Jordan B. Peterson - 10 Step Guide to Clearer Thinking Through Essay Writing (2)

PART ONE: INTRODUCTION
What is an essay?
An essay is a relatively short piece of writing on a particular topic. However, the word essay
also means attempt or try. An essay is, therefore, a short piece written by someone attempting to
explore a topic or answer a question.
Why bother writing an essay?
Most of the time, students write essays only because they are required to do so by a classroom
instructor. Thus, students come to believe that essays are important primarily to demonstrate their
knowledge to a teacher or professor. This is simply, and dangerously, wrong (even though such
writing for demonstration may be practically necessary).
The primary reason to write an essay is so that the writer can formulate and organize an
informed, coherent and sophisticated set of ideas about something important.
Why is it important to bother with developing sophisticated ideas, in turn? It’s because there is
no difference between doing so and thinking, for starters. It is important to think because action
based on thinking is likely to be far less painful and more productive than action based upon
ignorance. So, if you want to have a life characterized by competence, productivity, security,
originality and engagement rather than one that is nasty, brutish and short, you need to think
carefully about important issues. There is no better way to do so than to write. This is because
writing extends your memory, facilitates editing and clarifies your thinking.
You can write down more than you can easily remember, so that your capacity to consider a
number of ideas at the same time is broadened. Furthermore, once those ideas are written down,
you can move them around and change them, word by word, sentence by sentence, and
paragraph by paragraph. You can also reject ideas that appear substandard, after you consider
them more carefully. If you reject substandard ideas, then all that you will have left will be good
ideas. You can keep those, and use them. Then you will have good, original ideas at your
fingertips, and you will be able to organize and communicate them.
Consider your success over the course of a lifetime. Here is something to think about: the person
who can formulate and communicate the best argument almost always wins. If you want a job,
you have to make a case for yourself. If you want a raise, you have to convince someone that you
deserve it. If you are trying to convince someone of the validity of your idea, you have to debate
its merits successfully, particularly if there are others with other competing ideas.
If you sharpen your capacity to think and to communicate as a consequence of writing, you are
better armed. The pen is mightier than the sword, as the saying goes. This is no cheap cliché.
Ideas change the world, particularly when they are written. The Romans built buildings, and the
Romans and the buildings are both gone. The Jews wrote a book, and they are still here, and so is
wow

the book. So it turns out that words may well last longer than stone, and have more impact than
whole empires.
If you learn to write and to edit, you will also be able to tell the difference between good ideas,
intelligently presented, and bad ideas put forth by murky and unskilled thinkers. That means that
you will be able to separate the wheat from the chaff (look it up). Then you can be properly
influenced by profound and solid ideas instead of falling prey to foolish fads and whims and
ideologies, which can range in their danger from trivial to mortal.
Those who can think and communicate are simply more powerful than those who cannot, and
powerful in the good way, the way that means “able to do a wide range of things competently
and efficiently.” Furthermore, the further up the ladder of competence you climb, with your well-
formulated thoughts, the more important thinking and communicating become. At the very top of
the most complex hierarchies (law, medicine, academia, business, theology, politics) nothing is
more necessary and valuable. If you can think and communicate, you can also defend yourself,
and your friends and family, when that becomes necessary, and it will become necessary at
various points in your life.
Finally, it is useful to note that your mind is organized verbally, at the highest and most abstract
levels. Thus, if you learn to think, through writing, then you will develop a well-organized,
efficient mind – and one that is well-founded and certain. This also means that you will be
healthier, mentally and physically, as lack of clarity and ignorance means unnecessary stress.
Unnecessary stress makes your body react more to what could otherwise be treated as trivial
affairs. This makes for excess energy expenditure, and more rapid aging (along with all the
negative health-related consequences of aging).
So, unless you want to stay an ignorant, unhealthy lightweight, learn to write (and to think and
communicate). Otherwise those who can will ride roughshod over you and push you out of the
way. Your life will be harder, at the bottom of the dominance hierarchies that you will inevitably
inhabit, and you will get old fast.
Don’t ever underestimate the power of words. Without them, we would still be living in trees. So
when you are writing an essay, you are harnessing the full might of culture to your life. That is
why you write an essay (even if it has been assigned). Forget that, and you are doing something
stupid, trivial and dull. Remember it, and you are conquering the unknown.
A note on technology
If you are a student, or anyone else who is going to do a lot of writing, then you should provide
yourself with the right technology, especially now, when it is virtually costless to do so.
Obviously, you need a computer. It doesn’t have to be that good, although a digital hard drive is a
good investment for speed. Less obviously, you need two screens, one set up beside the other.
They don’t have to be bigger than 19” diagonal. Even 17” monitors will do well. High resolution

is better. You need the two screens so that you can present your reference material on one screen,
and your essay (or even two versions of your essay, side by side) on the other.
Having this extra visual real estate really matters. It will make you less cramped and more
efficient. A good keyboard (such as the Microsoft Natural Ergonomic keyboard) is also an
excellent investment. Standard keyboards will hurt your hands if you use them continually, and
the less said about a notebook keyboard the better. Use a good mouse, as well, and not a
touchpad, which requires too much finicky movement for someone who is really working. Set up
the keyboards so you are looking directly at their centers when you are sitting up straight. Use a
decent chair, and sit so that your feet can rest comfortably on the floor when your knees are bent
90 degrees. These are not trivial issues. You may spend hours working on your writing, so you
have to set up a workspace that will not annoy you, or you will have just one more good reason
to avoid your tasks and assignments.
A note on use of time
People’s brains function better in the morning. Get up. Eat something. You are much smarter and
more resilient after you have slept properly and ate. There is plenty of solid research
demonstrating this. Coffee alone is counter-productive. Have some protein and some fat. Make a
smoothie with fruit and real yogurt. Go out and buy a cheap breakfast, if necessary. Eat by
whatever means necessary. Prepare to spend between 90 minutes and three hours writing.
However, even 15 minutes can be useful, particularly if you do it every day.
Do not wait for a big chunk of free time to start. You will never get big chunks of free time ever
in your life, so don’t make your success dependent on their non-existent. The most effective
writers write every day, at least a bit.
Realize that when you first sit down to write, your mind will rebel. It is full of other ideas, all of
which will fight to dominate. You could be looking at Facebook, or Youtube, or watching or
reading online porn, or cleaning the dust bunnies from under your bed, or rearranging your
obsolete CD collection, or texting an old flame, or reading a book for another course, or getting
the groceries you need, or doing the laundry, or having a nap, or going for a walk (because you
need the exercise), or phoning a friend or a parent – the list is endless. Each part of your mind
that is concerned with such things will make its wants known, and attempt to distract you. Such
pesky demons can be squelched, however, with patience. If you refuse to be tempted for fifteen
minutes (25 on a really bad day) you will find that the clamor in your mind will settle down and
you will be able to concentrate on writing. If you do this day after day, you will find that the
power of such temptations do not reduce, but the duration of their attempts to distract you will
decrease. You will also find that even on a day where concentration is very difficult, you will still
be able to do some productive writing if you stick it out.
Don’t kid yourself into thinking you will write for six hours, either. Three is a maximum,
especially if you want to sustain it day after day. Don’t wait too late to start your writing, so you

don’t have to cram insanely, but give yourself a break after a good period of sustained
concentration. Three productive hours are way better than ten hours of self-deceptive non-
productivity, even in the library.

PART TWO: LEVELS OF RESOLUTION
Words, sentences, paragraphs and more
An essay, like any piece of writing, exists at multiple levels of resolution, simultaneously. First is
the selection of the word. Second is the crafting of the sentence. Each word should be precisely
the right word, in the right location in each sentence. The sentence itself should present a
thought, part of the idea expressed in the paragraph, in a grammatically correct manner. Each
sentence should be properly arranged and sequenced inside a paragraph, the third level of
resolution. As a rule of thumb, a paragraph should be made up of at least 10 sentences or 100
words. This might be regarded as a stupid rule, because it is arbitrary. However, you should let it
guide you, until you know better. You have very little right to break the rules, until you have
mastered them.
Here’s a little story to illustrate that idea, taken in part from a document called the Codex Bezae.
Christ is walking down the road on the Sabbath, when good Jews of that time were not supposed
to work. In the ditch, he sees a shepherd, trying to rescue a sheep from a hole that it has fallen
into. It is very hot and, clearly, the sheep will not be in very good shape if it spends a whole day
in the desert sun. On the other hand, it is the Sabbath. Christ looks at the shepherd and says,
“Man, if indeed thou knowest what thou doest, thou art blessed: but if thou knowest not, thou art
cursed, and a transgressor of the law.” Then he walks on down the road.
The point is this: There is a rest day for a reason. Otherwise people would work all the time.
Then they would be chronically unhappy and exhausted. They would compete each other to
death. So if it’s time for everybody to rest, then rest, and don’t be breaking the rule. However, it
is also not good to let a sheep die in the hot sun, when a few minutes of labor might save it. So, if
you are respectful of the rule, and conscious of its importance, and realize that it serves as a
bulwark against the chaos of the unknown, and you still decide to break it, carefully, because the
particularities of the circumstances demand it – well, then, more power to you. If you are just a
careless, ignorant, antisocial narcissist instead, however, then look out. You break a rule at your
peril, whether you know it or not.
Rules are there for a reason. You are only allowed to break them if you are a master. If you’re not
a master, don’t confuse your ignorance with creativity or style. Writing that follows the rules is
easier for readers, because they know roughly what to expect. So rules are conventions. Like all
conventions, they are sometimes sub-optimal. But not very often. So, to begin with, use the
conventions. For example, aim to make your paragraphs about 10 sentences or 100 words long.
A paragraph should present a single idea, using multiple sentences. If you can’t think up 100
words to say about your idea, it’s probably not a very good idea, or you need to think more about
it. If your paragraph is rambling on for 300 words, or more, it’s possible that it has more than one
idea in it, and should be broken up.
said

All of the paragraphs have to be arranged in a logical progression, from the beginning of the
essay to the end. This is the fourth level of resolution. Perhaps the most important step in writing
an essay is getting the paragraphs in proper order. Each of them is a stepping stone to your
essay’s final destination.
The fifth level of resolution is the essay, as a whole. Every element of an essay can be correct,
each word, sentence, and paragraph – even the paragraph order – and the essay can still fail,
because it is just not interesting or important. It is very hard for competent but uninspired writers
to understand this kind of failure, because a critic cannot merely point it out. There is no answer
to their question, “exactly where did I make a mistake?” Such an essay is just not good. An essay
without originality or creativity might fall into this category. Sometimes a creative person, who is
not technically proficient as a writer, can make the opposite mistake: their word choice is poor,
their sentences badly constructed and poorly organized within their paragraphs, their paragraphs
in no intelligible relationship to one another – and yet the essay as a whole can succeed, because
there are valuable thoughts trapped within it, wishing desperately to find expression.
Additional levels
You might think that there could not possibly be anything more to an essay than these five levels
of resolution or analysis, but you would be wrong. This is something that was first noticed,
perhaps, by those otherwise entirely reprehensible and destructive scholars known as post-
modernists. An essay necessarily exists within a context of interpretation, made up of the reader
(level six), and the culture that the reader is embedded in (level seven), which is made up in part
of the assumptions that he or she will bring to the essay. Levels six and seven have deep roots in
biology and culture. You might think, “Why do I need to know this?” but if you don’t you are not
considering your audience, and that’s a mistake. Part of the purpose of the essay is to set your
mind straight, but the other part, equally important, is to communicate with an audience.
For the essay to succeed, brilliantly, it has to work at all of these levels of resolution
simultaneously. That is very difficult, but it is in that difficulty that the value of the act of writing
exists.
Considerations of Aesthetics and Fascination
This is not all that has to be properly managed when you write an essay. You should also strive
for brevity, which is concise and efficient expression, as well as beauty, which is the melodic or
poetic aspect of your language (at all the requisite levels of analysis). Finally, you should not be
bored, or boring. If you are bored while writing, then, most importantly, you are doing it wrong,
and you will also bore your reader. Think of it this way: you get bored for a reason, and
sometimes for a good reason. You may be bored while writing your essay because you are
actually lying to yourself in a very deep way about what you are doing and why you are doing it.
Your mind, independent of your ego, cannot be hoodwinked into attending to something that you

think is uninteresting or useless. It will automatically regard such a thing as unworthy of
attention, and make you bored by it.
If you are bored by your essay, you have either chosen the wrong topic (one which makes no
difference to you and, in all likelihood, to anyone else) or you are approaching a good topic in a
substandard manner. Perhaps you are resentful about having to write the essay, or afraid of its
reception, or lazy, or ignorant, or unduly and arrogantly skeptical, or something of the kind.
You have to place yourself in the correct state of mind to write properly. That state of mind is
partly aesthetic. You have to be trying to produce something of worth, beauty and elegance. If
you think that is ridiculous, then you are far too stupid at the moment to write properly. You need
to meditate long and hard on why you would dare presume that worth, beauty and elegance are
unworthy of your pursuit. Do you plan to settle for ugly and uncouth? Do you want to destroy,
instead of build?
You must choose a topic that is important to you. This should be formulated as a question that
you want to answer. This is arguably the hardest part of writing an essay: choosing the proper
question. Perhaps your instructor has provided you with a list of topics, and you think you are off
the hook as a consequence. You’re not. You still have to determine how to write about one of
those topics in a manner that is compelling to you. It’s a moral, spiritual endeavour.
If you properly identify something of interest to you, then you have put yourself in alignment
with the deeper levels of your psyche, your spirit. If these deeper levels do not want or need an
answer to the question you have posed, you will not possibly be interested in it. So the fact of
your interest is evidence of the importance of the topic. You, or some part of you, needs the
answer – and such needs can be deep enough so that life itself can depend upon them. Someone
desperate, for example, might find the question “why live?” of extreme interest, and absolutely
require an answer that makes life’s suffering worth bearing. It is not necessary to ensure that
every question you try or essay to answer of that level of importance, but you should not waste
your time with ideas that do not grip you.
So, the proper attitude is interested and aesthetically sensitive.
Having said all that, here is something to remember: finished beats perfect. Most people fail a
class or an assignment or a work project not because they write badly, and geta D’s or F’s, but
because they don’t write at all, and get zeroes. Zeroes are very bad. They are the black holes of
numbers. Zeroes make you fail. Zeroes ruin your life. Essays handed in, no matter how badly
written, can usually get you at least a C. So don’t be a completely self-destructive idiot. Hand
something in, regardless of how pathetic you think it is (and no matter how accurate you are in
that opinion).

PART THREE: THE TOPIC AND THE READING LIST
The central question that you are trying to answer with the essay is the topic question. Here are
some potentially interesting topic questions:
• Does evil exist?
• Are all cultures equally worthy of respect?
• How should a man and a woman treat each other in a relationship?
• What, if anything, makes a person good?
• These are very general, abstract topics. That makes them philosophical. Good topics do
not have to be so general. Here are some good, more specific topics:
• What were the key events of Julius Caesar’s rule?
• What are the critical elements of Charles Darwin’s theory of evolution?
• Is “The Sun Also Rises,” by Ernest Hemingway, an important book?
• How might Carl Jung and Sigmund Freud’s theory of the psyche be contrasted?
• How did Newton and Einstein differ in their conceptualization of time?
• Was the recent Iraq war just or unjust?
You can begin your essay writing process two different ways. You can either list the topics you
have been assigned, or list ten or so questions that you might want to answer, if you are required
to choose your own topic, or you can start to create and finalize your reading list. If you think
you can already identify several potential topics of interest, start with Topics. If you are unsure,
then start constructing your Reading List.
CHOICE BETWEEN TOPICS and READING LIST
Topics
Put these in question form, as in the examples above.
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
If you can’t do this, then you have to do some more reading (which you will likely have to do to
complete the essay anyway). There is, by the way, no such thing as reader’s block. If you can’t
write, it is because you have nothing to say. You have no ideas. In such a situation, don’t pride
yourself on your writer’s block. Read something. If that doesn’t work, read something else –
maybe something better. Repeat until the problem is solved.
Reading List
Indicate here what you have to or want to read. These should be books or articles, generally
speaking. If you don’t know what articles or books might be appropriate or useful, then you
could start with Wikipedia articles or other encyclopedic sources, and look at their reference lists
for ideas about further reading. These sources are fine as a beginning.
If you find someone whose writing is particularly interesting and appropriate, it is often very
useful to see if you can find out what authors they admired and read. You can do this by noting
who they refer to, in the text of their writings or in the reference list. You can meander
productively through wide bodies of learning in this manner.
Assume you need 5-10 books or articles per thousand words of essay, unless you have been
instructed otherwise. A double-spaced page of typing usually contains about 250 words. List
your sources now, even if you have to do it badly. You can always make it better later.
Reading 1.
Notes: (see next section for Notes on Notes):
Reading 2.
Notes:
Reading 3.
Notes:
Reading 4.
Notes:
Reading 5.
Notes:

Reading 6.
Notes:
Reading 7.
Notes:
Reading 8.
Notes:
Reading 9.
Notes:
Reading 10 (repeat if necessary).
Notes (repeat if necessary):
A Psychological Note and some Notes on Notes.
While you are reading, see if you can notice anything that catches your attention. This might be
something you think is important, or something that you seriously disagree with, or something
that you might want to know more about. You have to pay careful attention to your emotional
reactions to do this.
You also want to take some notes. You can place your notes below the readings you listed above.
When you are taking notes, don’t bother doing stupid things like highlighting or underlining
sentences in the textbook. There is no evidence that it works. It just looks like work. What you
need to do is to read for understanding. Read a bit, then write down what you have learned or
any questions that have arisen in your mind. Don’t ever copy the source word for word. The most
important part of learning and remembering is the recreation of what you have written in your
own language. This is not some simplistic “use your own words.” This is the dialog you are
having with the writer of your sources. This is your attempt to say back to the author “this is
what I understand you are saying.” This is where you extract the gist of the writing.
If someone asks you about your day, you don’t say, “Well, first I opened my eyes. Then I blinked
and rubbed them. Then I placed my left leg on the floor, and then my right.” You would bore
them to death. Instead, you eliminate the extra detail, and concentrate on communicating what is
important. That is exactly what you are supposed to be doing when you take some notes during
or after reading (after is often better, with the book closed, so that you are not tempted to copy
the author’s writing word for word so that you can fool yourself into thinking you did some
work).

If you find note-taking in this manner difficult, try this. Read a paragraph. Look away. Then say
to yourself, out loud, even in a whisper (if you are in a library), what the paragraph meant. Listen
to what you said, and then quickly write it down.
Take about two to three times as many notes, by word, as you will need for your essay. You
might think that is inefficient, but it’s not. In order to write intelligibly about something, or to
speak intelligently about it, you need to know far more than you actually communicate. That
helps you master level six and seven, described previously – the context within which the essay
is to be understood. Out of those notes you should be able to derive 8-10 topic questions. Do so.
Remember, they can be edited later. Just get them down.

PART FOUR: THE OUTLINE
At this point you have prepared a list of topics, and a reading list. Now it’s time to choose a
topic.
ENTER TOPIC HERE
1.
Here’s another rule. When you write your first draft, it should be longer than the final version.
This is so that you have some extra writing to throw away. You want to have something to throw
away after the first draft so that you only have to keep what is good. It is NOT faster to try to
write exactly as many words as you need when you first sit down to write. Trying to do so
merely makes you too aware of what you are writing. This concern will slow you down. Aim at
producing a first draft that is 25% longer than the final draft is supposed to be. If your final work
is to be 1000 words, then write that (or four pages) below. The word document will automatically
add 25% to the length you specify.
Now specify the length of your essay.
WORDS:
PAGES:
ADD 25% TO THE ABOVE LENGTHS
Now you have to write an outline. This is the most difficult part of writing an essay, and it’s not
optional. The outline of an essay is like the skeleton of a body. It provides its fundamental form
and structure. Furthermore, the outline is basically the argument (with the sentences themselves
and the words serving that argument).
A thousand-word essay requires a ten-sentence outline. However, the fundamental outline of an
essay should not get much longer than fifteen sentences, even if the essay is several thousand
words or more in length. This is because it is difficult to keep an argument of more than that
length in mind at one time so that you can assess the quality of its structure. So, write a ten to
fifteen sentence outline of your essay, and if it is longer than a thousand words, then make sub-
outlines for each primary outline sentence. Here is an example of a good simple outline:
• Topic: Who was Abraham Lincoln?
• Why is Abraham Lincoln worthy of remembrance?
• What were the crucial events of his childhood?
• Of his adolescence?
• Of his young adulthood?

• How did he enter politics?
• What were his major challenges?
• What were the primary political and economic issues of his time?
• Who were his enemies?
• How did he deal with them?
• What were his major accomplishments?
• How did he die?
Here is an example of a good longer outline (for a three thousand word essay):
• Topic: What is capitalism?
• How has capitalism been defined?
o Author 1
o Author 2
o Author 3
• Where and when did capitalism develop?
o Country 1
o Country 2
• How did capitalism develop in the first 50 years after its origin?
o How did capitalism develop in the second 50 years after its origin?
o (Repeat as necessary)
• Historical precursors?
o (choose as many centuries as necessary)
• Advantages of capitalism?
o Wealth generation
o Technological advancement
o Personal freedom
• Disadvantages of capitalism?
o Unequal distribution

o Pollution and other externalized costs
• Alternatives to capitalism?
o Fascism
o Communism
• Consequences of these alternatives?
• Potential future developments?
• Conclusion
Beware of the tendency to write trite, repetitive and clichéd introductions and conclusions. It is
often useful to write a stock intro (what is the purpose of this essay? How is it going to proceed?)
and a stock conclusion (How did this essay proceed? What was its purpose?) but they should
usually then be thrown away. Write your outline here. Try for one outline heading per 100 words
of essay length. You can add subdivisions, as in the example regarding capitalism, above.
Write outline here:
1. Outline sentence 1:
2. Outline sentence 2:
3. Outline sentence 3:
4. Outline sentence 4:
5. Outline sentence 5:
6. Outline sentence 6:
7. Outline sentence 7:
8. Outline sentence 8:
9. Outline sentence 9:
10. Outline sentence 10 (repeat if necessary):

PART FIVE: PARAGRAPHS
So, now you have your outline. Copy it here:
OUTLINE COPIED HERE
Now, write ten to fifteen sentences per outline heading to complete your paragraph. You may
find it helpful to add additional subdivisions to your outline, and to work back and forth between
the outline and the sentences, editing both. Use your notes, as well. Use single spacing at this
point, so that you can see more writing on the paper at once. You will format your essay properly
later.
Don’t worry too much about how well you are writing at this point. It is also best at this point not
to worry too much about the niceties of sentence structure and grammar. That is all best left for
the second major step, which is editing. You should think of the essay writing process as twofold.
The first major step is the first draft, which can be relatively quick and dirty. For the first draft
you can use your notes, extensively, and rough out the essay. If you get stuck writing anywhere,
just move to the next outline sentence. You can always go back.
The second major step is editing. Production (the first major step) and editing (the second) are
different functions, and should be treated that way. This is because each interferes with the other.
The purpose of production is to produce. The function of editing is to reduce and arrange. If you
try to do both at the same time then the editing stymies the production. It’s not faster to combine
them, nor is it better, and it is bound to be frustrating.
Here is an example of writing associated with an outline question: (note: places where references
are necessary are indicate as (REFERENCE, 19XX). How to format these references will be
discussed later.
Outline sentence: How has capitalism been defined?
Something as complex as capitalism cannot be easily defined. Different authors have
each offered their opinion. Liberal or conservative thinkers stress the importance of
private property and the ownership rights that accompany such property as key to
capitalism (REFERENCE, 19XX). Such private property (including valuable goods and
the means by which they are produced) can be traded, freely, with other property owners,
in a market where the price is set by public demand, rather than by any central agency.
Liberal and conservative thinkers stress efficiency of production, as well as quality, and
consider profit the motive for efficiency. They believe that lower cost is a desirable
feature of production, and that fair competition helps ensure desirably lower prices.
The World Socialist Movement (REFERENCE, 19XX), an international consortium of far
left political parties, defines capitalism, by contrast, as ownership of the means of

production by a small minority of people, the capitalist class, who profitably exploit the
working class, the genuine producers, who must sell their ability to work for a salary or
wage. Such socialists believe that it is profit that solely motivates capitalism, and that the
profit motive is essentially corrupt. Modern environmentalists tend to add the natural
world itself to the list of capitalist targets of exploitation (REFERENCE, 19XX). Thinkers
on the right tend to regard problems emerging from the capitalist system as real, but
trivial in comparison to those produced by other economic and political systems, real and
hypothetical. Thinkers on the far left regard capitalism as the central cause of problems
as serious as poverty, inequality and environmental degradation, and believe that there
are other political and economic systems whose implementation would constitute an
improvement.
It took two paragraphs to begin to address the first outline sentence. Notice that the essay begins
without referring to itself. It is better to tell the reader what the essay will be about and how the
topic will be addressed than to meander around stupidly at the beginning of an essay, but it is still
better to grab the reader’s attention immediately without beating around the bush.
Once you have completed ten to fifteen sentences for each outline heading, you have finished
your first draft. Now it is time to move to editing.
PART SIX: EDITING AND ARRANGING OF SENTENCES WITHIN PARAGRAPHS
Copy the first paragraph of your first draft here:
Paragraph 1:
Now, place each sentence on its own line, so it looks like this (this example is taken from the
first paragraph on capitalism, above):
Something as complex as capitalism cannot be easily defined.
Different authors have each offered their opinion.
Liberal or conservative thinkers stress the importance of private property and the ownership
rights that accompany such property as key to capitalism (REFERENCE, 19XX).
Such private property (including valuable goods and the means by which they are produced) can
be traded, freely, with other property owners, in a market where the price is set by public
demand, rather than by any central agency.
Liberal and conservative thinkers stress efficiency of production, as well as quality, and consider
profit the motive for efficiency.

They believe that lower cost is a desirable feature of production, and that fair competition helps
ensure desirably lower prices.
Now, write another version of each sentence, under each sentence, like this:
Liberal and conservative thinkers stress efficiency of production, as well as quality, and
consider profit the motive for efficiency.
Liberal and conservative thinkers alike stress the importance of quality and efficiency, and see
them as properly rewarded by profit.
In this example, the meaning of the sentence has been changed slightly, during the rewrite. It
may be that the second sentence flows better than the first, and is also more precise and
meaningful. See if you can make each sentence you have written better, in a similar manner:
• Better would mean shorter and simpler (as all unnecessary words should be eliminated).
There is almost nothing a novice writer can do that will improve his or her writing more
rapidly than writing very short sentences. See if you can cut the length of each sentence
by 15-25%. Remember, earlier, you tried to make your essay longer than necessary. Here
you can start cleaning it up.
• Better would mean that each word is precisely and exactly the right word. Don’t be
tempted to use any word that you would be uncomfortable to use in spoken conversation.
Often, new writers try to impress their readers with their vocabulary. This often backfires
when words are used that are technically correct but whose connotation is not, or that are
unsuitable within the context of the sentence, paragraph or full essay. An expert writer
will spot such flaws immediately, and see them for what they are: forms of camouflage
and deception. Write clearly at a vocabulary level you have mastered (with maybe a bit of
stretching, to produce improvement).
Read each sentence aloud, and listen to how it sounds. If it’s awkward, see if you can say it a
different, better way. Listen to what you said, and then write it down. Rewrite each sentence.
Once you have done this with all the sentences, read the old versions and the new versions, and
replace the old with the new if the new is better. Then copy the new paragraph here:
New paragraph 1:
Repeat for each paragraph:
New paragraph 2:
New paragraph 3:
New paragraph 4:

New paragraph 5 (etc.):
Now you are going to try to improve each of those paragraphs. Copy them again here, unchanged
(you are doing this so that you can easily compare the improved paragraphs to the originals, so
that you can be sure they are truly improved, before you keep them):
New paragraph 1 (copy):
New paragraph 2 (copy):
New paragraph 3 (copy):
New paragraph 4 (copy):
New paragraph 5 (copy) (etc.):
Start with paragraph 1. Break it up into single sentences, as you did before. Now check to see if
the sentences are in the best possible order, within each paragraph. Drag and drop them, or cut
and paste them, into better order.
You can also eliminate sentences that are no longer necessary. When you are satisfied with the
first paragraph (which means that the sentences are necessary, short and punchy, and in the
correct order) then go ahead to the next paragraph and do the same thing.
PART SEVEN: RE-ORDERING THE PARAGRAPHS
Now, copy all of the new, improved paragraphs that you have edited here:
New improved paragraph 1:
New improved paragraph 2:
New improved paragraph 3:
New improved paragraph 4:
New improved paragraph 5 (etc.):
Now you are going to try to improve the order of those new, improved paragraphs. Copy them
here, again, unchanged.
New improved paragraph 1 (copy):
New improved paragraph 2 (copy):
New improved paragraph 3 (copy):
New improved paragraph 4 (copy):
New improved paragraph 5 (copy) (etc.):

Now look at the order of the paragraphs themselves (as you just did with the sentences within
each paragraph). It may well be that by now in the editing process, you will find that the order of
the subtopics within your original outline is no longer precisely appropriate, and that some re-
ordering of those sub-topics is called for. So, move around the new improved paragraph (copies)
above, until they are ordered more appropriately than they were.

PART EIGHT: GENERATING A NEW OUTLINE
So now you should have produced a pretty decent second draft. You have identified the
appropriate sources, written the proper notes, outlined your argument, roughed in a first draft
(paragraph by paragraph), rewritten your sentences to make them more elegant, and re-ordered
those sentences, as well as the paragraphs themselves. This is much farther than most writers
ever get. You may even think you’re finished – but you’re not.
The next step will take you from a “B” essay to an “A” essay. It may even help you write
something that is better than you have ever produced (better meaning richer in information,
precise, coherent, elegant and beautiful). Copy what you have written so far here:
FULL RE-ORDERED ESSAY HERE:
Read it. Then go to the next page.
This part of the process will probably strike you as unnecessary, or annoying, or both, but what
do you know? This is the step that separates the men from the boys, or the women from the boys,
or the men from the girls, or whatever version of this saying is acceptably non-sexist and
politically correct.

You have just finished reading your essay. Try now to write a new outline of ten to fifteen
sentences. Don’t look back at your essay while you are doing this. If you have to, go back and
re-read the whole thing, and then return to this page, but don’t look at your essay while you are
rewriting the outline. If you force yourself to reconstruct your argument from memory, you will
likely improve it. Generally, when you remember something, you simplify it, while retaining
most of what is important. Thus, your memory can serve as a filter, removing what is useless and
preserving and organizing what is vital. What you are doing now is distilling what you have
written to its essence.
Write new outline here:
1. New outline sentence 1:
2. New outline sentence 2:
3. New outline sentence 3:
4. New outline sentence 4:
5. New outline sentence 5:
6. New outline sentence 6:
7. New outline sentence 7:
8. New outline sentence 8:
9. New outline sentence 9:
10. New outline sentence 10 (repeat if necessary):
Now that you have a new outline, you can cut and paste material from your previous essay. To do
this, open up a new Word document beside this one. Then cut and paste the new outline that you
have written into the new Word document. Return to the original document, and scroll up to the
full, re-ordered essay you copied and pasted into Part Eight, above. Then cut and paste from the
re-ordered essay into your new outline.
You may find that you don’t need everything you wrote before. Don’t be afraid to throw
unnecessary material away. You are trying to get rid of what is substandard, and leave only what
is necessary.
Once you have finished cutting and pasting your old material into the new outline, then copy the
new essay, and paste it into a new word document. That will be your final essay. Don’t forget to
put a title page on it.
PASTE NEWLY OUTLINED ESSAY HERE:

PART NINE: REPEAT
Now you have a third draft, and it’s probably pretty good. If you really want to take it to the next
level, then you can repeat the process of sentence rewriting and re-ordering, as well as paragraph
re-ordering and re-outlining. Often it is a good idea to wait a few days to do this, so that you can
look at what you have produced with fresh eyes. Then you will be able to see what you have
written, instead of seeing what you think you wrote (which is the case when you try to edit
immediately after producing).
You are not genuinely finished until you cannot edit so that your essay improves. Generally, you
can tell if this has happened when you try to rewrite a sentence (or a paragraph) and you are not
sure that the new version is an improvement over the original.

PART TEN: REFERENCES AND BIBLIOGRAPHY
When you write a sentence that contains what is supposed to be a fact or at least an informed
opinion, and you have picked it up from something you read, then you have to refer to that
source. Otherwise, following convention, people may accuse you of plagiarism, which is a form
of theft (of intellectual property). There are a large number of conventions that you can follow to
properly structure your references and your bibliography (which is a list of books and articles
that you have read to obtain relevant background information, but from which you may not have
drawn any ideas specific enough to require a reference).
The conventions of the American Psychological Association (APA) are commonly used by essay
writers. This convention generally requires the use of the last names of the authors of the source
in parentheses after the sentence requiring a reference. For example:
It is necessary to add a reference after a sentence containing an opinion which is not
your own, or a fact that you have acquired from some source material (Peterson, 2014).
This sentence could also be constructed like this:
Peterson (2014) claims that it is necessary to add a reference after a sentence containing
an opinion which is not your own, or a fact that you have acquired from some source
material.
There are also many conventions covering the use of a direct quote, which have to be followed
when you directly quote someone, rather than paraphrasing them. Here is an example, adding the
specific (fictional) number of the page containing the quoted material in the original manuscript:
Peterson (2014, p. 19) claims that “the conventions of the American Psychological
Association (APA) are commonly used by essay writers.”
In the Reference List, at the end of the essay, Peterson’s paper might be listed, as follows (this is
a fictional reference):
Peterson, J.B. (2014). Essay writing for writers. Journal of Essay Writing, 01, 15-24.
Different conventions hold for different types of source material such as webpages, books, and
articles. All the details regarding APA style can be found at http://www.apastyle.org/
Your instructor may have recommended, or demanded, use of a different set of conventions.
Information about other techniques and rules can be found at http://www.easybib.com/reference/
guide/mla/general.
It is necessary to master at least one convention. The rules are finicky and annoying. However,
they are necessary, so that readers know what writers are up to. Furthermore, you only have to
learn them once, so bite the bullet and do it.

Copy your essay here again.
Add references where they are necessary. Then, add your reference list to the end of your essay.
Make sure you construct both according to APA convention, or some other set of rules.
YOUR COMPLETED ESSAY
Now your essay is completed. Now you need to copy it into a
new Word document, and format it properly.
That generally means double-spaced, with a title page, with a five space tab indent at the
beginning of each paragraph. If you want to add subtitles, or section headers, their use is
discussed in detail at https://owl.english.purdue.edu/owl/resource/560/01/ . Additional useful
information for style, including examples, can be found at http://bit.ly/ZC5eFV . A video
discussing such matters is available at http://bit.ly/ZpX1nR .
If you got this far, good work. If you write a number of essays using this process, you will find
that your thinking will become richer and clearer, and so will your conversation. There is nothing
more vital to becoming educated, and there is nothing more vital than education to your future,
and the future of those around you
Good luck with your newly organized and refreshed mind.