Nearly every other week a student will send me a message or come and see me asking what they need to do to compose the ‘perfect essay’ – what will set their work apart from all of the rest to make it stand out as well as get the very best mark in their course. The answer is always same: make sure whatever subject you’re studying in you largely stick to a ten-step strategy –
(1) understand your question;
(3) be strict with your results;
(4) use up to date contents;
(5) plan your work;
(6) express yourself clearly and succinctly by your topic;
(7) reference your work efficiently;
(9) use powerful paragraphing; and, most importantly of all,
(10) make sure you’ve got plenty of range to take your time.
Even then, nevertheless, this cannot guarantee you a ‘perfect’ result as there is still another unknown variable to be accounted for – the ‘human factor.’ I have a solution to get a perfect essay, only tell your issue to write my paper team and they’ll do all you need.
You can take every precaution possible in preparation and compose your work, but you cannot efficiently and completely judge concerning how your assessor will look upon your work as you’re not (unless you’re someone like Derren Brown!) capable of reading your assessor’s head and understanding the things that they consider to be the ‘X-Factor’ that’ll take you into the very best marks.
Occasionally, you can get lucky and be assessed by the same man that has taught you a topic in order that you will have the capacity to pick up on some of their idiosyncrasies regarding their likes and dislikes in essay writing and in the essays that they indicate (like block paragraphs, not simply telling a story, writing short, sharp sentences, and not using ‘But’ to begin a sentence). However, while these points are no doubt useful to your essay writing procedure, there is still a great deal left open to opportunity. This is because even if you cover all the points which you understand must be covered due to the meticulous way which you have been taught the subject, as well as the way in which you have analyzed, doesn’t mean that you’re guaranteed a ‘top mark.’
At the same time, yet, in spite of this line of thought which has come to be common amongst teachers and pupils that are not meant to be defeatist; it is simply intended to lead pupils like you to question whether they are pushing themselves hard enough to accomplish the greatest results. This is only because, whilst the chance of someone reaching 100% in some issues at certain institutions may be a once in a blue moon event for essay writing as a ‘Holy Grail’, if one aspires for 100% of the marks in virtually any particular essay writing appraisal (or any other type of appraisal for that matter) then you’re more inclined to attain the very best marks.
Needless to say, for those of you who are uninitiated in the ways of educational establishments that may be something of an oxymoron. To say that you will attain top marks – ergo the ‘perfect essay’ – and yet do so without reaching 100% of the marks may sound a little strange until you consider there are thresholds for the achievement of your mark. This might seem a little unbalanced on the face of it, but I guarantee you this is the rating system that numerous institutions that I’ve worked with a look to work according to and when it comes to odd systems, it is only the point of a very, very large iceberg!
When writing your essays follow this procedure –
(1) understand your question;
(2) intend your research;
(3) be strict with your results;
(4) use up to date contents;
(5) plan your work;
(6) express yourself clearly and succinctly by your topic;
(7) reference your work efficiently;
(9) use powerful paragraphing; and, most importantly of all,
(10) Make sure you’ve got lots of range to take your time. Then, after you have gone through all these points, you should be well in route to producing a superb essay with every chance of reaching a top grade for your work.
Additionally, you can help yourself even more if you think about it because, in place of looking at your essay as a strenuous task whereby you start with nothing, why don’t you look at your work as you beginning with complete marks already. It is then your job to look to protect those marks with all that you have in your arsenal. Many pupils that I help on a daily basis find this to be a more effective way of looking at the job they have been set: they find to be more of a motivation ‘shielding’ something that they already have, rather than striving to ‘obtain’ something that they desire – just an idea for the reason that it depends on the student because you may find the converse accurate.