essay writing toronto

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12 Best Creative Writing Classes in Toronto

Showing 12 courses that match your search.

Writing the Novel: Introduction

University of Toronto

A beginner's course in novel writing, emphasizing literary techniques, style development, and understanding prose fiction. It involves analyzing established writers' styles and includes practical writing and editing of a novel's opening.

Website: https://learn.utoronto.ca/programs-courses/courses/1679-w...

Categories: Book

Start date:

Open all year round

Prerequisites: No prerequisites

Writing the Memoir

Focused on memoir writing, this course guides you in selecting personal stories and developing writing skills, aiming to produce memoir chapters while connecting with a community of memoir writers.

Website: https://learn.utoronto.ca/programs-courses/courses/1769-w...

Categories: Memoir

Writing Short Fiction: Introduction

Ideal for aspiring short story writers, this course teaches basic literary techniques and includes writing and reviewing stories, culminating in a critiqued story draft.

Website: https://learn.utoronto.ca/programs-courses/courses/1680-w...

Categories: Short Story

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Writing Humour

Delve into the art of humor writing, learning techniques from slapstick to satire. The course offers exercises and workshops, aiming to produce comic pieces and connect with fellow humor writers.

Website: https://learn.utoronto.ca/programs-courses/courses/2287-w...

Categories: Comedy

Secrets of Great Food Writing

Blend your culinary passion and writing talent to create engaging food content. This course covers various formats, from restaurant reviews to cookbooks, emphasizing recipe development, interviewing techniques, and discovering a unique food-writing style.

Website: https://learn.utoronto.ca/programs-courses/courses/2400-s...

Categories: Food

Screenwriting: Introduction

This foundational course in screenwriting covers essential elements like story, character, plot, and dialogue. Designed for beginners and those developing a screenplay, it includes screenings and exercises to master screenplay structure and short film script formatting.

Website: https://learn.utoronto.ca/programs-courses/courses/1709-s...

Categories: Screenplay

Playwriting: Introduction

This introductory course covers the basics of stage writing, including structure, character, dialogue, and environment. Classes are divided into idea analysis and a supportive workshop for feedback. Guided by a produced playwright, students will gain insights into various theatrical forms and develop scriptwriting skills, aiming to complete a one-act play or half a full-length play.

Website: https://learn.utoronto.ca/programs-courses/courses/2825-p...

Categories: Playwriting

Generating Stories I

A 20-hour workshop-based course, it aids in generating and refining fiction or non-fiction prose or poetry. Suitable for beginners, it emphasizes weekly exercises and assignments to inspire writing across genres. Students will learn story identification and shaping, prose organization, and revision skills, honing their ability to amplify resonant parts of their writing.

Website: https://learn.utoronto.ca/programs-courses/courses/2374-g...

Categories: Fiction

Freelancing the Feature

This course focuses on creating high-quality, long-form journalism for various media platforms. It equips students with tools for crafting compelling feature articles, including interviewing, narrative structuring, and self-editing. The curriculum includes lectures, group discussions, and workshops for feedback. A unique aspect is learning to transform magazine pieces into book proposals.

Website: https://learn.utoronto.ca/programs-courses/courses/1722-f...

Categories: Essay and Freelance

Freelance Science, Medicine & Public Health Writing

The "Freelance Science, Medicine & Public Health Writing" course, led by Paul Webster, is ideal for those in science or healthcare seeking to improve their writing for various audiences. It focuses on making complex topics engaging and understandable, covering good writing practices, market insights, and practical assignments like news stories, blogs, and features.

Website: https://learn.utoronto.ca/programs-courses/courses/2950-f...

Categories: Scientific and Freelance

Creative Non-Fiction II

Creative Non-Fiction II offers an intensive exploration of creative non-fiction, suitable for writers focusing on memoirs, essays, travel narratives, or biographies. This course emphasizes skill advancement in writing and revision, with a strong focus on workshopping participant's works-in-progress. It encourages active involvement in critiquing and integrating peer feedback, fostering a collaborative learning atmosphere for refining and developing new material.

Website: https://learn.utoronto.ca/programs-courses/courses/1692-c...

Categories: Nonfiction

Prerequisites: 1691 Creative Non-Fiction: Introduction is required.

Creative Writing: Introduction

The University of Toronto offers an introductory course in creative writing, designed to cover the basics and encourage creative expression. The course details, including its duration, fee structure, and information about the instructor, are not specified on the webpage. It's suitable for those beginning their journey in creative writing, looking to explore various aspects of the craft​​​​​​​​.

Website: https://learn.utoronto.ca/programs-courses/courses/1664-c...

Categories: Fiction, Essay, Poetry, Nonfiction, Short Story, and Book

So you’re looking for creative writing classes in Toronto

Margaret Atwood, Lucy Maud Montgomery, Robert Rotenburg—the most famous of Canadian authors have been inspired by Toronto, so much so to set their novels in the Queen City. Today the site of a thriving literary scene, Toronto is also home to many creative writing classes that are meant to help hone your writing skills.

This directory of the best writing courses in Toronto is meant to help you locate the right one for yourself.  We’ve included filters for price and genre so that you can quickly sort through the writing classes. And before you commit to any one writing class, consider the following questions:

• Who is the instructor?
• What is the price of the writing course?
• How far away is the writing course in Toronto? Is there a remote alternative?
• How long could the course last?

Got any questions about finding the right writing class in Toronto for you? Feel free to reach out to us at [email protected] . Good luck!

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Writing Centre

The Daniels Writing Centre is a resource for undergraduate and graduate students across all programs who want to develop their academic writing, research and related skills. The Writing Centre offers consultation-based support for integrating written, spoken and visual communication at any stage of the process, from initial idea development to finishing touches.

Find more resources on the Writing Centre’s website .

Book an appointment (waitlist available): uoft.me/writingcentres

Services and Support

Writing Process:  assignment interpretation; critical thinking; effective reading; idea-generation; research methods; organizing ideas for essays, presentations, exhibitions, and publications developing a thesis; revision; acknowledging and citing sources and influences.

Writer’s Voice: developing your voice and exploring multiliteracy; conventions and possibilities of writing in the arts and sciences; vocabulary.

Types of Writing: formal analyses; reading responses; artist's statements; research papers; annotated bibliographies; presentations; proposals and applications; portfolio organization and writing.

Fall 2023–Winter 2024

Please bring the assignment brief as well as feedback or comments from your instructor and teaching assistant. Remember, this is not an editing service.

• 50-minute in-person appointment: Conversational format, room ESC1019
• 50-minute online appointment: Synchronous format
• 50-minute online appointment: Asynchronous format (uploading a document for feedback)
• 50-minute group (2-3 students) appointment: In-person or synchronous 

Location / Contact

Daniels Writing Centre

Earth Sciences Centre Room ESC1019 33 Willcocks Street Toronto, ON M5S 3B3

Rim Fathallah, Coordinator  [email protected]

• Requirements
• Life After Grad

Writing English Essays

About this course.

If you are interested in improving your academic essay writing, then please consider taking JWE206. Our goal is to teach students to write academic humanities essays by conducting rhetorical analyses of personal essays — also called creative non-fiction. The three-hour class includes opportunities for you to discuss texts and to write in groups. You will also participate in small-group learning in weekly tutorials. Studying writing in small groups of peers is a recognized means of improving written communication skills.

What you’ll learn

• Explore the writing of an array of essayists who are also fiction writers, such as James Baldwin, Virginia Woolf, Joan Didion, and Zadie Smith.
• Learn about the persuasive role of style, rhetorical grammar, the importance of audience, and the function of various figures of speech, including tropes and schemes, all at the level of the sentence.

Course highlights

JWE206 students have remarked on how enjoyable and helpful it is to examine non-fiction prose that employs the persuasive strategies of the fiction writer.

A personal note from your instructor

Cynthia Messenger

The stylistic analysis of prose that is central to JWE206 reflects my deep interest in poetic forms, belles lettres, artifice, fictional flourishes, and tropes and schemes. For course readings, I have chosen non-fiction pieces (personal essays) authored by fiction writers, because even their leanest essays are richly textured with sentence-level play. Fictional devices and strategies, when they shape non-fiction prose, provide opportunities for fresh approaches to rhetorical analysis not available through more conventional investigations of argument and persuasion.

Good to know

Recommended preparation :

Exclusions:

Distribution requirements:

Breadth requirements:

Have a question?

Need more info? Want to discuss if the Writing & Rhetoric Program is right for you? Looking for help in choosing courses? Jannie Chien, the Innis College academic program coordinator, can help!

[email protected] 416-946-7107

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How to Write An Essay

Learning how to write well takes time and experience, and is generally learned through a trial and error process. Hoping to save you some common mistakes, here is a general guideline and some helpful tips on how to research effectively, what different essay sections should include, and how to present a strong argument. Keep in mind, that this is most relevant for social science papers. Links are provided throughout to selected handouts from the writing center. For more resources from the Writing Center go to their  website .

The 10 Myths about Essay Writing

• “Essay has to be 5 paragraphs.”
• “Never use “I” or write in the first person.”
• “A paragraph must contain between 3-5 sentences.”
• “Never begin a sentence with ‘and’ or ‘but’.”
• “Never repeat a word or phrase in the same paragraph.”
• “Longer essays and fancier words are always better and mean a higher mark.”
• “Other students are so much better at writing essays.”
• “Good writing is an inborn talent.”
• “Good writers write quickly, effortlessly, and know exactly what they want to say from the beginning.”
• “Good writers never need to edit and don’t need any feedback.”

These statements are absolutely false, and the quicker you can change your mentality away from them the better.

The most important and fundamental thing about writing an essay is to make sure that it answers the question the assignment asks. You should ask yourself this question during your brainstorming, researching, writing, and editing phase to make sure that the answer is always yes! You can write a very well-written paper, but if it doesn’t answer the question in the assignment, you will not receive a good grade. When beginning your assignment you should:

• Determine what the assignment’s goal or purpose is. This means that you should have a pretty solid idea of what the professor or TA is looking for. Is it an analysis? A compare and contrast? A critical reflection? A book review? A case study? Here is a  handout  on the different types of essays and what they mean.
• Relate it to course content and concepts. This should form the basis of your research. See what concepts are used or what lecture topic(s) this falls under, and look over your notes and readings.
• Use the rubric or checklist provided and highlight the important parts you should address.
• Identify the technical requirements to make sure you don’t lose little marks. For example, style of citation, title page, formatting, voice, subheadings. If they are not outlined in the assignment, ask! The use of ‘I’ is a very important condition to clarify.
• List questions or clarifications you might have, and ask them ahead of time. Meeting your professor or TA to discuss the assignment, present your outline or ideas, and brainstorm different ways to approach it, will really improve the quality of your work.

Researching

Some general things to keep in mind when doing your research is to be careful to stay on topic and always double check with yourself that the research is relevant to your essay. That means not going too broad, but staying focused on your topic and recognizing that just because something is interesting does not mean that it is necessarily relevant to your argument.

Start with class resources and then move to library resources. Sometimes, using a certain number of class readings is a requirement. Make sure you comply with it. It is also a good idea when defining concepts to use class sources and material. Remember to never… EVER use Wikipedia as a cited source. It is a great way to get a better idea of different topics, concepts, people, and trivia, but not acceptable for an academic paper.

Students also tend to fall in the two categories of doing too much research or too little research. Doing too much research can definitely give you a better understanding of the broader issue of your topic, and this can be noticed in your writing. However, you can fall into the trap of adding things that are not necessarily relevant to your topic, resulting in a larger paper then the assignment requires. Doing too little research on the other hand, might not give you enough information on the topic and make for a shorter paper. Also remember, that not all sources you read will be useful, it takes time to find really good sources you can use for your paper. For a social science paper between 6-8 pages you generally should read at least 10 relatively good sources.

Be prepared to go back and research further while you are writing, in order to fill gaps in your arguments. This arises with the question “but why” with the development of your arguments. You also might need to find more supporting evidence to present a more convincing claim.

Make the best use of your time when selecting resources:

• Use carefully selected keywords for searches. The trick is to start as narrow as possible to get the sources most relevant to your topic and then substitute with synonyms and broader topics.
• Ask your professor or TA to recommend articles or authors on the topic. This is best when you have a wider variety or personal choice on the topic.
• The glorious CTRL+F. Most journal articles you can now search with Ctrl+F, so download the PDF or text and quickly give it a keyword search using Ctrl+F. This is especially useful if you are doing a specific case study i.e. country, indigenous peoples, women, or concepts.
• Read the abstract and if that looks promising then read the introduction and the conclusion, skimming through the subheadings and/or the first sentence of each paragraph. This will give you a pretty good idea if the article will be of use to you and save you time from reading the whole thing.
• Carefully choose the journals/data bases for your search. There are specific journals for different disciplines and regions of the world. The library does a great job at dividing these up. It takes a bit longer to look through each database but you get more quality and relevant sources.

Some ideas and suggestions on taking notes while researching:

• Paraphrase the main ideas of the source.
• Take notes for each relevant source. You usually need 3 things from a source: the main idea or argument presented, a sub argument or a sentence that is insightful, or evidence to support your arguments.
• The new version of Adobe Reader lets you highlight and insert text bubbles (for additional notes and ideas) in PDF files, so you can avoid printing them out or typing out your notes. This saves trees and times. It is also very important not to procrastinate or put-off writing down your ideas. Write it down right away, or you will forget it. Reading certain things can trigger-off brainstorming in your head, or a brilliant thought, or a criticism. Write it down! This will also help you get started on writing, since you will have some ideas written down already.
• It is very important to keep track of what information comes from what source, in order to cite correctly and avoid plagiarism.
• You should categorize or code your research according to your different arguments and supporting evidence. Re-formatting your research like this, for example all information from all sources relevant to your first argument are put together (keeping their individual citations), makes it much easier to write.
• Critically analyze your research. Build a set of concepts and questions, compare different views and arguments and their relevance and importance to your research. Instead of just listing and summarizing items, assess them, discussing their strengths and weaknesses. As well, be aware of biases in sources, both academic and news media.

Creating an Outline

Writing an outline is invaluable to help organize your thoughts and the structure of your essay informally, in order to check strengths and relevance of arguments, consistency with thesis, and flow. Your outline doesn’t have to be fully written out, as if you are handing it in to be marked, scribble it on a napkin, carve it into your desk, whatever helps you to outline your arguments and explain the flow to yourself. It will help you to pick up contradictions and weaknesses in your arguments before you start writing and it keeps you from going off-track. This is also a good stage to check with your professor or TA. You can meet with them in person or e-mail them your outline and thesis to get feedback. Check out this  outline handout  from the Writing Centre.

Essay Structure: Introduction The main point of an introduction is to capture the attention of the reader and draw them in. This is why your first sentences should be well thought-out to engage and interest the reader. Always think of an introduction as an upside down triangle. It should start broad and become more narrow and specific. There are different things to include in your introduction, depending on the size of your paper. Since many students are confused about what an introduction should include, here is a general guideline to get you started. Also accept that if you write your introduction first, you will probably have to re-write it or at least tweak it depending on how the rest of your paper turns out.

• Literature review. The size and detail of this depends on the size of the paper. If you are writing a longer paper, this could be its own section. Mainly it addresses the main arguments and debates in the literature on your topic and how your line of argument is consistent or different from those.
• Provide background information on your topic, country case, political context, etc.
• Define the terms relevant to your paper. This is really important as it defines the scope of your paper, especially when using broad all-encompassing terms like empowerment, globalization, international community, democracy, etc.
• Answer the questions “so what?” / “why is this important?” / “who cares?” / “why should we care?”.
• Define the scope of your paper. This could be the specific time period you are discussing, country/location, specific case, etc. Being specific about the scope of your paper is like an academic safety guard, diminishing any criticisms for not addressing issues outside of your specified scope.
• Thesis Statement  is the most fundamental component to include in your introduction. It is your basic argument, demonstrating what you are trying to prove. It should be concise and clear and it should be a statement that someone can disagree with a.k.a. an argument.
• Depending on the length of your paper you can also briefly summarize the organization of your paper. This is like providing a tour for the reader of your arguments to come.

Essay Structure: Body

There are important stylistic guidelines you should follow in the body of your paragraph. For example, you should try and use the same terminology as you find in the literature in order to sound more professional and scholarly. You should also ensure that there is transition and flow between each paragraph and between each argument. Try to explain specifically and clearly how each argument relates to your thesis to make sure your essay sounds more cohesive. Also remember that paragraphs are limited to one idea and should also make a clear point that connects to your argument and thesis. Here is a very useful  handout  on paragraphs and transition.

Avoid using overly complex language and words. It doesn’t ensure you sound smart or that you’ll get a better grade. Don’t be like Joey from Friends, “they are humid prepossessing Homo Sapiens with full sized aortic pumps” instead of “they are warm, nice people with big hearts”.

Building a strong argument

Reading good journal articles will help you write better by observing how academics develop their arguments. Ask your professor or TA to suggest a couple of well-written articles that you can learn from.

Every argument should have the following structure: Claim  (because of)  Reason  (based on)  Evidence  (acknowledging & responding to) Objections/Alternatives .

However, to make your argument more clear, you also need  warrant . Warrant is a fancy term that basically shows the relevance of the claim. It is the principle that lets you connect reason and claim. It is the logical connection between a claim and a supporting fact (or evidence). Sometimes, that logical connection will be clear and obvious, where no explanation from the writer is needed. More often though, the writer needs to supply the warrant, explain how and why a particular piece of evidence is good support for a specific claim. This will tremendously improve the clarity of your writing and will help people outside your discipline to better follow and understand your arguments.

Addressing  counterarguments  is also an important part of developing a strong argument. It shows you have done extensive research and you have a good understanding of the topic in question. You should acknowledge existing and possible objections to your arguments and respond to them, discrediting them or showing why they don’t hold true in your case. If relevant and important, you should also address counterargument you cannot refute and concede to them.

Evidence  is the last component you need to make a strong argument. Evidence supports your claims and convinces the reader. Evidence should be relevant, reliable, and representative of your reasoning. It is also a good idea to use several pieces of evidence for each argument, rather than just one. It could also be either primary or secondary. Here are some different types of evidence:

• Direct quotations (check out  verbs for citing  and  verbs for introducing quotations
• Historical data
• Case studies
• Specific examples (i.e. of projects or experiences of specific groups)
• Credible newspaper articles
• Photos, sound recordings, or videos (i.e. the CBC Archives)

For more information, check out this  handout  on developing a logical argument.

For visual learners, here is what each paragraph or argument should look like:

And this should be the general structure of your paper:

Essay Structure: Conclusion Remember that the ending matters, just like in the movies. Isn’t it really disappointing when you watch a movie with a great developing, edge-of-your-sear plot line that ends badly and quickly? The same goes for papers. The conclusion should bring it all together, showing that you have proven your thesis. Opposite to the introduction, it should start narrow and become broader. The most important point in a conclusion: do not introduce new arguments! Here are some general guidelines on what conclusions should include:

• Paraphrase your thesis and demonstrate how you have proven it with your arguments.
• Answer again the questions “so what?” and “why is this important?”
• Outline some of the lessons learned.
• Discuss some of the implications of your findings and analysis.
• Relate it to the wider context on the subject, course themes, or discipline.
• Identify some of the future areas for research that your paper opens up.

Editing, Revising, and Proofreading (preferably not at 4am the night before)

Best case scenario is to take some time (a day or two) between finishing your final draft and editing to give you some distance from your work. When editing, you should read slowly and out loud to catch run-on sentences or unclear ideas. Make a checklist for editing and proofreading. Here is an  example  of one. It is also a good idea to have someone else read your paper. Pretty much anyone will be able to catch small spelling and grammar mistakes that you have missed no matter how many times you have read over your paper. Someone in your class/field will be able to help you with the content, while someone not in your class/field is the best audience to test how well you explain your ideas and concepts. You should also look for someone who isn’t afraid to give you constructive criticism. Having said that, remember that everyone writes differently (i.e. has a different style), so you should also be critical of changes offered to you.

As well, start taking notice of the mistakes you usually make, so you can search out for them specifically. This can also be related to words you usually misspell or commonly confused words (i.e. complement & compliment, then & than, your & you’re).

Works Cited

Plagiarism is the most serious academic offence. If you are found guilty of plagiarism you can fail the assignment or the class, or be suspended or expelled from university. It could even affect your chances of getting into a grad program, as it remains on your record, and you are required to give an explanation as to what happened (even if you have only been investigated). The point is, good citation is really important. You shouldn’t take the risk of being caught of plagiarism and you should give other academics due credit for their work.

The most important thing to remember after selecting your preferred (or required) citation style is that in-text citation must match the work cited list. This means consistency with the author and the year, but also that you cannot have in-text citations that don’t have a full reference in the work cited, just like you cannot have a full reference without citing it throughout the text. Citation style also has to be consistent throughout the paper (i.e. you cannot go from APA to MLA). If you use sourcing engines to make your references, always double check their accuracy.

Here are some resources for APA style citation from the  Writing Center  and  Owl .

Some final points about writing papers:

• The length of sections should be proportionate to the size of your essay. So a 1 page introduction to a 5 page essay is too much.
• When the assignment says between 6-8 pages, it is better to do 8 than 6. When you have such limited number of pages, you need space to develop your argument. However, don’t just ramble on and on, repeating the same arguments in different ways to fill-up space.
• Remember that clarity and conciseness are your friends.
• Try and use a more active, instead of a passive voice, to sounds more assertive and succinct. (See this  handout )

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Advice on Academic Writing

The advice files on this site answer the kinds of questions that University of Toronto students ask about their written assignments. Most were created by writing instructors here—people who are familiar with U of T expectations.

Teachers from across the Web are welcome to create links to any of the Advice pages and to copy our printer-friendly Student PDF files. If you use our material, however, please follow the guidelines laid out in our Fair-Use Policy.

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Organizing an Essay

Some basic guidelines.

The best time to think about how to organize your paper is during the pre-writing stage, not the writing or revising stage. A well-thought-out plan can save you from having to do a lot of reorganizing when the first draft is completed. Moreover, it allows you to pay more attention to sentence-level issues when you sit down to write your paper.

When you begin planning, ask the following questions: What type of essay am I going to be writing? Does it belong to a specific genre?

In university, you may be asked to write, say, a book review, a lab report, a document study or a compare-and-contrast essay. Knowing the patterns of reasoning associated with a genre can help you to structure your essay.

For example, book reviews typically begin with a summary of the book you're reviewing. They then often move on to a critical discussion of the book's strengths and weaknesses. They may conclude with an overall assessment of the value of the book. These typical features of a book review lead you to consider dividing your outline into three parts: (1) summary; (2) discussion of strengths and weaknesses; (3) overall evaluation. The second and most substantial part will likely break down into two sub-parts. It is up to you to decide the order of the two sub-parts—whether to analyze strengths or weaknesses first. And, of course, it will be up to you to come up with actual strengths and weaknesses.

Be aware that genres are not fixed. Different professors will define the features of a genre differently. Read the assignment question carefully for guidance.

Understanding genre can take you only so far. Most university essays are argumentative, and there is no set pattern for the shape of an argumentative essay. The simple three-point essay taught in high school is far too restrictive for the complexities of most university assignments. You must be ready to come up with whatever essay structure helps you to convince your reader of the validity of your position. In other words, you must be flexible and you must rely on your wits. Each essay presents a fresh problem.

Avoiding a common pitfall

Though there are no easy formulas for generating an outline, you can avoid one of the most common pitfalls in student papers by remembering this simple principle: the structure of an essay should not be determined by the structure of its source material. For example, an essay on a historical period should not necessarily follow the chronology of events from that period. Similarly, a well-constructed essay about a literary work does not usually progress in parallel with the plot. Your obligation is to advance your argument, not to reproduce the plot.

If your essay is not well structured, then its overall weaknesses will show through in the individual paragraphs. Consider the following two paragraphs from two different English essays, both arguing that despite Hamlet's highly developed moral nature he becomes morally compromised in the course of the play:

(a) In Act 3, Scene 4, Polonius hides behind an arras in Gertrude's chamber in order to spy on Hamlet at the bidding of the king. Detecting something stirring, Hamlet draws his sword and kills Polonius, thinking he has killed Claudius. Gertrude exclaims, "O, what a rash and bloody deed is this!" (28), and her words mark the turning point in Hamlet's moral decline. Now Hamlet has blood on his hands, and the blood of the wrong person. But rather than engage in self-criticism, Hamlet immediately turns his mother's words against her: "A bloody deed -- almost as bad, good Mother, as kill a king, and marry with his brother" (29-30). One of Hamlet's most serious shortcomings is his unfair treatment of women. He often accuses them of sins they could not have committed. It is doubtful that Gertrude even knows Claudius killed her previous husband. Hamlet goes on to ask Gertrude to compare the image of the two kings, old Hamlet and Claudius. In Hamlet's words, old Hamlet has "Hyperion's curls," the front of Jove," and "an eye like Mars" (57-58). Despite Hamlet's unfair treatment of women, he is motivated by one of his better qualities: his idealism. (b) One of Hamlet's most serious moral shortcomings is his unfair treatment of women. In Act 3, Scene 1, he denies to Ophelia ever having expressed his love for her, using his feigned madness as cover for his cruelty. Though his rantings may be an act, they cannot hide his obsessive anger at one particular woman: his mother. He counsels Ophelia to "marry a fool, for wise men know well enough what monsters you make of them" (139-41), thus blaming her in advance for the sin of adultery. The logic is plain: if Hamlet's mother made a cuckold out of Hamlet's father, then all women are capable of doing the same and therefore share the blame. The fact that Gertrude's hasty remarriage does not actually constitute adultery only underscores Hamlet's tendency to find in women faults that do not exist. In Act 3, Scene 4, he goes as far as to suggest that Gertrude shared responsibility in the murder of Hamlet's father (29-30). By condemning women for actions they did not commit, Hamlet is doing just what he accuses Guildenstern of doing to him: he is plucking out the "heart" of their "mystery" (3.2.372-74).

The second of these two paragraphs is much stronger, largely because it is not plot-driven. It makes a well-defined point about Hamlet's moral nature and sticks to that point throughout the paragraph. Notice that the paragraph jumps from one scene to another as is necessary, but the logic of the argument moves along a steady path. At any given point in your essays, you will want to leave yourself free to go wherever you need to in your source material. Your only obligation is to further your argument. Paragraph (a) sticks closely to the narrative thread of Act 3, Scene 4, and, as a result, the paragraph makes several different points with no clear focus.

What does an essay outline look like?

Most essay outlines will never be handed in. They are meant to serve you and no one else. Occasionally, your professor will ask you to hand in an outline weeks prior to handing in your paper. Usually, the point is to ensure that you are on the right track. Nevertheless, when you produce your outline, you should follow certain basic principles. Here is an example of an outline for an essay on  Hamlet :

Thesis: Despite Hamlet's highly developed moral nature, he becomes morally compromised while delaying his revenge.

• Introduction: Hamlet's father asks Hamlet not only to seek vengeance but also to keep his mind untainted.
• Hamlet is idealistic.
• Hamlet is aware of his own faults, whereas others are self-satisfied.
• Hamlet does not want to take revenge without grounds for acting.
• The turning point in Hamlet's moral decline is his killing of Polonius.
• Hamlet's moral decline continues when he sends Rosencrantz and Guildenstern to their deaths.
• Hamlet treats women badly.
• Hamlet criticizes others in the play for acting falsely to get ahead, but in adopting the disguise of madness he, too, is presenting a false face to the world.
• Though Hamlet becomes more compromised the longer he delays, killing the king would have been a morally questionable act.
• Conclusion: The play, Hamlet , questions the adequacy of a system of ethics based on honour and revenge.

This is an example of a sentence outline. Another kind of outline is the topic outline. It consists of fragments rather than full sentences. Topic outlines are more open-ended than sentence outlines: they leave much of the working out of the argument for the writing stage.

When should I begin putting together a plan?

The earlier you begin planning, the better. It is usually a mistake to do all of your research and note-taking before beginning to draw up an outline. Of course, you will have to do some reading and weighing of evidence before you start to plan. But as a potential argument begins to take shape in your mind, you may start to formalize your thoughts in the form of a tentative plan. You will be much more efficient in your reading and your research if you have some idea of where your argument is headed. You can then search for evidence for the points in your tentative plan while you are reading and researching. As you gather evidence, those points that still lack evidence should guide you in your research. Remember, though, that your plan may need to be modified as you critically evaluate your evidence.

How can I construct a usable plan?

Here are two methods for constructing a plan. The first works best on the computer. The second method works well for those who think visually. It is often the method of choice for those who prefer to do some of their thinking with pen and paper, though it can easily be transposed to a word processor or your graphic software of choice.

method 1: hierarchical outline

This method usually begins by taking notes. Start by collecting potential points, as well as useful quotations and paraphrases of quotations, consecutively. As you accumulate notes, identify key points and start to arrange those key points into an outline. To build your outline, take advantage of outline view in Word or numbered lists in Google Docs. Or consider one of the specialized apps designed to help organize ideas: Scrivener, Microsoft OneNote, Workflowy, among others. All these tools make it easy for you to arrange your points hierarchically and to move those points around as you refine your plan.

You may, at least initially, keep your notes and your outline separate. But there is no reason for you not to integrate your notes into the plan. Your notes—minor points, quotations, and paraphrases—can all be interwoven into the plan, just below the main points they support. Some of your notes may not find a place in your outline. If so, either modify the plan or leave those points out.

method 2: circle diagram

This method is designed to get your key ideas onto a single page, where you can see them all at once. When you have an idea, write it down, and draw a circle around it. When you have an idea that supports another idea, do the same, but connect the two circles with a line. Supporting source material can be represented concisely by a page reference inside a circle. The advantage of the circle method is that you can see at a glance how things tie together; the disadvantage is that there is a limit to how much material you can cram onto a page.

Here is part of a circle diagram:

Once you are content with your diagram, you have the option of turning it into an essay outline.

What is a reverse outline?

When you have completed your first draft, and you think your paper can be better organized, consider using a reverse outline. Reverse outlines are simple to create. Just read through your essay, and every time you make a new point, summarize it in the margin. If the essay is reasonably well-organized, you should have one point in the margin for each paragraph, and your points read out in order should form a coherent argument. You might, however, discover that some of your points are repeated at various places in your essay. Other points may be out of place, and additional key points may not appear at all. Think of all these points as the ingredients of an improved outline which you now must create. Use this new outline to cut and paste the sentences into a revised version of your essay, consolidating points that appear in several parts of your essay while eliminating repetition and creating smooth transitions where necessary.

You can improve even the most carefully planned essay by creating a reverse outline after completing your first draft. The process of revision should be as much about organization as it is about style.

How much of my time should I put into planning?

It is self-evident that a well-planned paper is going to be better organized than a paper that was not planned out. Thinking carefully about how you are going to argue your paper and preparing an outline can only add to the quality of your final product. Nevertheless, some people find it more helpful than others to plan. Those who are good at coming up with ideas but find writing difficult often benefit from planning. By contrast, those who have trouble generating ideas but find writing easy may benefit from starting to write early. Putting pen to paper (or typing away at the keyboard) may be just what is needed to get the ideas to flow.

You have to find out for yourself what works best for you, though it is fair to say that at least some planning is always a good idea. Think about whether your current practices are serving you well. You know you're planning too little if the first draft of your essays is always a disorganized mess, and you have to spend a disproportionate amount of time creating reverse outlines and cutting and pasting material. You know you're planning too much if you always find yourself writing your paper a day before it's due after spending weeks doing research and devising elaborate plans.

Be aware of the implications of planning too little or too much. Planning  provides the following  advantages :

• It helps you to produce a  logical  and  orderly  argument that your readers can follow;
• It helps you to produce an  economical  paper by allowing you to spot repetition;
• It helps you to produce a  thorough  paper by making it easier for you to notice whether you have left anything out; and
• It makes drafting the paper easier by allowing you to concentrate on writing issues such as grammar, word choice, and clarity.

Overplanning  poses the following  risks :

• doesn't leave you enough time to write and revise
• leads you to produce papers that try to cover too much ground at the expense of analytic depth
• can result in a writing style that lacks spontaneity and ease
• does not provide enough opportunity to discover new ideas in the process of writing

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We are ranked Studdit as the best essay writing service in the U.S. overall

Studdit is our top pick for the best essay writing company in the US, offering an impressive combination of benefits.

When searching for an online paper writer, certain elements are crucial and Stddit excels in most of these areas, including high-quality writing, fast turnaround time, and reasonable prices for top-notch services.

Essays come in various forms with unique requirements. While all papers require some research, many essays require extensive research.

If you are short on time, consider using a professional essay writing service that specializes in complex papers such as dissertations. Studdit has higher pricing compared to other websites, but it also provides superior services.

The company also provides originality and editorial check reports for all essays, but has a lengthy registration process and a somewhat cumbersome website, which may inconvenience customers with tight deadlines.

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Inviting Presences: Intratextual Subjectivities in Early Modern Women’s Writing

Surveying the absence on her shelf where Elizabethan women’s writing ought to be, Virginia Woolf (in)famously dismissed the possibility of Shakespeare’s sister ever finding “a room of her own” to develop her voice. Recent decades of literary scholarship have shown the invention with which early modern women built out their own textual “rooms,” finding voice in surprising places and forms (even in silence, as Christina Luckyj heard [2002]), in visions of new political subjectivities (in a radically equal imaginary, as seen by Mihiko Suzuki [2003]), and through networks of overlooked community (in coteries and in letters, as traced by James Daybell [2006]). Even more, we have become attuned to the way that early modern women’s texts are not merely “rooms,” blank potentials for an author to inscribe her subjectivity, but rich multivocal chambers whose voices rebound on their author.

We invite proposals for papers to be presented at the Sixteenth Century Society Conference in Toronto, ON, October 31 to November 2, 2024, which pursue questions concerning alternate textual presences in early modern European women’s writing. Often writing from the margins of political or social community, women writers play with absence and desire to invite presence, of all kinds. How do paradoxes of absence/presence and monologue/dialogue manifest in writing by early modern women? How do women writers craft texts which entreat, invite, or summon other presences – be they interlocutors or friends, human or divine?

Suitable topics will focus on early modern (c. 1500-1660) literary texts written by women and might include:

How presence is summoned/evoked, including in the substitution of objects for subjects

Substantiation of longing and desire

Intertextuality and authorial identity

Anonymity, paratext, and book material culture

Gaps in the archive

Please send paper abstracts (250w) and brief biographical notes (150w) to Dr. Jantina Ellens [email protected] and Dr. Joel Faber [email protected] by Friday, April 12, 2024.

Now Hiring: Sophisticated (but Part-Time) Chatbot Tutors

The human work of teaching A.I. is getting a lot more complex as the technology improves.

Chelsea Becker, with her two children, started gig work training chatbots after she went on leave after her daughter was born. Credit... Hannah Yoon for The New York Times

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By Yiwen Lu

Reporting from San Francisco

• April 10, 2024

After her second child was born, Chelsea Becker took an unpaid, yearlong leave from her full-time job as a flight attendant. After watching a video on TikTok, she found a side hustle: training artificial intelligence models for a website called Data Annotation Tech.

For a few hours every day, Ms. Becker, 33, who lives in Schwenksville, Pa., would sit at her laptop and interact with an A.I.-powered chatbot. For every hour of work, she was paid $20 to $40. From December to March, she made over $10,000.

The boom in A.I. technology has put a more sophisticated spin on a kind of gig work that doesn’t require leaving the house. The growth of large language models like the technology powering OpenAI’s ChatGPT has fueled the need for trainers like Ms. Becker, fluent English speakers who can produce quality writing.

It is not a secret that A.I. models learn from humans. For years, makers of A.I. systems like Google and OpenAI have relied on low-paid workers, typically contractors employed through other companies, to help computers visually identify subjects. (The New York Times has sued OpenAI and its partner, Microsoft, on claims of copyright infringement.) They might label vehicles and pedestrians for self-driving cars or identify images on photos used to train A.I. systems.

But as A.I. technology has become more sophisticated, so has the job of people who must painstakingly teach it. Yesterday’s photo tagger is today’s essay writer.

There are usually two types of work for these trainers: supervised learning, where the A.I. learns from human-generated writing, and reinforcement learning from human feedback , where the chatbot learns from how humans rate their responses.

Companies that specialize in data curation, including the San Francisco-based start-ups Scale AI and Surge AI, hire contractors and sell their training data to bigger developers. Developers of A.I. models, such as the Toronto-based start-up Cohere, also recruit in-house data annotators.

It is difficult to estimate the total number of these gig workers, researchers said. But Scale AI, which hires contractors through its subsidiaries, Remotasks and Outlier, said it was common to see tens of thousands of people working on the platform at a given time.

But as with other types of gig work, the ease of flexible hours comes with its own challenges. Some workers said they never interacted with administrators behind the recruitment sites, and others had been cut off from the work with no explanation. Researchers have also raised concerns over a lack of standards, since workers typically don’t receive training on what are considered to be appropriate chatbot answers.

To become one of these contractors, workers have to pass an assessment, which includes questions like whether a social media post should be considered hateful, and why. Another one requires a more creative approach, asking contracting prospects to write a fictional short story about a green dancing octopus, set in Sam Bankman-Fried’s FTX offices on Nov. 8, 2022. (That was the day Binance, an FTX competitor , said it would buy Mr. Bankman-Fried’s company before later quickly backing out of the deal.)

Sometimes, companies look for subject matter experts. Scale AI has posted jobs for contract writers who hold master’s or doctoral degrees in Hindi and Japanese. Outlier has job listings that mention requirements like academic degrees in math, chemistry and physics.

“What really makes the A.I. useful to its users is the human layer of data, and that really needs to be done by smart humans and skilled humans and humans with a particular degree of expertise and a creative bent,” said Willow Primack, vice president of data operations at Scale AI. “We have been focusing on contractors, particularly within North America, as a result.”

Alynzia Fenske, a self-published fiction writer, had never interacted with an A.I. chatbot before hearing a lot from fellow writers who considered A.I. a threat. So when she came across a video on TikTok about Data Annotation Tech, part of her motivation was just to learn as much about A.I. as she could and see for herself whether the fears surrounding A.I. were warranted.

“It’s giving me a whole different view of it now that I’ve been working with it,” said Ms. Fenske, 28, who lives in Oakley, Wis. “It is comforting knowing that there are human beings behind it.” Since February, she has been aiming for 15 hours of data annotation work every week so she can support herself while pursuing a writing career.

Ese Agboh, 28, a master’s student studying computer science at the University of Arkansas, was given the task of coding projects, which paid $40 to $45 an hour. She would ask the chatbot to design a motion sensor program that helps gymgoers count their repetitions, and then evaluate the computer codes written by the A.I. In another case, she would load a data set about grocery items to the program and ask the chatbot to design a monthly budget. Sometimes she would even evaluate other annotators’ codes, which experts said are used to ensure data quality.

She made $2,500. But her account was permanently suspended by the platform for violating its code of conduct. She did not receive an explanation, but she suspected that it was because she worked while in Nigeria, since the site wanted workers based in only certain countries.

That is the fundamental challenge of online gig work: It can disappear at any time. With no one available for help, frustrated contractors turned to social media, sharing their experiences on Reddit and TikTok. Jackie Mitchell, 26, gained a large following on TikTok because of her content on side hustles, including data annotation work.

“I get the appeal,” she said, referring to side hustles as an “unfortunate necessity” in this economy and “a hallmark of my generation and the generation above me.”

Public records show that Surge AI owns Data Annotation Tech. Neither the company nor its chief executive, Edwin Chen, responded to requests for comments.

It is common for companies to hire contractors through subsidiaries. They do so to protect the identity of their customers, and it helps them avoid bad press associated with working conditions for its low-paid contract workers, said James Muldoon, a University of Essex management professor whose research focuses on A.I. data work.

A majority of today’s data workers depend on wages from their gig work. Milagros Miceli, a sociologist and computer scientist researching labor conditions in data work, said that while “a lot of people are doing this for fun, because of the gamification that comes with it,” a bulk of the work is still “done by workers who actually really need the money and do this as a main income.”

Researchers are also concerned about the lack of safety standards in data labeling. Workers are sometimes asked to address sensitive issues like whether certain events or acts should be considered genocide or what gender should appear in an A.I.-generated image of a soccer team, but they are not trained on how to make that evaluation.

“It’s fundamentally not a good idea to outsource or crowdsource concerns about safety and ethics,” Professor Muldoon said. “You need to be guided by principles and values, and what your company actually decides as the right thing to do on a particular issue.”

Yiwen Lu reports on technology for The Times. More about Yiwen Lu

Explore Our Coverage of Artificial Intelligence

News  and Analysis

U.S. clinics are starting to offer patients a new service: having their mammograms read not just by a radiologist, but also by an A.I. model .

OpenAI unveiled Voice Engine , an A.I. technology that can recreate a person’s voice from a 15-second recording.

Amazon said it had added $2.75 billion to its investment in Anthropic , an A.I. start-up that competes with companies like OpenAI and Google.

The Age of A.I.

Teen girls are confronting an epidemic of deepfake nudes in schools  across the United States, as middle and high school students have used A.I. to fabricate explicit images of female classmates.

A.I. is peering into restaurant garbage pails  and crunching grocery-store data to try to figure out how to send less uneaten food into dumpsters.

David Autor, an M.I.T. economist and tech skeptic, argues that A.I. is fundamentally different  from past waves of computerization.

Economists doubt that A.I. is already visible in productivity data . Big companies, however, talk often about adopting it to improve efficiency.

The Caribbean island Anguilla made $32 million last year, more than 10& of its G.D.P., from companies registering web addresses that end in .ai .

When it comes to the A.I. that powers chatbots, China trails the United States. But when it comes to producing the scientists behind a new generation of humanoid technologies, China is pulling ahead .

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Trump Calls for Defunding NPR After Senior Editor’s ‘Viewpoint Diversity’ Essay

While critical of the public media org’s current management, Uri Berliner maintains that “defunding isn’t the answer”

After a senior editor at National Public Radio on Tuesday blasted his employer of 25 years for not having any Republicans on staff, Donald Trump called for the nonprofit media organization to be defunded.

“NO MORE FUNDING FOR NPR, A TOTAL SCAM! EDITOR SAID THEY HAVE NO REPUBLICANS, AND IS ONLY USED TO ‘DAMAGE TRUMP.’ THEY ARE A LIBERAL DISINFORMATION MACHINE. NOT ONE DOLLAR!!!” Trump wrote in all caps on his Truth Social media platform Wednesday.

On Tuesday, Uri Berliner wrote an op-ed for The Free Press lamenting the “absence of viewpoint diversity” at NPR, writing that he found “87 registered Democrats working in editorial positions and zero Republicans.”

Berliner wrote that, due to DEI initiatives that focus on hiring people of diverse ethnicities and genders, “an open-minded spirit no longer exists within NPR, and now, predictably, we don’t have an audience that reflects America.”

Berliner also wrote that he “eagerly voted against Trump twice,” but was upset that “what began as tough, straightforward coverage of a belligerent, truth-impaired president veered toward efforts to damage or topple Trump’s presidency.”

An award-winning journalist himself, Berliner added that “despite our missteps at NPR, defunding isn’t the answer.”

“As the country becomes more fractured, there’s still a need for a public institution where stories are told and viewpoints exchanged in good faith,” he wrote. “Defunding, as a rebuke from Congress, wouldn’t change the journalism at NPR. That needs to come from within.”

NPR editor-in-chief Edith Chapin defended the organization in  response  to the piece, saying she and the leadership team “strongly disagree with Uri’s assessment of the quality of our journalism.”

Journalist Mehdi Hasan also weighed in on the issue Tuesday, tweeting, “This essay has it backwards: you can’t blame NPR for conservatives not listening. You have to ask why conservatives have gone down conspiracy holes (climate change, 2020 election, vaccines) & how on earth mainstream media is supposed to cater to them now?”

Per NPR’s website, its income comes from dues and fees paid by member stations, underwriting from corporate sponsors and annual grants from the publicly funded Corporation for Public Broadcasting. Less than 1% of its funding comes directly from the federal government.

NPR is currently rated as “leaning left” by Allsides.com , which assesses media bias, more centrist than the “left” status of The Huffington Post .

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