A Few Academic Writing Plans

• Less efficient or knowledgeable scholars say this and that; however, I say this. (Your basic Yeah/But. In the Yeah part you set up a discussion of other points of view; in the But part, you look more closely at objections, modifications, denials, whatevers that somehow qualify, measure or subvert the Yeah part.) (The main student variation: "So-and-so says; however, I say . . .)
• I say this, and I can support it with reasons, examples, insights, names, quotations, or whatever. (The main student variation: "Let me demonstrate that I've done the work and then I'll demonstate that I've thought about it.") (This is your basic stuff approach.)
• Whatever it is, it depends. It always depends on something else that I have to take account of. (Especially context: occasion, perspective, definition, motive, experience . . . )
• Let me explain what this author says, and then we'll see whether that makes sense or is useful for anything. (Note: this plan has two parts. Students often only do one.) (Note also: This is not a formula or simple regurgitation. You explain what an author says because any explanation is a selective process; any summary is partially a way to focus attention.)
• To clarify or criticize or evaluate this, I'll compare it to something else. (This is a sometimes risky approach depending on how big or complex or messy the comparison you make is.)
  
  

  Some Others:

  
  
  
  1. Important, well-respected, tough, responsible and/or KING-SIZED scholars say this and that; so we can begin by assuming this and that . . .
  2. Here's the problem, and here's my solution. I'll hint that my solution is generalizable, but whether it is or not will depend on more information, further consideration, agreement of people we all know and trust at Harvard and M.I.T. [Problem/solutions often come with discussions of feasibility, costs, and ways to visualize the great results.]
  3. Here are my conclusions (insights), and here are some ways to use them or think about them or imagine them or visualize them. (The teacher assignment often has something to do with consequences, illustrations of how, implications.)
  4. I agree with this author, and I can provide support, clarification, elaboration of his argument--from other contexts.
  5. Here are some criteria, and this is how my subject does/doesn't meet those criteria. [These criteria are always context-bound, so people often have to explain where, when, how these criteria work and in what situations.]
  6. We may never be able to recognize or enumerate the exact cause(s) of this event, result or problem, but we can talk about contributing factors, significant correlations, necessary relations, clear interdependences, associations, possibilities, considerations, theoretical linkages, primary motivations, representative influences, logical connections or outcomes, webs of interactions, widespread agreements, general systems, practical or useful assumptions.
  7. My idea is somewhat fuzzy, but I think I can triangulate in on it from a few different angles.
  8. When I get in trouble, I'll make up a new word and claim some scholarly space.
  9. I have to suspend judgment, and here's what I would need to make a judgment.
  10. I'll concentrate on doing one or two things well enough that I can bluff the rest.
  11. We'll never know for sure. All we can do is make a decent guess. (This is a typical approach to a "cause/effect" paper, we seldom know what causes anything besides food poisoning.)
  12. There's something wrong here; I'm confused--and it's not my fault.
  13. Look! This is ambiguous and it's more interesting because it is ambiguous. [A common English department approach.]
  14. This is so big let me show you one thing well and let's see if I can make any generalizations about other, bigger things. [another common English department approach.]
  15. I'll use words like "obviously" and "certainly" and "surely" and people will worry about questioning my authority.

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