Tag Archives: spring 2021

Spring 2021, The basics

The Fiction of Ong’s Hat: Too Good to be False

In a Tortoiseshell: In his essay, Jayaditya “Jojo” Deep analyzes conflicting research about the psychology of conspiracy theorists. In his introduction, Jojo details a hypothetical scenario that immediately captivates a reader’s attention and creates an understanding of  how conspiracy theories propagate. Continuing, Jojo uses this hypothetical scenario to lay the context of his main conspiracy of study—Ong’s Hat—before explaining how this case sheds light on the related psychological literature.  Continue reading

Spring 2021, Thesis

Thesis

The central, and arguably most important, component of any essay is its thesis. There are far too many ways to discuss the construction of thesis to put in a single issue, but the pieces selected for this section showcase some of the possibilities. In her Comparative Literature essay, Paige Allen explores the relationships between various key terms — consumption, humanity, and monstrosity, to name a few — in order to construct a novel argument about what she calls “resistant monstrosity”; in her commentary on Allen’s essay, editor Tess Solomon points out how the various parts of the essay come together to lead the reader briskly and clearly to the main thesis. The excerpt of Paige Min’s her R3 on Charlie and the Chocolate Factory published here likewise provides a very good example of an an against-the-grain argument, which Ellie Shapiro explains and analyzes in her commentary on Min’s piece.

— Isabella Khan, ’21

Non-textual sources, Spring 2021

Non-Textual Sources

Depending on the discipline, we are often called upon to construct an argument based on a non-traditional source, whether based in film, visual art, music, or some combination of the three. Though this task can be daunting (still more so when the lexicon terms are still less-than familiar) it can also give new insight into the uses and relationships between the elements of the lexicon, as illustrated in Julia Zhou’s essay on Chinese dance Tiktoks. In her essay, Zhou uses screen-captures from the Tiktok videos to orient to the gender-bending patterns she describes; editor Natalia Zorrilla, in her commentary, walks us through Zhou’s effective use of orienting, showing us why the piece works so well.

— Isabella Khan, ’21

Narrative, Spring 2021

Narrative

Perhaps the single most common request on Writing Center intake forms is for help with so-called “flow”. In practice, this usually leads to a discussion of motive, structure, or some other more concrete lexicon term; but in reading successful finished essays, it is undeniable that there is a certain something which makes it easier for a reader to follow the author’s argument from point A to point B. This sort of “narrative” is too unspecific to qualify as a bonafide lexicon term, but when done right, it can be very effective. In Jacy Duan’s junior paper on diversity in Hollywood, she establishes this “narrative” using a strong motive and effective orienting. In Julie Levey’s essay on the opera Brundibár,she likewise uses effective orienting to construct a compelling motive, leading the reader smoothly and effectively from evidence to thesis.

— Isabella Khan ’21

Evidence, Spring 2021

Evidence

One perennial challenge of essay-writing is finding and incorporating good evidence into our pieces. For this issue, we showcase three examples of evidence-use from different disciplines. In her anthropology essay, author Ariadni Kertsikof illustrates the power of careful orienting in bringing out the value and depth of a given source; in her commentary on Kertsikof’s piece, editor Natalia Zorrilla explicates this orienting, showing us exactly why it is so effective. In Julia Walton’s junior paper on Sally Rooney’s Conversations with Friends and Normal People, she shows us how a close-reading can mediate between granular, sentence-level analysis, and a larger discussion of the themes of a story, while editor Diane Yang parses Walton’s essay in terms of the Writing Center lexicon. Finally, in Noori Zubieta’s HUM sequence essay on Ovid’s Metamorphoses, she gives a further illustration of the power of good close-reading, while editor Annabelle Duval gives a broader context on the “close-reading” as a style of analysis.

— Isabella Khan, ’21

Cross-disciplinary analysis, Spring 2021

Cross-Disciplinary Analysis

Whether we write about neuroscience or politics, electrical engineering or comparative literature, there are certain common factors which nearly always distinguish “good” writing. Nowhere is this more apparent than in essays which bridge the gap between more than one discipline. In her R3 on the works of Vincent Van Gogh, Maya Chande uses “the quantitative world of statistical and mathematical thinking to giv[e] valuable insights on the very qualitative world of art and artists”, as she says in her commentary, while editor Malka Himelhoch shows us how Chande’s clear analysis grounds the discussion, and gives it more weight than it might otherwise have had. In her R3 for the “Gamification” writing seminar, author Theresa Lim uses both qualitative and quantitative measures to analyze the use (and misuse) of gamification in MyFitnessPal; in her commentary on Lim’s piece, editor Meigan Clark then shows us how this analysis allows Lim to make important contributions to the scholarly conversation.

— Isabella Khan, ’21

Spring 2021, The basics

The Basics

As writers, every one of us has had to learn to mediate between the rules of good writing we learned in high school, and the more sophisticated structures required in college essays. For this year’s issue of Tortoise, we wanted to showcase some of the ways Princeton students have done just that. In Kennedy Casey’s psychology paper, the focus is her conclusion; in her commentary on Casey’s work, editor Annabelle Duval draws our attention to the relationship between evidence and motive in the construction of this concluding section. In Jojo Deep’s Writing Seminar essay on conspiracies, the focus is on his “hook”, and how it works to create an effective introduction; in his commentary on Deep’s essay, editor Alex Charles uses Lexicon terms to explain exactly why Deep’s hook is so effective.

— Isabella Khan, ’21

Spring 2021

Editor’s Note

The theme of this year’s issue of the Tortoise is, as the title says, the so-called hidden lexicon. What is meant by this? As Writing Center fellows, the other editors and I usually tend to discuss the characteristics of good (and bad) writing in terms of the “lexicon terms” we are taught in Writing Seminar — motive, thesis, orienting, and so on. In many ways, we do this for practical reasons. By having a single set of terms by which we can refer to the parts of an essay, writing fellows avoid confusion, and make it so that a student can have a consistent experience no matter which fellow or professor he or she is speaking to.

In some ways, however, this lexicon also adds a new layer of complexity to the already-difficult task of writing a clean essay. All the editors remember quite clearly how the first time we encountered “motive” in writing seminar, we had no idea what it meant. Was it a research question? What about the so-called “motive layer cake”, and how could you be sure that the particular version (or versions) we chose to lean on for our essay would yield an arguable thesis? At the time, I was certainly confused, and after three years as a writing fellow, I don’t think I am alone in this.

The previous issues of Tortoise all provide excellent examples of the various lexicon terms. Our goal in this issue was to connect the lexicon terms back to the some of the more familiar — though possibly, more ambiguous — phrases and ideas which arise we write essays. The pieces we selected — mostly excerpts, with one full-length essay by Cassandra James, ’23— are varied in both subject matter and depth, from Writing Center papers to Junior independent work. We hope that together with the commentaries by the authors, editors, and in some case, professors for whom the paper was written, these pieces will not only showcase the variety and quality of student writing at Princeton, while also providing inspiration and guidance for future essays.

— Isabella Khan, ’21

Cross-disciplinary analysis, Spring 2021

Quantitative Analysis of Intensity, Saturation, and Hue in Vincent van Gogh’s Paintings

In a Tortoiseshell: In her paper, Maya Chande pairs mathematical and historical analyses in order to provide a possible explanation for the higher concentrations of yellow in Vincent van Gogh’s paintings. By conducting a  cross-disciplinary analysis based on van Gogh’s letters, biography, and a mathematical examination of van Gogh’s use of color, Maya concludes that the higher concentrations of yellow can be attributed to shifts in van Gogh’s personal life. This excerpt highlights the way Maya weaves together scholars from various disciplines in order to create a clear scholarly motive and then skips to Maya’s  conclusions. Continue reading

Narrative, Spring 2021

Pedagogy in the Playhouse: The Role of Hans Krása’s Opera Brundibár in Modern Holocaust Education Through the Arts

In a Tortoiseshell: In this paper, written for a Freshman Seminar, Julie Levey demonstrates how a powerful sense of narrative can enliven an academic paper and make it both convincing and compelling. As she build towards her thesis, she presents varied and conflicting perspectives and pieces of evidence before presenting her own view.

Continue reading