet this deadline. Remember: some teachers will not accept a paper after a certain time; others will deduct marks for each day that your assignment is late. In either case, you lose. _ Clue in here! In a perfect world, life runs smoothly like a well-tuned engine. However, we do not live in a perfect world. Therefore, allow extra time for unforseen delays -obtaining books, losing writing materials missing buses, changing topics . . ..
If you have followed the aforementioned (big word, eh?) ideas and hints, you are ready for the next stage. (by this stage, if you are lost, ask for directions)
E. Student: "I'm still excited! This is neat stuff. Don't stop me now!"
i) After you have chosen your TOPIC, you must make sure (doubly sure) that you limit it (your topic) to a central idea (theme) that is comfortable and interesting for you.
Limiting a Theme
too broad - DOGS
specific - Hunting Dogs
more specific - Beagles
even more specific - Training Beagles for hunting.
Another Great Example
SCHOOL
High School
Reasons for going to high school
_ 1. Social aspect
_ 2. Training in values
_ 3. Need for an education
GREECE
Athenian Rulers
Draco
Life in Draconian Athens
ii) After narrowing down your topic/theme to a place where it is comfortable (that is, a place of interest and ease for you) decide on how you will approach your "even more specific theme." (in many cases, if you received a topic sheet, the above approach may have already been spelled out for you [neat, huh?]; therefore, forget what you have read and will read in this section, and go onto the next stage).
When writing your Independent Study, you can approach your theme in several different ways, such as . . .
1. COMPARE _ Bring out the points of similarity and points of difference.
_ Example: Compare the characters of Lestat and Louis in Anne Rice's novel, Interview with a Vampire.
2. CRITICIZE _ State your opinion of the correctness or merits of an item or issue.
Criticize may also involve approval, disapproval, or both.
_ Example: Criticize the use of nuclear power as a means of deterring hostile aggression.
3. DISCUSS _ Consider from various points of view or present different side of . . .
_ Example: Discuss the use of pesticides in controlling mosquitoes.
4. EVALUATE _ Give the good points and the bad points; appraise; give an opinion regarding the value of; explore the advantages and disadvantages of . . ..
_ Example: Evaluate the value of computers in classroom learning.
Student: "Ok! I have chosen my theme AND my approach."
Writing Guru: "Now you are ready for your outline which will include your thesis statement. Hang on! You're about to complain. Well, don't! Keep reading. On the next two pages there are two examples of outlines."
_ Now would be a good time for a hidden gem of wisdom (A.H.G.W. for short): always come to return to your work refreshed and ready to work. Never dragyourself to the task. If you do, chances are, you'll not give your work your best. Make sure that you eat well and sleep well. Finally, you must not let yourself lag behind.
THESIS: In the fantasy trilogy, The Lord of the Rings, the author, J.R.R. Tolkein, uses the adventures of the hobbit, Frodo, to show the triumph of the human spirit.
Remember that each thesis statement must contain the following information: i) the subject [your central idea]; ii) your opinion [your thoughts about the subject] and iii) your reasons/proofs for your opinion.
INTRODUCTION: The adventures of Frodo Baggins, the hobbit, illustrate the human journey, as Frodo matures from an introspective outlook on life to one which allows for him to willingly place himself in danger for others.
I. The tenacity of the human spirit: (_ this is the central idea/theme of this section of the study)
The following three sentences are actually TOPIC SENTENCES for their respective paragraphs (a topic sentence is a sentence that is usually found in the first or second sentence of a paragraph which indicates to your reader what that particular paragraph will be about).
A. Frodo is a normal hobbit who is pushed into extraordinary circumstances.
B. Frodo must leave a comfortable and safe home and venture out into the unknown.
C. As Frodo pursues his quest, he begins to realize that it is not as easy as it first seemed, and that he will have to work hard in order to see its completion.
II. The obstacles faced by Frodo during his quest and what they represent to mankind. ( This is the central idea/theme of this section)
The following are topic sentences for this part of the study.
A. The Black Riders represent temptation.
B. The Barrow-Wight personifies a danger which must be overcome; to retreat would bring a far worse outcome than defeat.
C. The mines of Moria epitomize the dangers of the unknown and a loss of a close friend.
D. The Cracks of Doom symbolize the point in each person's life when he must sacrifice something of great personal value for the good of those around him.
CONCLUSION: The adventures of Frodo Baggins, as detailed in the trilogy, The Lord of the Rings, are an allegory of the unpredictability and the adaptability of the human spirit to unforseen circumstances.
Remember: the conclusion of your study should, in some way, mirror the ideas found in your opening/thesis paragraph. Your conclusion should indicate to your reader that you have, indeed, proved your thesis. Essentially, the thesis is what you proved. The conclusion merely reminds the reader that you have done what you set out to do (as set out in your thesis).
Here's another Outline for your reading pleasure.
THESIS: In William Golding's novel, Lord of the Flies, the conch is a very important symbol. The conch represents parliamentary order and lawful behaviour.
INTRODUCTION: At first the boys abide by the rule that anyone holding the conch was allowed to speak. During the course of the novel, however, as the boys become more savage, they have little use for the conch and what it symbolizes. As a result of this indifference, the conch loses all its meaning.
I. At first, the boys are influenced by their civilized backgrounds. The conch is used to keep order during important meetings
A. The boys set up rules and obey them.
B. Everyone contributes his share for the betterment of the new society.
C. Assemblies are called at intervals to discuss important matters.
II. The boys slowly become more savage-like. They gradually lose all respect for the conch.
A. Jack repeatedly breaks the major rule for which the conch was instituted.
B. Eventually, Jack insists that they do not need the conch.
C. Slow deterioration of the democratic principle begins.
III. Although the other boys have completely abandoned the principle behind the conch, Piggy remains steadfastly allied to the conch and what it represents.
A. In a last ditch effort to save the democratic process, Piggy goes to Jack and pleads for its reinstatement.
B. Piggy, the voice of reason, realizes that the boys have grown too wild. The conch has become meaningless.
C. Both Piggy and the conch are destroyed.
CONCLUSION: At first, the conch symbolized the adult values of discipline, authority and the democratic principle. However, as the boys succumb to evil, the conch begins to lose it appeal and its meaning - so much so that by the end of the novel, the conch along with its protector are destroyed. The destruction of the conch, therefore, symbolizes the boys' final descent into savagery and lawlessness.
E. You have arrived at, perhaps, the second most important aspect in completing your task -taking notes. Does this mean a great deal of work? Yes! Only if you do not follow these very simple, but basic rules. Enough talk. Let's get started.
i) When taking notes, remember this very simple rule: make sure that your notes are complete. Nothing is worse than returning to a source for more information and discovering that someone has torched the only known copy of the book you wanted. (The only thing that could be possibly worse than this, is having to return to the library on a sunny Saturday afternoon [bummer dude!]) .
ii) When writing, make sure that you can read your notes later. So, write legibly or "everything will be for nought" (how poetic, eh?).
iii) Heaven forbid! You may find too much material. Do not panic! _ Hint: choose only those ideas that help your central idea. Delete unnecessary material. It can be hazardous to your finished product. Remember: Time is your enemy. No one likes to waste time. Therefore, do not waste time by reading stuff that has nothing to do with your assignment. _ Clue in: Always keep your central idea and your outline beside you and in mind. Do not lose your train of thought.
F. Student: "Ok! I'm catching on. I have heard so much about quoting, quotation marks, primary sources, secondary sources etc. . . . Hey! What's up with all this?"
Writing Guru: "Now, you're catching on. Here's a rundown."
A PRIMARY source _ the initial book(s) (such as a novel) that you are using for your assignment.
SECONDARY sources _ those books found in the library that discuss the novels and their authors.
i) Quote (use the author's words - word for word) when you want to support a key issue in your paper. _ Hint: always remember to acknowledge (cite) the author of the quotation. (see the MLA or APA formats on how to cite)
ii) Student: "What if the passage from which I want to quote is too long? Can I put the words in my own words to make the idea clearer for my reader?"
Writing Guru: "Certainly. This is called paraphrasing. As in i) above, you must acknowledge the source. If you do not, you could be accused of PLAGIARISM. All those hours that you spent away from the madding crowd will have been wasted."
iii) See the MLA or APA formats for footnoting techniques.
iv) _ Do not let yourself be cut up in "quotation heaven". That is, make really sure that your essay does NOT contain more quotations than your OWN words. A rule of thumb: a paper should not contain more than 20% - 25% quotations. (Remember, too: words in your quotations are not counted as part of the number of words that your teacher gave you as the length of your assignment [darn, eh?])
G. Student: "Let's see. I have my theme, approach and outline (with my thesis statement). I think I am cluing in. All I have to do now is to put everything together. Right?"
Writing Guru: "You're right! This is the easiest part."
Student: "I'm ready. Let's get started. I have all my notes and my ideas set down. What's next? What do I need?"
Writing Guru: "There are a few things that you will need. I have made a list for you:"
i) EQUIPMENT: a word processor - preferably one that has a spell checker and a grammar checker.
ii) BOOKS: Thesaurus, dictionary, MLA format
iii) PLACE: a quiet place - free from distractions like yelping dogs, screaming siblings, nagging bill collectors or playing siblings. . .
H. Your aim is to write an Independent Study that will "knock the socks off" your teachers. Your paper should completely prove your theme by using your own words and style, enough quotations, paraphrasing (to support your ideas) and summaries.
i) While processing your assignment, there is one word that you must keep in mind EDIT! EDIT! EDIT! If you leave your assignment for a time, when you return, start reading it from the start. Look for ways to improve your style. Quality time spent on editing will be time well-spent.
ii) See writer's checklist to guide you through the editing process.
Now it's time to relax
Ok. Let's make a personal checklist.
I must:
1. obtain my topic/theme from my teacher [ ]
2. get my teacher's permission - if I am going to write on my own topic/theme [ ] check library for resources (rid myself of resources that will hinder me) [ ]
3. limit my topic to one central idea [ ]
4. decide my approach [ ]
5. write an outline [ ]
6. take great notes - all the way through my research [ ]
7. not over quote [ ]
8. edit my work constantly [ ]
9. finish my Independent Study to the best of my ability [ ]
10 submit it on or before the due date [ ]
11. sit back, relax and take a well-deserved rest and think about my acceptance speech when my Independent Study is returned to me.