How to Ace a Paper
Psych. Turns out this is impossible. Sorry to lure you in, but it changes every year, and no, you won’t be able to just pass by with a good thesis and topic sentences.
There is a bright side to this treacherous truth, though. Teachers at Derryfield strive to make us very versatile learners and students by having different requirements when it comes to writing papers. Yes, this can be frustrating when adjusting to a new English or Humanities teacher, but, turns out, it actually may help us in the long run (imagine that!).
So here is quick guideline to writing papers based on your year and teacher:
Freshman Year - Mr. Berk: Write clear two-part topic sentences and as Gabi Brummett ‘17 explains, “he wants concise writing, unlike some other teachers that want complexity, he wants you to be straightforward in his essays.” This clear writing that Berk looks for doesn’t mean you can’t be creative, as he likes it when you compare statistics and numbers from your essay to modern day examples (sports analogies will thrill him!).
Sophomore Year - Mr. Powell: Use a wide variety of evidence, create a complex argument, be creative, keep your sentences dense. The emphasis on use of evidence is echoed by his current student, Sam Anderson: “Powell is keen on looking at evidence and crafting an essay from the bottom up by using evidence to create the thesis.” Mr. Powell also appreciates it when you don’t write the same thing over and over for half a page (I learned from experience).
Junior Year - Ms. Shutz: Lots of students struggle with the transition to the higher English classes at Derryfield as Gabi explains, “I had a hard time moving from sophomore English to junior English because it was totally different types of analytical writing and quote analysis. I think Derryfield needs to be better about preparing students for more structure in AP classes.” Although AP classes can be challenging, Ms. Shutz knows the struggle of a student, as she writes, “there is not a universal thesis, because, as with so much in life, it depends upon the purpose and the context.” She also writes, “a thesis you write depends upon genre.” Like Mr. Powell, Ms. Shutz appreciates a strong argument and asks that it be “debatable” and offer a counterargument. She strives to prepare you for AP exams with the analytical example: “Through X and Y, the authors (the verb can represent the mode of development) argues, describes, compares, classifies, suggests that Z.” This is what the forty-year-old, sweaty, bored, men and women that sit in a dark classroom grading AP exams all May and June want to see! Ms. Shutz also reminds us that personal pieces don’t even have to have a physical thesis as long as it is implied! She can read our minds!
So that’s it, folks - that’s all I have for you - but it pretty much only works if you take exactly the same classes I did! You’ll survive on pure grit and passion! (;
Krystyna Keller is a Senior at Derryfield and the Sports Editor at Lamplighter.