“Spiritual Formation in the Life of C. S. Lewis” by Dr. Lyle Dorsett

dorsett-seeking-the-secret-placeWhen I first met Marjorie Lamp Mead, I described the kind of work I was doing. Immediately she mentioned Lyle Dorsett. Marjorie has been associate director of the Marion E. Wade Center at Wheaton College since 1977, but you might know her as the editor (with Clyde S. Kilby) of Brothers and Friends: The Diaries of Major Warren Hamilton Lewis and (with Lyle W. Dorsett) of C S. Lewis: Letters to Children. More than just a colleague of Dr. Dorsett’s, Marj could perceive how my questions may have overlap with Dorsett’s work.

The key moment of overlap is Dr. Dorsett’s 2004 Seeking the Secret Place: The Spiritual Formation of C. S. Lewis. I also had purchased some lectures from ChristianAudio.com, entitled “Spiritual Formation in the Life of C. S. Lewis.” I was very impressed with this series, and have discovered that they are free to all at the C.S. Lewis Institute. Here is the lecture series description:

In these four lectures, Dr. Dorsett presents some new light on the major elements of Lewis’s spiritual formation with emphasis on how and why he changed over the years. Relying on hundreds of unpublished letters, nearly fifty oral history interviews, and untapped evidence from Lewis’s personal library, Dr. Dorsett shows how Lewis’s own spiritual transformation became the impetus behind his important role as a spiritual director to countless souls.

One of the things that I have been arguing in my work is that in the midst of Lewis’ apologetic books, we should be thinking of how Lewis contributed to what I call “spiritual theology”—frameworks for developing one’s devotional life. In this engaging lecture series, Dr. Dorsett looks at Lewis as a spiritual guide. One of Lewis’ great friends, Inkling Austin Farrar, argued that Lewis was not a spiritual director. Here is how Dr. Dorsett responds:

“Lewis would have agreed…. Beyond this, he openly admitted he had neither the calling nor the formal training to be a theologian or a pastor. Certainly he would have offered a resounding ‘Amen’ to the brilliant Farrar’s assessment he [C.S. Lewis] lacked the grace to be a spiritual guide. But I submit to you that even geniuses can be dead wrong. The perspective of time and the preservation of primary sources reveal quite clearly that C.S. Lewis in fact became and still is a spiritual guide of such high calibre that it rivals his stature as a Christian apologist.”

Make sure you check out this 4-part lecture series, which I hope will entice you into the book.


Rev. Dr. Lyle Dorsett holds the Billy Graham Chair of Evangelism at Beeson Divinity School in Birmingham, Alabama.  He is the author of numerous books, among them biographies of Joy Davidman (Mrs. C.S. Lewis), E.M. Bounds, Dwight L. Moody, and Billy Sunday.  Keenly interested in the life and writings of C.S. Lewis, he has published a volume of Lewis’s Letters to Children, The Essential C.S. Lewis, and Seeking the Secret Place:  The Spiritual Formation of C.S. Lewis.  His most recent book is A Passion for God:  The Spiritual Journey of A.W. Tozer. Dorsett is ordained in the Anglican Church and is with the Anglican Mission in the Americas (AMIA) under the Province of Rwanda, and serves as Senior Pastor of Christ the King Anglican Church in Homewood, Alabama. Lyle and his wife, Mary, have two children and four grandchildren.  The Dorsetts founded and currently serve as directors of Christ for Children International, a mission to the economically and spiritually impoverished in Mexico. The Dorsetts have two children and four grandchildren.

The C.S. Lewis Institute was founded in 1976 in the legacy of C. S. Lewis. The Institute endeavors to develop disciples who will articulate, defend, and live their faith in Christ in personal and public life. From its inception, the Institute has been inter-denominational, has worked closely with a variety of churches and sees itself as a servant ministry, assisting churches and pastors in making disciples of Jesus Christ. This takes the form of discipleship programs, evangelism and apologetics training, area-wide conferences/seminars, pastor fellowships and resources in print and on the web.

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Losing the Safety of the Real in That Hideous Strength

Ptolomaic Cosmos from Planet Narnia dot comThough at times hauntingly realistic, scattered throughout C.S. Lewis’ space trilogy are moments where reality slides away from us. In the midst of the mundane—a walk at night, a conversation in a parlor, a sleepy, sunny afternoon on a hillside, a stroll in woods—almost imperceptibly the threshold between this and other worlds begins to dissolve. And rather than be taken up into that other time and space—or a time and space beyond space-time—some element of that other world slips into our own. Again and again the reader experiences the strange foreignness of the fantastic invasion as the character struggles to realize its implications with all of its sensations but only a tiny part of how that fits into the whole story.

Ransom_CycleOne collection of those moments where the trustworthy borders of Reality fall to dust is the invasion of the Medieval world into Modern Britain in That Hideous Strength. We talked about one of these scenes when I asked the question, “Why is Merlin in That Hideous Strength?” There the narrator–C.S. Lewis the character in his own fiction–takes a lonely and illicit walk into the ancient Bragdon Wood in a kind of pilgrimage to Merlin’s well. I argued there that Dr. Dimble’s scholarship blends the Arthurian past with the modern world of war and woe, and that those elements collapse into the figure of Merlin in THS ch. 1.III. “The sense of gradual penetration,” as the narrator describes it, is one of these threshold moments, a time of a slow-motion dissolution of all our protections from the unknown.

Perhaps the main book behind That Hideous Strength—and there are many—is George MacDonald’s Phantastes. Upon waking from sleep, Anodos transitions from his bedroom to Fairy Land almost seamlessly, and I have argued that this kind of transition is what happens in THS. This is one of the reasons for the peculiar subtitle: That Hideous Strength: A Modern Fairy-Tale for Grown Ups.

That Hideous Strength CS Lewis oldIs THS really a fairy-tale, though? On the face of it, we would reject the suggest outright. I don’t know if anyone has suggested this, but Lin Carter’s critique of MacDonald’s work causes us to wonder something about the genre of That Hideous Strength.

In the introduction to the Ballantine edition of William MorrisThe Well at the World’s End, Carter argues that Morris is the first modern fantasy writer, as the 19th century fantasists used either an element of allegory or a dream cycle to create the link into the speculative world. J.R.R. Tolkien addressed these things in his own way in “On Fairy-Stories”—and we must recognize how influential Tolkien was to Lin Carter, both in his own fantasy writing and in his (most important) role as a curator of 20th century imaginative literature. Neither Lillith nor Phantastes are allegories—though they have allegorical moments and symbolism at various levels. So Carter rejects these work as modern fantasy because MacDonald’s two great works have the suggestion of the dream to them.

There is some reason to be critical of Carter’s argument, but by that way of looking at things That Hideous Strength may not be modern fantasy, but may be best understood as a Fairy-Tale (as it claims of itself). In that intriguing walk to Merlin’s Well in That Hideous Strength, the Lewis character drifts off to sleep:

“The air was so still and the billows of foliage so heavy above me, that I fell asleep. I was wakened by my friend hallooing to me from a long way off” (1.III).

that hideous strength first trilogy edition lewisIs the rest of That Hideous Strength a mere dream—or a nightmare perhaps? Like Anodos in Phantastes, Lewis in THS transitions from real life into Fairy Land almost seamlessly, and both have the suggestion of a dream to them. Both books have dreams within them, though neither lays claim to a dream in absolute terms as the structure of that fantastic world. In the case of Phantastes, we have to reject Anodos’ initial waking as real if we accept the final awakening as a demonstration that it was all a dream–but that may be intentionally ambiguous. In the case of That Hideous Strength, we have none of the dream clues throughout the piece, though all the protections against the fantastic disappear in the set up to the ultimate scene—the wedding bed where the mythological erupts into a waking dream of the seer, Jane.

In any case, dystopia is a difficult genre to pin down. While Brave New World and 1984 are best viewed within the science fiction world rather than the categories of modern fantasy—remember, this is before urban fantasy emerged—it is hard to see THS as merely an SF book. It is true that the N.I.C.E. is constructed as a scientific enterprise to create a totalitarian, post-human world—which is the kind of thing that most dystopia of the period did. However, it turns out that all the scientific structures are a cover for two kinds of cruelty—1) the human leveraging of power against the weak; 2) backed by demonic forces—and two kinds of beauty—1) the strength of the Company of St. Anne’s; 2) backed by angelic and interplanetary powers. It is this crossover between SF and supernaturalism that George Orwell found so offensive in a book he otherwise admired.

that hideous strength CS Lewis Panbooks 1950sStill, the dream-like tang of That Hideous Strength haunts me with its possibilities. Lewis was very much attuned to the genre of the book. He not only subtitled it a “Modern Fairy-Tale,” but defended that unlikely genre self-designation in a preface. He also gives a warning to the reader:

This story can be read by itself but is also a sequel to Out of the Silent Planet in which some account was given of Ransom’s adventures on Mars—or, as its inhabitants call it, Malacandra. All the human characters in this book are purely fictitious and none of them is allegorical.

If there is a Phantastes-like dream structure to THS, Lewis is pulling back from the allegorical layering of MacDonald’s work. This distinction is important: the characters are often caricatures because fairy tale uses and reuses familiarly molded characters. And some of the characters have sophisticated symbolic layering, so Dr. Ransom is Arthur reborn, prophetic master, and Christ figure, while Wither embodies a worldview option for Western people in a Faustian deal with an ideological devil of their time. But none of these is allegory, despite their suggestive possibilities.

So we see that Lewis excels in blurring of the lines between generic categories as he blurs the lines between fictional and realistic worlds. As Dr. Dimble reminds us,

“We are not living exactly in the twentieth century as long as [Merlin]’s here. We overlap a bit; the focus is blurred” (14.V)


Field of Arbol
The fictional world of That Hideous Strength is one that is neither merely this world or the world of the past. The fictional world of THS is almost like a wood between the worlds where both modern Britain and ancient England exist, but also our imagination of the Druidic past, Dr. Ransom’s Field of Arbol, J.R.R. Tolkien’s Númenor, Charles Williams’ Logres, the legendary Atlantis, the biblical Babel, and the heavens of classical and medieval thought. The time of the crisis at Edgestow is a pinch-point in history. And in this elbow-joint of time, a multidimensional breach allows access into all the worlds of history, myth, legend, scripture, fairy tale, and fantasy: all of these are available and each encroaches on the others.

The various instances of this encroachment is worth exploring but it is the effect I want to leave you with. Here is a typical example of that blurring of the distinction between worlds. Jane, Denniston, and Dimble are in the woods, in the dark, searching for evidence of an old man. It is a rainy night, pitch dark, and their flashlight does little to give them the big picture. Jane, the seer, is guiding them towards Merlin’s tomb. Watch how we leave the world of the contemporary fabrics of technology and culture—a flashlight, a gentlemanly gesture, the grit of the real world. And watch the invasion of other worlds into this one.

Jane, as guide, went first, and Denniston beside her, giving her his arm and showing an occasional gleam of his torch on the rough ground. Dimble brought up the rear. No one was inclined to speak.

The change from the road to the field was as if one had passed from a waking into a phantasmal world. Everything became darker, wetter, more incalculable. Each small descent felt as if you might be coming to the edge of a precipice. They were following a track beside a hedge; wet and prickly tentacles seemed to snatch at them as they went. Whenever Denniston used his torch, the things that appeared within the circle of its light—tufts of grass, ruts filled with water, draggled yellow leaves clinging to the wet blackness of many—angled twigs, and once the two greenish—yellow fires in the eyes of some small animal—had the air of being more commonplace than they ought to have been; as if, for that moment’s exposure they had assumed a disguise which they would shuffle off again the moment they were left alone. They looked curiously small, too; when the light vanished, the cold, noisy darkness seemed a huge thing.

The fear which Dimble had felt from the first began to trickle into the minds of the others as they proceeded—like water coming into a ship from a slow leak. They realized that they had not really believed in Merlin till now. They had thought they were believing the Director in the kitchen; but they had been mistaken. The shock was still to take. Out here with only the changing red light ahead and the black all round, one really began to accept as fact this tryst with something dead and yet not dead, something dug up, exhumed, from that dark pit of history which lies between the ancient Romans and the beginning of the English. “The Dark Ages,” thought Dimble; how lightly one had read and written those words. But now they were going to step right into that Darkness. It was an age, not a man, that awaited them in the horrible little dingle.

And suddenly all that Britain which had been so long familiar to him as a scholar rose up like a solid thing. He could see it all. Little dwindling cities where the light of Rome still rested—little Christian sites, Camalodunum, Kaerleon, Glastonbury—a church, a villa or two, a huddle of houses, an earthwork. And then, beginning scarcely a stone’s throw beyond the gates, the wet, tangled endless woods, silted with the accumulated decay of autumns that had been dropping leaves since before Britain was an island; wolves slinking, beavers building, wide shallow marshes, dim horns and drummings, eyes in the thickets, eyes of men not only Pre-Roman but Pre-British, ancient creatures, unhappy and dispossessed, who became the elves and ogres and wood-wooses of the later tradition. But worse than the forests, the clearings. Little strongholds with unheard-of kings. Little colleges and covines of Druids. Houses whose mortar had been ritually mixed with babies’ blood. They had tried to do that to Merlin. And now all that age, horribly dislocated, wrenched out of its place in the time series and forced to come back and go

through all its motions yet again with doubled monstrosity, was flowing towards them and would, in a few minutes, receive them into itself.

Then came a check. They had walked right into a hedge. They wasted a minute, with the aid of the torch disentangling Jane’s hair. They had come to the end of a field… (11.I).

Ransom_Cycle_CS_Lewis

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OK Go and Multimedia Artistry (Friday Feature)

While I don’t tend to follow the actual Grammy awards, I do look for the nominations. This year’s list convinces me that I am increasingly incapable of saying I have any meaningful connection to pop music. Still, there are jewels every year, and one of them is the new video by OK Go, “Upside Down and Inside Out.” A costly video for an indie band, OK Go secured the sponsorship of S7 Airlines in Russia. We learn that

the band traveled to Moscow to develop the video, spending three weeks of training and filming…. The first week was used to train and get used to the flight patterns while experimenting with various motions and props they could use. By the second week, they had decided on what elements would be in the video and used subsequent flights to plan out the choreography, and used the third week to film the various takes.

The training shows, and this is my vote for video of the year.

As the band has been working for years on this concept, it is no surprise that the line, “gravity’s just a habit that you’re pretty sure you can’t break,” sets out the challenge that OK Go takes on in this visually imaginative video.

I first met these guys back in the heady days of facebook video sharing with their hypnotic 2009 treadmill video, “Here it Goes Again.”

Not to be left in the dust–and not to be outdone by their incredible anti-gravity video, a second visually stunning and precisely choreographed video is “The One Moment.” The majority of the video is 4.2 seconds of action slowed down over three minutes. In the midst of this 4.2 seconds are moments of incredible synchronicity and planning.

The gluten-free crowd won’t love this one, but the band claims that all 215 loaves of bread used in the making of this video were past their sell-by date and rescued from the clutches of certain disposal. Quite apart from this great deed, think of the intricate work that went into the hundreds of sketches needed to produce this visual story.

While I don’t know anything about dancing, this video shows a skillful use of colour:

Suitably Japanese:

Choreography with Dogs!

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Check out this incredibly scientific video from 2010, all in a single shot, with references to a number of other videos they produced.

And this one blows me away. In a stunt that takes Walk off the Earth to a new level, their video for “Needing/Getting” shows the hundreds of hours of planning, building and practicing must have gone into four minutes of music.

Even if you don’t prefer their sound–and I do–these guys know how to integrate music, story, technological manipulation, art, illusions, instrumental improvisation, and unusual materials into highly choreographed videos. They know how to play in light and sound. Enjoy your Friday Feature!

Oh, this one’s for free:

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New Approaches to Academic Writing: An Unusual Marking Note for a Good Student

I am at that time of year when the marking pile on my desk is higher than my laptop screen. Like a fool, each year, I go into the marking expecting great things. So far, I have never had a semester without bright spots, but there is great room for improvement for students coming into university. In my “great things” pile, this year, I ended up doing a sort of crazy marking response to a student. The student graciously allowed me to share it with you in this slightly updated and fictionalized form.

This post is for students, essayists, bloggers, and scholars who have accomplished the standard academic writing format and are looking for new ways to share research. The letter also invites your participation in the comments: who, for you, is a model research-based essayist?

Dear Esmerelda Victoria Lemminghol von Fanningbank, III (student #07734),

This paper, Esme, betrays a reading habit that is both broad and deep. Moreover, you have some skill with the pen. Thank you for letting me read this piece.

I think this would have been a perfect paper to play with academic genres. For example, you might want to consider moving to a more inductive style of writing. In this style you do not lay out your argument in the introduction and then go through the body of evidence toward analysis towards a summary-style conclusion. That is a more deductive style of paper writing—much like the very good paper you have written, and like the vast majority of papers at universities.

In the more inductive style, you draw me in, and set out the texts we will explore together. Your analysis, which is the bulk of the essay, leads through good argument toward a conclusion where you have finally revealed your hand. This kind of paper is, in fact, much more like the process of discovery for the research–a more organic way of presenting the researcher’s findings.

This approach is a subtle knife, and many students have drawn blood attempting to use it. It is a risk, and any risk in an academic program should be calculated well. You, however, have the skill to wield this blade, and the ability to draw the reader into a discussion in a different vein of academic conversation.

When you cut loose from an academic paper mould, you can also let loose on your creativity. For example, instead of a standard paper hook, you could begin by telling me a story. Cut a vampyric figure in the intro, begin with a character’s wildest thoughts, start with a cultural moment, or put me (imaginatively–not in a creepy way) in your library and walk me through the section that begins with the letter V. Take that introductory space to shape my experience as a reader.

You will no doubt have to get down to business and tell me what your core texts are about, but imagine that your professor is like a literary agent. You have a paragraph or two to invite me into your essay. True, I will read on no matter what, whereas an agent will cast it away as soon as her mind begins to wander. I have read thousands of academic papers–perhaps as many as 10,000. I am open, willing, and yearning to be won over, drawn in, wooed as a reader. I want to forget that I have to read critically. I want to blink, smile, reach for my coffee, lean back in my chair, and disappear into the text–your text, the one you worked so hard on.

Likewise, in disciplines like literary criticism, theology, anthropology, and history, you can make your experience part of the evidence of the argument. In this case, it is your reading experience that you are reporting on, even though you use academic language to cover it up. You use the phrase, “will be discussed”, in the introduction. I know there is something in you that avoids using “I” in an academic paper, and the royal “we” is very much embedded in the last century of paper writing. Move past that inhibition. It is true, in an age of the selfie, “I” is a dangerous word in research papers that students are already struggling to write. But you are a capable writer, and you will find that once you know how to include the self in your academic writing, you will find it unnecessary to use “I” very much.

Instead of “will be discussed”—quite apart from the passive verb voice that causes teachers to frown—you could write, “I will discuss,” or “We will explore.” I like exploring, and consider myself an adventurer. But in this case you are the guide and I am the tourist of texts, you are the knight and I your intellectual armour bearer, you are the master on the palmer’s way, and I have eyes open wide awaiting academic discovery. It is okay for you to say “I” and lead the reader on.

Once we cast off the illusion that researchers are perfectly distant from our research materials, we discover that one of the most powerful tools we have is our own life—in your case, the evidence of your reading experience. In the end, you are not at this level offering a definitive pattern that should cause all critical conversation to cease on the topic. Like a sculptor, you see a pattern in the grain of the wood, you see an image in the stone, and you are doing your best to reveal that visual story. You are teasing out the threads within a fabric that is too big for any of us to see in its entirety.

That is why your reading intuition, your critical experiments, the links you make between texts, the theoretical approaches you accept or reject, the discoveries that have brought joy or puzzlement–this is the real substance of the evidence you bring. It is true: you are linking it to the text so I can follow along. Without text examples your entire project falls. But you are inviting me into your way of seeing the material, and only you could do that.

So it is okay to say “I” in a paper like this.

This is, of course, a response I can only give to a very strong student. And not every teacher will be open to these approaches, so you need to be in conversation with each professor. But there is value in the “inductive” style essay. If you want to explore it more, you can see Prof. Corey Olsen’s old tutorial, here. The Kaplan University blog breaks it down in pretty simple terms here.

You might be thinking, the outline is interesting, but how does that actually look? That’s a harder question. What sort of models might you follow in this kind of life-integrated, discovery-style essay? Here are some suggestions, but you might find better ones now that you know the approach.

The style of essay you might find in The New Yorker, The Paris Review, or Walrus is open to you as a skillful writer—provided you have done the research well. As is an approach called “autoethnography” or “life writing.” This is a hot method in academic writing these days.

An essayist like Marilynne Robinson, Alice Walker, Stanley Fish, Dorothy Sayers, Virginia Woolf, Ursula Le Guin, Flannery O’Connor, George Orwell (when he isn’t too angry), Margaret Atwood (later work), B.R. Myers, John Updike, or C.S. Lewis will draw you into greater ways of integrating your own life into your writing. They are masters and diverse in approach, but worth reading for how they disseminate knowledge.

Examples of exciting critics who are a bit more traditionally structured include Toni Morrison, Erich Auerbach, Margaret Atwood (earlier work), and William Empson. It is perhaps best to avoid the bracing approaches of Harold Bloom, Christopher Hitchens, Slavoj Žižek, Roxane Gay, or Terry Eagleton until you have attempted it a few times. You may also want to avoid the style of authors that puzzle you, like the essays of David Foster Wallace, Žižek, and almost any French critic in the periods 1938-1971.

And, of course, you could lead me to some essayists who do this well in literary criticism; you can see my authors are very much collected around social criticism of one kind or another. I am always on the lookout for more. The key, though, is discovering how to rediscover new styles of writing and finding spaces to try them out. A class like this can be a limited but helpful place to give one of them a try, but one of the reasons I blog is to stretch my academic voice. In fact, academic-level and public intellectual blogging are great spaces to see life writing and inductive approaches in play.

Dear Esme, this must seem an intimidating response to the first 6 lines of your essay! I apologize, and hope you forgive the intrusion into your sphere of possibilities. And none of this is a rebuke: I think you have potential now to stretch your critical knowledge into new ways of knowledge dissemination (i.e., find new cool ways to write papers).

Now to the critical centre of your work….

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Top Ten Ways to Do Better on Exams

sharp-pencilI am at that point in the semester when I am getting my exams ready for students to write. I am always unsatisfied with exams–and many of the ways that we evaluate students. In first-year religious studies overview courses, though, exams and papers work on multiple levels. Especially, they keep students focussed on the material throughout the semester, they help shape study skills students will need throughout their school life, and (in my exams) they give me multiple ways to assess students, and a number ways to help address student life issues that emerge, like sickness, the death of a loved one, a bad break up, an undiagnosed learning disability, or critical writing problems.

What exams and papers don’t always do is give space to the benefits of cultural diversity, match the great breadth of things a student needs after university, or make up for the typically terrible education they have had for the last 5-15 years. When students get to higher levels, I adjust papers and exams to do other things, but I  haven’t found a better way to run a first-year intro course.

Still, exams and papers do something. As I was thinking about how to get my students ready, I found this old file from the first time I taught first year students. It was also the moment I discovered for the first time how radical a student’s growth path is between September of year 1 and December of year 2.

Generalized, the list isn’t bad if you are preparing for exam writing. Here are my top ten ways to do better on exams–besides becoming an expert on the material, which is the long-term goal. What tips would you add?

  1. Always answer the Multiple Choice Questions–a bad guess is better than no guess at all, unless the exam penalizes. Doing some research into how “process of elimination” words would help reduce chances from 1:4 or 1:5 down to 1:3 or even 1:2. There is almost always a choice or two that is certainly wrong. By being clever you can increase your 20% chance to as high as a 50% chance.
  2. Give the essays a try. A blank answer is 0%, but at least sharing an uneducated opinion may get you 25%–still an F, but it will contribute to your overall mark. And if you accidentally add some facts in there, you may even get a D-. When you are writing, and those accidental facts flow, you may form an idea about the questions, and pretty soon you have a B-, which is a pretty decent mark for someone clearly unprepared. And writing only 4 sentences on an “up to one page” essay shows that there is room to grow, so fill the page with your intelligence.
  3. Make it up if you don’t know. While I might catch you in the act of filling in blank space with inferior knowledge, it is amazing how often a well-written response will be appreciated by a professor going through a stack of papers (or a boss going through a stack of reports). While I might call out your BS, as long as you don’t risk too much, you can shape what you know about the world into a pretty good essay more often than not.
  4. Do your best essays first. Often students will do poorly on the multiple choice, but nail the essays. Exams don’t always test the breadth of a person’s abilities, so you should highlight where you are strong. By doing your best essays first, you may find that a good essay will “leak” over into the marking of the other essays. Some of that is psychological–it can never hurt to make a good impression on a professor. But some of that is a discovery that takes place in playing to your strengths and potential overlap between the essay areas.
  5. Use outlines/telescopic style or visuals in essays. I know, I know, we all know how much fun it is to grade 168 first year essays written in gigantic paragraphs with no spaces. But there comes a time when a visually crafted essay can simply communicate more to your audience (which is always your professor: me, the guy with the red pen!). Honestly, it is a relief to see an essay that is shaped well, and professors will find their eye wants to fall on the good points in a visually clever response.
  6. Show critical thinking. A well-thought out critique is encouraging for a prof to read, and shows the student is engaging with the material and growing as a student in university. So put your mind and heart into the essay. Most professors in general science and humanities are thrilled when students show competency–even if it isn’t as precise as we might like.
  7. Use the textbook or resource materials. The top 10% of essays in any class will be by students who have read and integrated the textbook and supplementary material. How do I know? It isn’t that students will quote–though some will have memorized snatches of text that can work as signposts of learning to a professor. But I really know that a student is engaged because they accidentally put things in their answers that the text said, but I did not. This shows student investment outside the classroom, which I like to reward.
  8. Create for yourself a “Cheat Sheet. Often professors will do this for you with the headings, graphs, charts, lists, handouts, and sample exam questions they leak out throughout the semester. Take the time to gather those items and the course’s key points and distil them into a single double-sided sheet that you carry around with yourself for a few days. It is amazing how much downtime you might have to browse the sheet and make it even better. This is sort of like the “flash card” move that works in language study, maths, and some sciences.
  9. Learn how to take notes. Man, students are bad at this! There are resources throughout the web to help people learn how to do this very key indicator of university success. You may even find your local college or university has seminars throughout the year on note-taking.  Knowing what to record and how to use that record later is key to university success.
  10. Take an interest in the material. Peek around the web. Visit a place referenced in the class–in my case a church or mosque or synagogue. Read some of the links your professor put online. Watch a Simpson’s episode on the topic–there is likely more than one, whether your topic is conservation, multiculturalism, heaven, economics, or schoolyard bullying. Whatever works to hook you into the material–it doesn’t matter. But engage with the material in ways that make it personal, and you will excel.

Good luck!

red yellow green apple

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