right understanding essay

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8 Rights: The Noble Eightfold Path — the Heart of the Buddha’s Teaching

The Noble Eightfold Path distinguishes itself from many teachings in its positive, affirmative nature. Many spiritual teachings consist of dont’s: don’t do this, don’t do that. The Noble Eightfold Path speaks in positive, warm terms. Implied within the concept of “right” might be its opposite — “wrongs” — but Buddha taught self-empowerment, not prohibitions. He taught the Eightfold Path in his first teaching at Deer Park.

Buddha taught the “cure” to the disease of suffering as eight positive, affirmative actitvities that can help us rise out of Samsara. Buddha did not establish “can’t” dos or laws,  but instead coached us on what we can (and should) do.

In other words, he did not teach “do not swear” or “do not lie.” — he suggested “right speech.” Buddha taught in much more affirmative terms. It might be easier, for example, to say “do not lie,” but Buddha taught us how to generate loving-kindness as the remedy for harsh speech. He didn’t prohibit — he coached positive change.

NOTE: The full text of The teaching at Deer Park teaching is at the end of this feature. It is short and makes a good “daily” read. In this teaching, he introduced the Four Noble Truths, the concept of the Middle Way, and the Eightfold Path.

The Disease of Suffering and the Medicine of the Noble Path

Most precious in Buddhism are the Three Jewels: Buddha, Dharma and Sangha. As practicing Buddhists — regardless of school or level of practice — we take refuge in the Three Jewels each day. The Buddha is often described with the metaphor of “the Doctor”, the Dharma as “the medicine” and the Sangha as the supporting caregivers. Underlying this concept of medicine is the Buddha’s original and core “prescription” (Dharma teaching) — the Noble Eightfold Path. This path is not as simple as we’re about to map out, but having a high level “essence” view of the entire path, in as concise a form as possible, can be very helpful to practice.

Before giving the “prescription”, Buddha first taught the Four Noble Truths, the Truth of Suffering, metaphorically, the “disease” we are treating.

“What, monks, is the truth of suffering? Birth is suffering, decay, sickness and death are suffering. To be separated from what you like is suffering. To want something and not get it is suffering. In short, the human personality, liable as it is to clinging and attachment brings suffering.” [1]

If this suffering is the disease, the prescription was the Eightfold Path. Although described alternately with the metaphor of “path” and “steps on the path” this teaching is not linear.

Not a Step-by-Step Teaching: Simultaneous Rights

“Right” might be the wrong word, an indelicate translation. It implies moral code and rules, which is not the true sense of the Eightfold Path. The word path might be slightly misleading too, because the “Eight Rights” are taken together as simultaneous and equally vital, meant to be transformative and complete. In other words, we don’t work on Right Speech first, then move on to Right Livelihood; they’re inextricably bound together. By taking them together, we bring the Dharma into our every-day lives.

Buddha’s Word: The Eightfold Path

“This is the noble eightfold way, namely, right understanding, right intention, right speech, right action, right livelihood, right attention, right concentration, and right meditation.” — Shakyamuni Buddha at Deerpark

The word “right” (sometimes translated as “correct”) doesn’t imply there are also eight “wrongs.” There are no “thou shalt nots” in Buddhist teachings as a rule. This is an English translation of a concept that goes beyond right and wrong. It recognizes that action, in daily living, is Dharma.

As with all Buddhist teachings, we are asked to consider, contemplate and live the teachings. We are not asked to take anything on faith — it’s about self-discovery of the truth of the Buddha’s teachings.

Just as a quick overview, here is a tight synopsis of the eight “rights” — necessarily incomplete, but containing the gist.

In summary:

• Right Understanding
• Right Intent
• Right Speech
• Right Action
• Right Livelihood
• Right Effort
• Right Mindfulness
• Right Concentration.

1. Right Understanding

Right Understanding is clear knowledge of the Four Noble Truths, encompassing the “Three Basic Facts of Existence”: Anicca (Impermanence), Anatta (Pali for “non self” or “insubstantiality”; in Sankrit Anatman) and Dukkha (suffering or unsatisfactoriness). These are big topics, and we look to the Dharma teachings and commentaries, our own teachers, our own insight meditations for guidance on “right understanding.” Without understanding the Four Noble Truths (the “diseases”) of what use is the “cure” (The Eightfold Path)?

2. Right Thoughts

With clear knowledge, clear thinking follows suit. This is known as initial application (of knowledge).

Thoughts mould a person’s nature and direct their course and direction of action. Unwholesome thoughts will debase and erode a person’s character over time, while wholesome thoughts will lift him/her higher and higher up.

• Renunciation (Nekkhamma) of worldly pleasures, and selflessness (altruism). This is opposed to insatiable desires and selfishness.
• Loving-kindness (Metta) or good will towards people, including yourself; which is opposed to hatred, ill-will, aversion, dislike, detest and spite.
• Harmlessness (Avihimsa) or compassion , as opposed to cruelty and callousness.

3. Right Speech

Verbal expression and communication need to match Right Thoughts. For instance, you are cursing and swearing, or being harsh and abusive, your thoughts will certainly match your speech, and vice versa.

The specifics are:

• Firstly, avoid speaking lies, slander, harsh words, and indulging in frivolous chatter (gossips, idle talk etc.)
• Secondly, as mentioned earlier, a harmless mind that generates loving-kindness cannot vent with harsh speech, which first debases the speaker, then hurts the listener(s). Last but not least, what is spoken should not only be true, but also sweet and gentle. If your comment is true, but hurtful and unnecessary/unconstructive; then just keep your noble silence.

4. Right Action

With good thoughts and wholesome speech, naturally, your actions have to be compatible. In particular, abstinence from killing, stealing and sexual misconduct (rape / molestation / deception / abuse). These three unwholesome deeds are caused by craving and anger, coupled to ignorance.

With the gradual elimination of these kammic causes (evil mental / verbal / physical actions) from your mind and body, blameworthy / bad tendencies will find no outlet nor route to express themselves.

5. Right Livelihood

If you feel good about your job, it’s probably right livelihood. Do you help people? As long as you harm no one — and that would include the environment, since that impacts all beings — then it’s right livelihood. Buddha wouldn’t put things in a negative context, but it should be obvious that any attempt at purifying thoughts, words and actions would be severely hindered by five kinds of trade / business / job that clearly are NOT right livelihood:

• Weapons (arms) production
• Human slavery
• Breeding of animals for slaughter / slaughtering animals per se
• Illegal drugs (narcotics), alcohol, cigarettes and the like: producing anything known to be bad for sentient beings
• Poisons: producing poisons, pollution and other harmful substances.

Hypocritical conduct is cited as wrong livelihood for monks.

6. Right Effort

To do anything in life requires determination, persistence and energy. The sustained, lifelong practice of the Noble Eightfold Path, to lead a pure and spiritual life, is the very definition of Right Effort. Right effort includes developing good habits, such as practicing right mindfulness, right meditation and other positive moral acts in your daily life — not just occasionally.

7. Right Mindfulness

The practice of Right Mindfulness, in particular, requires Right Effort. It is the constant watching / observation of your own body and actions, feelings, thoughts and mental objects (your imagination / images in your mind).

This self-observation is useful in two major ways:

• It complements Vipassana (Insight) Meditation. As a subset to insight, it helps you gain better understanding of yourself, the ever-changing (impermanent) nature of your own mind and body.
• It enables you to check any subconscious or careless mental / verbal / physical actions that are negative or bad.

Anapanasati, mindfulness of breath, helps cultivate the seven factors of awakening as defined the Anapanasati Sutta:

• sati (mindfulness)
• dhamma vicaya (analysis)
• viriya (persistence)
• piti (rapture)
• passadhi (serenity)
• samadhi (concentration)
• upekkha (equanimity)
• For more on this topic, see this teaching from Ven. Zasep Rinpoche>>

There are also subsets, such as the “mindfulness of feelings” which can help one overcome afflictive emotions such as anger. ( See this story on Mindfulness of Feelings, Mahamudra Teachings)

8. Right Meditation

Simply put, Right Meditation is deep concentration or total focus. The purpose is to train your mind to obey you and not the other way round.

When you start practicing meditation, you will be shocked that your mind controls you, and how unruly it is, like a three-year child. (Sometimes we call it “monkey mind” because it won’t settle.) All sorts of thoughts will go and on in your mind. Initially, it will be like wrestling with a bull, or trying to ride a wild horse without getting thrown off. But, with persistence, strength and determination, you will gradually find it easier and easier to focus your mind. The key is to become the “observer.” Don’t judge what you observe, simply observe such as it is. Stay in the present, mindfully observing.

Once you have succeeded in focusing your mind on a point, you can direct it / wield it, like a laser pointer. So, where do you point your laser-sharp and mirror-clear mind at? The answer is – the Five Aggregates that make up ‘you’. The Five Skandas (Aggregates or ‘heaps’) is a topic of its own, but in brief it is the realization that the Five Skandas entirely constitute sentient existence. The Skandas are: form (‘rupa’ or body), sensations (‘vedana’ or feelings), perceptions (‘samjna’), mental activity (‘sankhara’ or formations), and consciousness (‘vijnana’). These, interestingly, correspond to the Five Buddha Families (yet another feature story in its own right).

Right meditation includes many methods from different paths, all equally valid:

• Mindfulness meditation (Apannasati): sitting, lying, walking, skateboarding, just being mindful all day long. For previous stories on Mindfulness, please see these>>
• Samatha: single-pointed meditation (concentrating single focus on breath, for example), helping to give insight into the transitory nature of reality. For helpful guidance on samatha, see this previous story on Mahamudra, with Venerable Zasep Rinpoche guiding samatha>>
• Vipassana: seeing things as they really are, or discerning “formations” (conditioned phenomena based on the five aggregates)
• Panna (in Pali), Prajna (in Sanskrit): wisdom meditation: advanced meditations on reason, wisdom, insight, knowledge, recognition.
• Metta Meditation: meditating on loving kindness for all beings.
• Analytical meditation: where is this “I” — a specific form of Vipassana and also a subset of Panna meditation
• Visualization meditation: traditionally advanced Enlightened being or deity visualizations in Vajrayana: these guided meditations (in the sense that you typically recite the visualization) take the meditator through the full path, generation, completion, understanding shunyata through “rehearsal” style drama that ultimately bring insight and realizations. For one of our stories on Visualization meditation, see this interesting story where researchers found that Vajrayana visualized meditation is good for people with cognitive or memory issues>>
• Mantra meditation: focusing on symbolically sacred sounds (often combined with meditation): can be considered a combination of Samatha (with sound as the focus) and Visualization. Some Buddhist include an element of faith in the use of mantra (or prayer) which can empower the sound. There is even some evidence mantra can have some effect even if there is no faith ( See this story, “The Science of Mantras”>> ).

There are many more. All of these methods, taught by our precious teachers, are designed to bring us — we, ourselves — to our own realizations, our own ultimate Enlightenment for the benefit of all sentient beings.

Samatha, Panna, Vipassana

As we follow the eightfold path, we try to focus on Samatha, Panna, Vipassana. Here’s how it might look in simplified form (in a perfect practice):

At a future time, when your body and mind are pure in conduct (Morality), and your mind is entirely focused and concentrated (Samatha), and you come to realize the wisdom (Panna) of the Emptiness of the Five Aggregates, you might have a sudden flash of insight (Vipassana). Then, realizations — or even Enlightenment — becomes possible. Once you achieve all of these things, possibly ………..Nibbana! (Nirvana!)

Of course, the actual ‘doing’ is a lot harder than described……

Never-the-less, this is the goal and the journey. Initial knowledge (Wisdom) guide moral conduct (Morality). Purified mind and body through morality assist concentration (Samatha). Using concentration, the Five Aggregates can be analysed thoroughly (Wisdom). Finally, with the realization that the ‘self’ is actually a composition of factors streaming along and intrinsically ‘empty’ – then, the actual breakthrough to Enlightenment (Bodhi) is possible.

Buddha’s First Teaching at Deer Park

These two extremes, monks, are not to be practiced by one who has gone forth from the world. What are the two?

That joined with the passions and luxury— low, vulgar, common, ignoble, and useless, and that joined with self-torture— painful, ignoble, and useless.

Avoiding these two extremes the one who has thus come has gained the enlightenment of the middle path, which produces insight and knowledge, and leads to peace, wisdom, enlightenment, and nirvana.

And what, monks, is the middle path, by which the one who has thus come has gained enlightenment, which produces knowledge and insight, and leads to peace, wisdom, enlightenment, and nirvana?

This is the noble eightfold way, namely, right understanding, right intention, right speech, right action, right livelihood, right attention, right concentration, and right meditation.

This, monks, is the middle path, by which the one who has thus come has gained enlightenment, which produces insight and knowledge, and leads to peace, wisdom, enlightenment, and nirvana.

Now this, monks, is the noble truth of pain: birth is painful; old age is painful; sickness is painful; death is painful; sorrow, lamentation, dejection, and despair are painful. Contact with unpleasant things is painful; not getting what one wishes is painful. In short the five groups of grasping are painful.

Now this, monks, is the noble truth of the cause of pain: the craving, which leads to rebirth, combined with pleasure and lust, finding pleasure here and there, namely the craving for passion, the craving for existence, and the craving for non-existence.

Now this, monks, is the noble truth of the cessation of pain: the cessation without a remainder of craving, the abandonment, forsaking, release, and non-attachment.

Now this, monks, is the noble truth of the way that leads to the cessation of pain: this is the noble eightfold way, namely, correct understanding, correct intention, correct speech, correct action, correct livelihood, correct attention, correct concentration, and correct meditation.

“This is the noble truth of pain”: Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“This noble truth of pain must be comprehended.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“It has been comprehended.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“This is the noble truth of the cause of pain”: Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“The cause of pain must be abandoned.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“It has been abandoned.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“This is the noble truth of the cessation of pain”: Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“The cessation of pain must be realized.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“It has been realized.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“This is the noble truth of the way that leads to the cessation of pain”: Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“The way must be practiced.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

“It has been practiced.” Thus, monks, among doctrines unheard before, in me insight, wisdom, knowledge, and light arose.

As long as in these four noble truths my due knowledge and insight with the three sections and twelve divisions was not well purified, even so long, monks, in the world with its gods, Mara, Brahma, its beings with ascetics, priests, gods, and men, I had not attained the highest complete enlightenment. This I recognized.

And when, monks, in these four noble truths my due knowledge and insight with its three sections and twelve divisions was well purified, then monks, in the world with its gods, Mara, Brahma, its beings with ascetics, priests, gods, and men, I had attained the highest complete enlightenment. This I recognized.

Knowledge arose in me; insight arose that the release of my mind is unshakable: this is my last existence; now there is no rebirth.

[1] The Vision of the Buddha: The Path to Spiritual Enlightenment , by Tom Lowenstein.

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Author | buddha weekly.

Concentration, meditation, mental development. Developing one's mind is the path to wisdom which in turn leads to personal freedom. Mental development also strengthens and controls our mind; this helps us maintain good conduct.

I was a university administrator involved in international education. I also am a very successful local musician in Western New York. In that "other" world I am Gregg Sansone... As I have gotten older my path has led me to some wonderful places and to the awesome point I am at right now. The people in my life are gifts and I can truly say that I am grateful for all that is present in my life. I see so much with Buddhist practice that my open eyes, in turn, open my heart and soul...Too flowery? That's okay too...We all have our own path to walk.

I am just doing my part to live a peaceful life as a Buddhist Italian-American in Buffalo, New York of all places! Just doing my part to live a peaceful life as a Buddhist Italian American in Buffalo, NY of all places! I am a Buddhist who follows in the tradition of Buddhist nun Pema Chodron, Vietnamese Zen Master Thich Nhat Hanh and the Karma Kagyu lineage of Tibetan Buddhism, but I enjoy teachings from all Buddhist traditions. I have been to many countries witnessing Buddhism and mindful practices. I continue to learn and follow a life that incorporates the Five Precepts and Zazen. This site is a great place for me to share elements of life that I come across in books, film and certainly on the Internet. I state my opinion and try to be open to everything. We all have our own path and, in some way, I hope I can add to your life and you can add to mine. I act out of generosity, loving kindness and, hopefully, wisdom. Namaste!

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The Noble Eightfold Path

The Buddha’s practical instructions to reach the end of suffering

Within the fourth noble truth is found the guide to the end of suffering: the noble eightfold path. The eight parts of the path to liberation are grouped into three essential elements of Buddhist practice—moral conduct, mental discipline, and wisdom. The Buddha taught the eightfold path in virtually all his discourses, and his directions are as clear and practical to his followers today as they were when he first gave them.

• Right understanding ( Samma ditthi)
• Right thought ( Samma sankappa )
• Right speech ( Samma vaca )
• Right action ( Samma kammanta )
• Right livelihood ( Samma ajiva )
• Right effort ( Samma vayama )
• Right mindfulness ( Samma sati )
• Right concentration ( Samma samadhi )

Practically the whole teaching of the Buddha, to which he devoted himself during 45 years, deals in some way or other with this path. He explained it in different ways and in different words to different people, according to the stage of their development and their capacity to understand and follow him. But the essence of those many thousand discourses scattered in the Buddhist scriptures is found in the noble eightfold path.

It should not be thought that the eight categories or divisions of the path should be followed and practiced one after the other in the numerical order as given in the usual list above. But they are to be developed more or less simultaneously, as far as possible according to the capacity of each individual. They are all linked together and each helps the cultivation of the others.

These eight factors aim at promoting and perfecting the three essentials of Buddhist training and discipline: namely: (a) ethical conduct (s ila ), (b) mental discipline (s amadhi ) and (c) wisdom ( panna ). It will therefore be more helpful for a coherent and better understanding of the eight divisions of the path if we group them and explain them according to these three heads.

Ethical Conduct

Ethical conduct (sila) is built on the vast conception of universal love and compassion for all living beings, on which the Buddha’s teaching is based. It is regrettable that many scholars forget this great ideal of the Buddha’s teaching, and indulge in only dry philosophical and metaphysical divagations when they talk and write about Buddhism. The Buddha gave his teaching “for the good of the many, for the happiness of the many, out of compassion for the world.”

Related: The Buddha’s guidelines for simplifying life

According to Buddhism, for a man to be perfect there are two qualities that he should develop equally: compassion ( karuna ) on one side, and wisdom (panna) on the other. Here compassion represents love, charity, kindness, tolerance, and such noble qualities on the emotional side, or qualities of the heart, while wisdom would stand for the intellectual side or the qualities of the mind. If one develops only the emotional, neglecting the intellectual, one may become a good-hearted fool; while to develop only the intellectual side [and] neglecting the emotional may turn one into a hard-hearted intellect without feeling for others. Therefore, to be perfect one has to develop both equally. That is the aim of the Buddhist way of life: in it wisdom and compassion are inseparably linked together, as we shall see later.

Now, in ethical conduct (sila), based on love and compassion, are included three factors of the noble eightfold path: namely, right speech, right action, and right livelihood.

Right Speech

Right speech means abstention (1) from telling lies, (2) from backbiting and slander and talk that may bring about hatred, enmity, disunity, and disharmony among individuals or groups of people, (3) from harsh, rude, impolite, malicious, and abusive language, and (4) from idle, useless, and foolish babble and gossip. When one abstains from these forms of wrong and harmful speech one naturally has to speak the truth, has to use words that are friendly and benevolent, pleasant and gentle, meaningful, and useful. One should not speak carelessly: speech should be at the right time and place. If one cannot say something useful, one should keep “noble silence.”

Right Action

Right action aims at promoting moral, honorable, and peaceful conduct. It admonishes us that we should abstain from destroying life, from stealing, from dishonest dealings, from illegitimate sexual intercourse, and that we should also help others to lead a peaceful and honorable life in the right way.

Right Livelihood

Right livelihood means that one should abstain from making one’s living through a profession that brings harm to others, such as trading in arms and lethal weapons, intoxicating drinks or poisons, killing animals, cheating, etc., and should live by a profession which is honorable, blameless, and innocent of harm to others. One can clearly see here that Buddhism is strongly opposed to any kind of war, when it lays down that trade in arms and lethal weapons is an evil and unjust means of livelihood.

These three factors (right speech, right action, and right livelihood) of the eightfold path constitute ethical conduct. It should be realized that the Buddhist ethical and moral conduct aims at promoting a happy and harmonious life both for the individual and for society. This moral conduct is considered as the indispensable foundation for all higher spiritual attainments. No spiritual development is possible without this moral basis.

Mental Discipline

Next comes mental discipline, in which are included three other factors of the eightfold path: namely, right effort, right mindfulness, and right concentration. (Nos. 6, 7 and 8 in the list).

Right Effort

Right effort is the energetic will (1) to prevent evil and unwholesome states of mind from arising, and (2) to get rid of such evil and unwholesome states that have already arisen within a man, and also (3) to produce, to cause to arise, good, and wholesome states of mind not yet arisen, and (4) to develop and bring to perfection the good and wholesome states of mind already present in a man.

Right Mindfulness

Right mindfulness is to be diligently aware, mindful, and attentive with regard to (1) the activities of the body ( kaya ), (2) sensations or feelings ( vedana ), (3) the activities of the mind ( citta ) and (4) ideas, thoughts, conceptions, and things ( dhamma ).

The practice of concentration on breathing ( anapanasati ) is one of the well-known exercises, connected with the body, for mental development. There are several other ways of developing attentiveness in relation to the body as modes of meditation.

With regard to sensations and feelings, one should be clearly aware of all forms of feelings and sensations, pleasant, unpleasant and neutral, of how they appear and disappear within oneself. Concerning the activities of mind, one should be aware whether one’s mind is lustful or not, given to hatred or not, deluded or not, distracted or concentrated, etc. In this way one should be aware of all movements of mind, how they arise and disappear.

As regards ideas, thoughts, conceptions and things, one should know their nature, how they appear and disappear, how they are developed, how they are suppressed, destroyed, and so on.

These four forms of mental culture or meditation are treated in detail in the Satipatthana Sutta (Setting-up of Mindfulness).

Right Concentration

The third and last factor of mental discipline is right concentration, leading to the four stages of Dhyana , generally called trance or recueillement . In the first stage of Dhyana, passionate desires and certain unwholesome thoughts like sensuous lust, ill-will, languor, worry, restlessness, and skeptical doubt are discarded, and feelings of joy and happiness are maintained, along with certain mental activities. Then, in the second stage, all intellectual activities are suppressed, tranquillity, and “one-pointedness” of mind developed, and the feelings of joy and happiness are still retained. In the third stage, the feeling of joy, which is an active sensation, also disappears, while the disposition of happiness still remains in addition to mindful equanimity. Finally, in the fourth stage of Dhyana, all sensations, even of happiness and unhappiness, of joy and sorrow, disappear, only pure equanimity and awareness remaining.

Thus the mind is trained and disciplined and developed through right effort, right mindfulness, and right concentration.

The remaining two factors, namely right thought and right understanding, constitute wisdom in the noble eightfold path.

Right Thought

Right thought denotes the thoughts of selfless renunciation or detachment, thoughts of love and thoughts of non-violence, which are extended to all beings. It is very interesting and important to note here that thoughts of selfless detachment, love and non-violence are grouped on the side of wisdom. This clearly shows that true wisdom is endowed with these noble qualities, and that all thoughts of selfish desire, ill-will, hatred, and violence are the result of a lack of wisdom in all spheres of life whether individual, social, or political.

Right Understanding

Right understanding is the understanding of things as they are, and it is the four noble truths that explain things as they really are. Right understanding therefore is ultimately reduced to the understanding of the four noble truths. This understanding is the highest wisdom which sees the Ultimate Reality. According to Buddhism there are two sorts of understanding. What we generally call “understanding” is knowledge, an accumulated memory, an intellectual grasping of a subject according to certain given data. This is called “knowing accordingly” ( anubodha ). It is not very deep. Real deep understanding or “penetration” ( pativedha ) is seeing a thing in its true nature, without name and label. This penetration is possible only when the mind is free from all impurities and is fully developed through meditation.

Related: What are The Four Noble Truths?

From this brief account of the noble eightfold path, one may see that it is a way of life to be followed, practiced and developed by each individual. It is self-discipline in body, word, and mind, self-development, and self-purification. It has nothing to do with belief, prayer, worship, or ceremony. In that sense, it has nothing which may popularly be called “religious.” It is a Path leading to the realization of Ultimate Reality, to complete freedom, happiness, and peace through moral, spiritual, and intellectual perfection.

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When I read “What the Buddha Taught,” I internally translate “a man” to “a person,” no problem. It’s an old book by a (late) person who couldn’t get past that language. Gratitude to him for writing the book, and no withholding gratitude because of the outdated language. But seeing it here in what we wish would be a kinder, gentler transmission of the Dharma, it is jarring to feel what seems like a shove off the page of relevance. To the person who says that in English, “man” means “person,” haha, sure, that’s what they were still teaching us in the 60s, but it didn’t translate into reality then, and it doesn’t now. I love the discussion in these comments of “right” versus “appropriate” versus “realistic.” Who hasn’t tried to chew through the gristle of that question!

Thank you Jewel Wheeler. I came to this comments page to object to the sexist language used in this piece without comment from the editors. I was heartened to see Jewel Wheeler’s wake-up call already here. Consider this: if there had once been a word that meant “white people”, and that word was also sometimes used to refer to humans as a whole, would we tolerate publishing a piece quoting a scholar who used “white-people” throughout without the addition of an editor’s note saying that the generic use of this word is unacceptable in modern non-racist lexicon, but we are preserving the original here …? The use of the word “man” to mean women and men was always sexist and is unacceptable in modern non-sexist publications today.

This article is from What the Buddha Taught by Rahula. Great book.

Bob Thurman says, from his own research and translation of original texts, that the actual word used in the texts by Buddha is “realistic”, not “right”.

(Find the lecture by Bob on YouTube).

This is a correction of profound significance.

For example, it is impossible to transcend duality when trying to be “right”.

We’re translating the Pali word ‘samma’, derived from the Sanskrit word ‘samyak’? The modern Thai word of the same root translates as ‘appropriate’, sounds about right–er, appropriate. I doubt that the concept of ‘realistic’, as we use it, even existed 2500 years ago: http://sanskritdictionary.com/?iencoding=iast&q=samyak&lang=sans&action=Search

Thanks Hardie, I notice one translation given via that link is: “in the same way”. This seems to me far closer to “realistic” than “right”. “Right”, in English is, in this sense, “in its own way”. Anyone can have their own definition of “right”, which is usually unrecognisable to others. However, show even the most die-hard fundamentalist something realistic, and they will recognise it as effective. Even 2500 years ago they didn’t try to light a fire with a cup of water.

The key thing is that to a Western mind, “right” communicates an entirely wrong sense of the idea! 😉 “Realistic” communicates a much better sense. I fully accept “appropriate” is way better than “right”. “Appropriate”, to me, is OK, but a bit passive, a bit polite.

Bob says “right” was adopted because translators in the 1950s-60s were looking for dogma, so imposed a dogmatic translation. It hasn’t been corrected since then because dogma serves hierarchy. Hierarchy makes money and power, Someone call tell you what is “right”, but they can’t dictate what is realistic. We each of us know what is realistic, and it can’t be faked.

“Practically the whole teaching of the Buddha, to which he devoted himself during 45 years, deals in some way or other with this Path.”

This a rare article in this forum that speaks directly to the teachings of an awakened human being. Siddhartha Gotama, upon his becoming Buddha – becoming awakened – then spent the last forty-five years of his life teaching anyone interested in doing the same the direct path.

It is the guidance and framework of the Eightfold Path that provides the direction to abandon ignorance of Four Noble Truths and develop the wisdom, virtue, and concentration necessary to awaken.

The alterations, adaptations, and embellishments that have resulted in the diminishing in importance, or outright dismissal, of the Eightfold Path has resulted in a modern thicket of views (1) and modern “Buddhist” doctrines that confuse and contradict an awakened human being’s authentic and direct teachings.

There are many today that cling to the foolish notion that the Buddha taught a Dhamma that should be adapted to fit whatever view an individual or cult-ure hoped to continue, and many subtle and powerful strategies have emerged to do just this.

The Buddha awakened to Dependent Origination (2) which shows that from ignorance of Four Noble Truths, through twelve observable dependencies, all manner of confusion, deluded thinking, and ongoing disappointment follow.

The Eightfold Path is an awakened human being’s strategy to recognize and abandon ignorance and recognize and abandon any doctrine that would ignore ignorance of Four Truths and continue becoming confused and deluded and continue suffering.

John Haspel Becoming-Buddha.com

(1) Modern Buddhism – A Thicket Of Views: https://becoming-buddha.com/modern-buddhism-a-thicket-of-views/ (2) Dependent Origination: https://becoming-buddha.com/dependent-origination-the-paticca-samuppada-vibhanga-sutta/

What’s up with the gratuitous gendering in this piece? There’s no proof anywhere that the teachings were given exclusively to men. Sure, the men that took power after the Buddha’s death and turned the teachings into a religion were heavily invested in male dominance. But it’s long past time to abandon that bit of ignorance. A little bit of editing would not have gone amiss.

i hope you’re aware that in English “a man” also means “a human being” in general sense if you disagree with the very fact of loading this lexical unit with such a meaning, the claim must be addressed to whomever has the authority over the English language, if any

At the same time both Pali and Sanskrit and thus most likely the Indic dialect the Buddha spoke have very prominent grammatical separation of genders, so it’s very unlikely that the Buddha used some kind of gender neutral language, although i’m sure he didn’t exclude women even when he addressed men who obviously (to me) constituted the lion share of his audience.

@jewelwheeler:disqus i hope you’re aware that in English “a man” also means “a human being” in general sense

if you disagree with the very fact of loading this lexical unit with such a meaning, the claim must be addressed to whomever has the authority over the English language, if any

and refusal to understand it in this sense betrays some kind of axe to grind

Why is the fruition of Eight Noble-fold Path not spoken about? The fruition is Right (wholesome or supreme) Knowledge and Right Liberation (Nirvana) which follows after Right concentration (samadhi).

probably because material on this topic in the Canon is very few and far between

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A Simple Guide to Life

by Robert Bogoda | 1994 | 13,161 words

The Wheel Publication No. 397/398 ISBN 955-24-0125-9 Copyright © 1994 Buddhist Publication Society Buddhist Publication Society P.O. Box 61 54, Sangharaja Mawatha Kandy, Sri Lanka For free distribution only You may print copies of this work for your personal use. You may re-format and redistribute this work for use on computers and computer netw...

Chapter 2 - Benefits Of Right Understanding

1. Right understanding is the foundation for developing a proper sense of values, so sorely lacking in our age. Without right understanding our vision is dimmed and the way is lost; all our efforts will be misguided and misdirected, all our plans for individual and social development must flounder and fail. Such plans will have to be based on the Eightfold Path with its emphasis on self effort, self control, and respect for the individual.

When wrong views prevail we will operate with a perverted sense of values: we will fling ourselves into the blind pursuit of wealth, power, and possessions; we will be obsessed by the urge to conquer and dominate; we will pine for ruthless revenge; we will dumbly conform to social conventions and norms. Right views will point us towards an enlightened sense of values: towards detachment and kindness; towards generosity of spirit and selfless service to others; towards the pursuit of wisdom and understanding. The confusion and moral lunacy now prevalent in the world can be eased, if not eliminated, if the path of the Buddha is followed. Right livelihood and right action, for instance, can help us avoid the conflicts that result from a wrong way of life and wrong action, thereby enabling a society to live in peace and harmony.

Although in the affluent countries of the West people now enjoy high standards of goods and services, the inward quality of their lives does not bear evidence of a corresponding level of improvement. The reason for the poverty of their interior life is the neglect of spiritual values. When materialism erodes the higher spiritual dimension of life, a plunge into moral nihilism is bound to follow. We see this in the alarming statistics characteristic of materialist society: in the increased rate of suicide, in the explosion of crime, in the proliferation of sexual offenses, alcoholism, and drug abuse. This shows that a one sided stress on material development in a pleasure seeking society is ultimately self destructive, like a piece of iron that is devoured by the rust arising from within itself. Even knowledge and discipline on their own are not adequate, for without moral ideals they may turn a society into nothing more than a mass scale workshop or military camp. It is only the cultivation of a proper sense of values that can make society cultured and civilized in the true meaning of those terms.

2. Having right understanding will enable us to recognize that worldly values are man made and relative. These false worldly values lead people astray and make them suffer in vain. A Buddha teaches authentic values, real values, values that are grounded in timeless truth. A Buddha first realizes for himself the true nature of life, then he reveals to blind worldlings the Dhamma, the eternal law of righteousness and truth. This Dhamma includes the Four Noble Truths and the principles of kamma and rebirth. Any values that deviate from these principles, no matter how widely they may be accepted as the common norm, are worthless and deceptive. While those whose minds are shrouded in wrong views will be deceived by them, one with right view will realize their hollowness at once.

3. Seeing that life involves incessant change and that it is subject to many forms of suffering, one with right understanding learns to live simply and to regulate desire. A wise and virtuous person is moderate in his desires and follows the middle way in all matters. Understanding the close connection between craving and suffering, he will realize the importance of holding desire in check by simple living. One with right understanding is aware that real happiness is an inward state -- a quality of the mind -- and should therefore be sought inwardly. Happiness is independent of external things, though of course a certain degree of material security is necessary as a basis for inner development.

We require only four basic kinds of physical sustenance: wholesome food, clothing, shelter, and medicine. Complementary to these, we have four mental needs: right knowledge, virtue, guarding the doors of the senses, and meditation. These are the two sets of basic requisites for leading a lofty life. Living simply, without superfluous possessions and entanglements, leads to contentment and peace of mind, releasing time and energy to pursue higher virtues and values. It is pride and vanity that keep us tied to false goals, and the smaller the mind, the greater is the pride.

4. Buddhism upholds the objectivity of moral values, for its ethics is based on the law of cause and effect in the moral sphere, and this law, like the physical law of gravity, is an unvarying truth valid for all time. Good deeds and bad deeds will produce their respective pleasant and painful fruits regardless of the views and wishes of the people who engage in them. Recognizing the objectivity of the moral law and the undeviating connection between deeds and their results, a person with right view will abstain from wrong actions and adhere to the standards of wholesome conduct embodied in the Five Precepts of virtuous conduct (discussed below).

5. As instability is inherent in life, the most unexpected things can happen. Therefore the wise Buddhist recognizes the need to control his feelings. When calamity comes, we must face it calmly, without lamenting or falling into despair. The ability to remain equanimous amidst the fluctuations of fortune is a benefit of right understanding. We should understand that everything that happens to us happens because of causes and conditions for which we are ultimately responsible. Similarly, as we obtain some degree of emotional control, we will be able to discard irrational fears and worries. The seeming injustices of life, grievances, emotional maladjustments, etc., are all explained fully and rationally by the law of kamma and rebirth. By understanding this law, we will see that, in the final analysis, we are the architects of our own destiny.

6. A further fruit of right understanding is the ability to look at people, things, and events objectively, stripped bare of likes and dislikes, of bias and prejudice. This capacity for objectivity, a sign of true mental maturity, will issue in clearer thinking, saner living, a marked reduction of susceptibility to the pernicious influence of the mass media, and an improvement in inter personal relationships.

7. One with right understanding will be able to think for himself. He is able to make up his own mind, to form his own opinions, to face lifes difficulties armed with the principles of reality taught by the Buddha. The true Buddhist will not be a moral and intellectual coward, but will be prepared to stand alone regardless of what others say or think. Of course, he will seek advice when necessary, but he will make his own decisions and have the courage of his convictions.

8. Right understanding will give us a purpose for living. A lay Buddhist must learn to live purposefully, with a worthy aim -- both an immediate aim and an ultimate aim, the one fitting harmoniously into the other. To be truly happy we require a simple but sound philosophy of life. Philosophy is the keen desire to understand the nature of man and our destiny in the universe. It gives life a sense of direction and meaning. Without one, we either dream our way through life or muddle through life. A clear cut philosophy makes life meaningful and fruitful, enabling us to live in harmony with our fellows and with the natural environment.

Article published on 22 August, 2009

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The writer of the academic essay aims to persuade readers of an idea based on evidence. The beginning of the essay is a crucial first step in this process. In order to engage readers and establish your authority, the beginning of your essay has to accomplish certain business. Your beginning should introduce the essay, focus it, and orient readers.

Introduce the Essay.  The beginning lets your readers know what the essay is about, the  topic . The essay's topic does not exist in a vacuum, however; part of letting readers know what your essay is about means establishing the essay's  context , the frame within which you will approach your topic. For instance, in an essay about the First Amendment guarantee of freedom of speech, the context may be a particular legal theory about the speech right; it may be historical information concerning the writing of the amendment; it may be a contemporary dispute over flag burning; or it may be a question raised by the text itself. The point here is that, in establishing the essay's context, you are also limiting your topic. That is, you are framing an approach to your topic that necessarily eliminates other approaches. Thus, when you determine your context, you simultaneously narrow your topic and take a big step toward focusing your essay. Here's an example.

The paragraph goes on. But as you can see, Chopin's novel (the topic) is introduced in the context of the critical and moral controversy its publication engendered.

Focus the Essay.  Beyond introducing your topic, your beginning must also let readers know what the central issue is. What question or problem will you be thinking about? You can pose a question that will lead to your idea (in which case, your idea will be the answer to your question), or you can make a thesis statement. Or you can do both: you can ask a question and immediately suggest the answer that your essay will argue. Here's an example from an essay about Memorial Hall.

The fullness of your idea will not emerge until your conclusion, but your beginning must clearly indicate the direction your idea will take, must set your essay on that road. And whether you focus your essay by posing a question, stating a thesis, or combining these approaches, by the end of your beginning, readers should know what you're writing about, and  why —and why they might want to read on.

Orient Readers.  Orienting readers, locating them in your discussion, means providing information and explanations wherever necessary for your readers' understanding. Orienting is important throughout your essay, but it is crucial in the beginning. Readers who don't have the information they need to follow your discussion will get lost and quit reading. (Your teachers, of course, will trudge on.) Supplying the necessary information to orient your readers may be as simple as answering the journalist's questions of who, what, where, when, how, and why. It may mean providing a brief overview of events or a summary of the text you'll be analyzing. If the source text is brief, such as the First Amendment, you might just quote it. If the text is well known, your summary, for most audiences, won't need to be more than an identifying phrase or two:

Often, however, you will want to summarize your source more fully so that readers can follow your analysis of it.

Questions of Length and Order.  How long should the beginning be? The length should be proportionate to the length and complexity of the whole essay. For instance, if you're writing a five-page essay analyzing a single text, your beginning should be brief, no more than one or two paragraphs. On the other hand, it may take a couple of pages to set up a ten-page essay.

Does the business of the beginning have to be addressed in a particular order? No, but the order should be logical. Usually, for instance, the question or statement that focuses the essay comes at the end of the beginning, where it serves as the jumping-off point for the middle, or main body, of the essay. Topic and context are often intertwined, but the context may be established before the particular topic is introduced. In other words, the order in which you accomplish the business of the beginning is flexible and should be determined by your purpose.

Opening Strategies.  There is still the further question of how to start. What makes a good opening? You can start with specific facts and information, a keynote quotation, a question, an anecdote, or an image. But whatever sort of opening you choose, it should be directly related to your focus. A snappy quotation that doesn't help establish the context for your essay or that later plays no part in your thinking will only mislead readers and blur your focus. Be as direct and specific as you can be. This means you should avoid two types of openings:

• The history-of-the-world (or long-distance) opening, which aims to establish a context for the essay by getting a long running start: "Ever since the dawn of civilized life, societies have struggled to reconcile the need for change with the need for order." What are we talking about here, political revolution or a new brand of soft drink? Get to it.
• The funnel opening (a variation on the same theme), which starts with something broad and general and "funnels" its way down to a specific topic. If your essay is an argument about state-mandated prayer in public schools, don't start by generalizing about religion; start with the specific topic at hand.

Remember.  After working your way through the whole draft, testing your thinking against the evidence, perhaps changing direction or modifying the idea you started with, go back to your beginning and make sure it still provides a clear focus for the essay. Then clarify and sharpen your focus as needed. Clear, direct beginnings rarely present themselves ready-made; they must be written, and rewritten, into the sort of sharp-eyed clarity that engages readers and establishes your authority.

Copyright 1999, Patricia Kain, for the Writing Center at Harvard University

Essay Papers Writing Online

A comprehensive guide to essay writing.

Essay writing is a crucial skill that students need to master in order to succeed academically. Whether you’re a high school student working on a history paper or a college student tackling a critical analysis essay, having a solid understanding of the essay writing process is essential.

In this comprehensive guide, we’ll explore the essential tips and tricks that will help you improve your essay writing skills. From generating ideas and organizing your thoughts to crafting a strong thesis statement and polishing your final draft, we’ve got you covered.

Not only that, but we’ll also provide you with useful templates that you can use as a framework for your essays. These templates will help you structure your writing, stay focused on your main argument, and ensure that your essay flows smoothly from one point to the next.

The Ultimate Essay Writing Guides

Essay writing can be a challenging task for many students, but with the right guidance and tips, you can improve your writing skills and produce high-quality essays. In this ultimate guide, we will provide you with valuable advice, tricks, and templates to help you excel in your essay writing endeavors.

1. Understand the Prompt: Before you start writing your essay, make sure you fully understand the prompt or question. Analyze the requirements and key points that need to be addressed in your essay.

2. Create an Outline: Organize your ideas and thoughts by creating a detailed outline for your essay. This will help you structure your arguments and ensure a logical flow of information.

3. Research Thoroughly: Conduct extensive research on your topic to gather relevant information and evidence to support your arguments. Use credible sources and cite them properly in your essay.

4. Write Clearly and Concisely: Avoid using jargon or complex language in your essay. Write in a clear and concise manner to convey your ideas effectively to the reader.

5. Proofread and Edit: Before submitting your essay, make sure to proofread and edit it carefully. Check for grammatical errors, spelling mistakes, and ensure that your essay flows cohesively.

By following these ultimate essay writing guides, you can enhance your writing skills and produce outstanding essays that will impress your instructors and peers. Practice regularly and seek feedback to continuously improve your writing abilities.

Tips for Crafting an A+ Essay

1. Understand the Assignment: Before you start writing, make sure you fully understand the assignment guidelines and requirements. If you have any doubts, clarify them with your instructor.

2. Conduct Thorough Research: Gather relevant sources and information to support your arguments. Make sure to cite your sources properly and use credible sources.

3. Create a Strong Thesis Statement: Your thesis statement should clearly outline the main point of your essay and guide your readers on what to expect.

4. Organize Your Ideas: Create an outline to organize your thoughts and ensure a logical flow of ideas in your essay.

5. Write Clearly and Concisely: Use clear, concise language and avoid unnecessary jargon or complex sentences. Be direct and to the point.

6. Revise and Edit: Always proofread your essay for grammar and spelling errors. Revise your work to ensure coherence and clarity.

7. Seek Feedback: Ask a peer or instructor to review your essay and provide constructive feedback for improvement.

8. Use Proper Formatting: Follow the formatting guidelines provided by your instructor, such as font size, margins, and citation style.

9. Stay Focused: Keep your essay focused on the main topic and avoid going off on tangents. Stick to your thesis statement.

10. Practice, Practice, Practice: The more you practice writing essays, the better you will get at it. Keep practicing and refining your writing skills.

Tricks to Improve Your Writing Skills

Improving your writing skills can be a challenging but rewarding process. Here are some tricks to help you become a better writer:

1. Read widely: Reading a variety of genres and styles can help you develop your own voice and writing style.

2. Practice regularly: The more you write, the better you will become. Set aside time each day to practice writing.

3. Get feedback: Share your writing with others and ask for constructive criticism. Feedback can help you identify areas for improvement.

4. Study grammar and punctuation: Good writing requires a solid understanding of grammar and punctuation rules. Take the time to study and practice these essential skills.

5. Edit and revise: Writing is a process, and editing is an important part of that process. Take the time to edit and revise your work to improve clarity and coherence.

6. Experiment with different writing techniques: Try experimenting with different writing techniques, such as using metaphors, similes, or descriptive language, to enhance your writing.

7. Stay inspired: Find inspiration in the world around you. Whether it’s nature, art, or literature, draw inspiration from your surroundings to fuel your writing.

By following these tricks and practicing regularly, you can improve your writing skills and become a more confident and effective writer.

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When it comes to writing an essay, having a clear and structured template can be incredibly helpful. Here are some step-by-step essay writing templates that you can use to guide you through the process:

• Introduction: Start your essay with a hook to grab the reader’s attention. Provide some background information on the topic and end with a thesis statement that outlines the main argument of your essay.
• Body Paragraphs: Each body paragraph should focus on a single point that supports your thesis. Start with a topic sentence that introduces the main idea of the paragraph, provide evidence to support your point, and then analyze the evidence to show how it relates back to your thesis.
• Conclusion: Summarize the main points of your essay and restate your thesis in a new way. Avoid introducing new information in the conclusion and instead focus on tying together all the points you have made throughout the essay.

Expert Advice for Writing Top-Notch Essays

When it comes to writing a top-notch essay, it’s essential to follow expert advice to ensure your work stands out. Here are some key tips to help you elevate your writing:

1. Start with a strong thesis statement that clearly outlines your main argument.

2. Conduct thorough research to support your points with credible sources.

3. Organize your thoughts logically and ensure your essay flows smoothly from one point to the next.

4. Use a variety of sentence structures and vocabulary to keep your writing engaging.

5. Proofread and edit your essay carefully to eliminate errors and refine your arguments.

By following these expert tips, you can take your essay writing skills to the next level and produce work that is both informative and compelling.

Resources to Enhance Your Essay Writing Process

When it comes to improving your essay writing skills, there are a variety of resources available to help you enhance your process. Here are some valuable resources that can aid you in becoming a more effective and efficient writer:

• Writing Guides: There are countless writing guides and books that offer tips, tricks, and strategies for improving your writing skills. Whether you’re looking to enhance your grammar, structure, or argumentation, these guides can provide valuable insights.
• Online Writing Communities: Joining online writing communities can be a great way to connect with other writers, receive feedback on your work, and engage in writing challenges and prompts. Websites like Writing.com and Wattpad are popular platforms for writers to share their work and receive critiques.
• Writing Workshops and Courses: Participating in writing workshops and courses can help you hone your craft and develop your writing skills. Whether you prefer in-person workshops or online courses, there are many options available to suit your needs and schedule.
• Writing Apps and Tools: Utilizing writing apps and tools can streamline your writing process and help you stay organized. Tools like Grammarly can assist with grammar and spelling checks, while apps like Scrivener can help you organize your research and ideas.
• Libraries and Writing Centers: Visiting your local library or university writing center can provide access to valuable resources, such as writing guides, research materials, and writing tutors who can offer personalized feedback and support.

By taking advantage of these resources, you can enhance your essay writing process and become a more skilled and confident writer.

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What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing to Demonstrate Understanding (Compiled for printing)

Writing to demonstrate understanding.

With a little time and effort, each one of us could memorize a Shakespearean sonnet. Not so when it comes to writing one.  With a lot more time and effort, we could memorize the periodic table of elements. However, cutting-edge research in chemistry is an altogether different matter. On one highly regarded and widely used classification of knowledge, “Bloom’s Revised Taxonomy,” there are six levels of learning, ranging from remembering to creating. As described in “Action Words for Bloom’s Taxonomy” (© 2014 Board of Regents of the University of Wisconsin System), they are:

Remembering, Level 1, Recalling previously learned information

Understanding, Level 2, Explaining ideas or concepts

Applying, Level 3, Applying knowledge to actual situations

Analyzing, Level 4, Breaking information into parts to explore understandings and relationships

Evaluating, Level 5, Justifying a decision or course of action

Creating, Level 6, Generating new ideas, products, or ways of viewing things

The Use and Misuse of Quotations

Simply quoting a passage does not demonstrate our understanding of it or the larger work it comes from. In terms of Bloom’s taxonomy, it is a level one activity, the lowest level of learning. That does not mean that we should never quote. It does mean that when we quote we should do so sparingly and for a good reason, for example, to explain our interpretation of a text, a level two activity or to provide support for our assessment, a level five activity. (For the proper use of single and double quotation marks and block quotations, The University of Wisconsin Colleges provides a nice summary: http://uwc.edu/students/academic-support/owl/quotation-marks )

Definitions and Illustrations

Every academic subject has specialized vocabulary and sometimes we will need to offer definitions of these terms.  Trying to paraphrase very brief definitions can result in awkward prose and loss of meaning. In such instances, quoting the definition is our best option. However, if we merely quote we have not shown that we understand the definition. To move beyond Bloom’s level one, we can provide some original examples of the concept defined: a level three activity.

Summary and Restatement/Descriptive Versus Analytic Writing

Merely summarizing or restating material from assigned readings and/or sources does not take us beyond the second level of understanding in Bloom’s taxonomy.  As such, it does not show that we have a deep understanding of the material we are drawing from.  That does not mean that we should never summarize or restate content from the assigned text and/or our resources. What it does mean is that most of our writing should go beyond summary and restatement. As a rule of thumb, if more than a third of our paper consists of merely summarizing or restating what we have read, we have devoted too much space providing background information.

Some call summarizing and restating  descriptive writing and contrast with critical or analytic writing . The University of Leicester’s “What is critical writing” gets at the heart of the distinction between descriptive writing (summary and restatement) and critical writing in the composition of a research paper.

With descriptive writing you are not developing argument; you are merely setting the background within which an argument can be developed.  You are representing the situation as it stands, without presenting any analysis or discussion. . .

With critical writing you are participating in the academic debate. This is more challenging and risky. You need to weigh up the evidence and arguments of others, and to contribute your own. You will need to:

• consider the quality of the evidence you have read;
• identify key positive and negative aspects you can comment upon;
• assess their relevance and usefulness to the debate that you are engaging in your assignment; and
• identify how best they can be woven into the argument that you are developing.

https://www2.le.ac.uk/offices/ld/resources/study-guides-pdfs/writing-skills-pdfs/critical-writing-v1%200.pdf

For a more detailed comparison of the contrast between descriptive and critical writing, the two-column contrast given at http://www.learnhigher.ac.uk/learning-at-university/critical-thinking-and-reflection/whats-the-difference-between-description-and-critical-analysis/   is superb.

Acknowledging Sources

Some valuables are tangible: a Martin guitar, a ruby ring, an old engraving.  In the scholarly world, valuables are intangible; they come in the form of ideas: data from research, original insights, especially clear explanations and illustrations of difficult concepts and theories, and the like. On the one hand, no scholar wishes to have their ideas ignored. On the other hand, no academic wishes to have someone use their ideas, without receiving acknowledgement as their source.

Whenever we use—not just an entire sentence or more—but also specific words and/or phrase(s) from an author, we need to put the words in quotation marks and note their source.  Whenever we are relying on the ideas of others—not just the conclusions they have reached—but also their arguments, steps and/or research, we need to acknowledge the source(s) of the ideas we are using.  Plagiarism, the failure to document our sources , is a serious matter and the penalties for it can be quite stiff.

There are different styles of documentation, for example, MLA (Modern Language Association), APA (American Psychological Association), and Chicago. Before we begin working on our paper, we should check to see what style of documentation our professor requires, so that we can capture sources information in the proper format, while we are doing our research.   The writing centers at the University of Wisconsin-Madison and Utah Valley State provide information on the difference between various documentation styles and proper formatting in each style,   http://www.writing.wisc.edu/Handbook/Documentation.html   https://www.uvu.edu/library/guides/citations.html

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• How to Write Dazzlingly Brilliant Essays: Sharp Advice for Ambitious Students

Rachel McCombie, a graduate of St John’s College, Oxford, shares actionable tips on taking your essays from “Good” to “Outstanding.”

For ambitious students, essays are a chance to showcase academic flair, demonstrate original thinking and impress with advanced written English skills.

The best students relish the challenge of writing essays because they’re a chance to exercise academic research skills and construct interesting arguments. Essays allow you to demonstrate your knowledge, understanding and intelligence in a creative and relatively unrestricted way – provided you keep within the word count! But when lots of other people are answering the same essay question as you, how do you make yours stand out from the crowd? In this article, we’re going to show you the secret of writing a truly brilliant essay.

What are essays actually for?

Before we get into the nitty gritty of how to write an outstanding essay, we need to go right back to basics and think about what essays are actually designed to test. Only by understanding the purpose of an essay can you really begin to understand what it is that tutors are looking for when they read your work. No matter what the academic level of the student is, essays are designed to test many things: – Knowledge – fundamentally, essays test and help consolidate what you’ve read and learned, making them an important part of the learning process, particularly for humanities subjects. –  Comprehension – they test your ability to make sense of and clearly explain complex concepts and issues. – They test your ability to understand the question and produce a considered response to it. – They evaluate your ability to absorb and condense information from a variety of sources , which will probably mean covering a lot of material in a short space of time; this necessitates appraisal of which bits of material are relevant and which are not. – They test your ability to write a balanced and coherent argument that considers a number of points of view. – They showcase your level of written English skills. – They even put your time management to the test – essays are a part of your workload that must be planned, prioritised and delivered to a high standard, to deadline.

Characteristics of the perfect essay

Now that we know why we’re asked to write essays, what are the characteristics that define the essays that impress? The tutors marking your essays may have their own preferences and things they look for in outstanding essays, but let’s take a look at a few of the irrefutable traits of the best.

Original thinking

The hallmark of the truly brilliant essay is original thinking. That doesn’t have to mean coming up with an entirely new theory; most of, if not all, the topics you’ll be studying at GCSE , A-level or even undergraduate level have been thought about in so much depth and by so many people that virtually every possible angle will have been thought of already. But what it does mean is that the essay stands out from those of other students in that it goes beyond the obvious and takes an original approach – perhaps approaching the topic from a different angle, coming up with a different hypothesis from what you’ve been discussing in class, or introducing new evidence and intelligent insights from material not included on the reading list.

Solid, in-depth knowledge and understanding

It goes without saying that the brilliant essay should demonstrate a strong knowledge of the facts, and not just knowledge but sound comprehension of the concepts or issues being discussed and why they matter. The perfect essay demonstrates an ability to deploy relevant facts and use them to form the basis of an argument or hypothesis. It covers a wide range of material and considers every point of view, confidently making use of and quoting from a variety of sources.

Clear structure with intelligent debate

The perfect essay provides a coherent discussion of both sides of the story, developing a balanced argument throughout, and with a conclusion that weighs up the evidence you’ve covered and perhaps provides your own intelligent opinion on how the topic should be interpreted based on the evidence covered.

No superfluous information

Everything written in the perfect essay serves a purpose – to inform and persuade. There’s no rambling or going off at tangents – it sticks to the point and doesn’t waste the reader’s time. This goes back to our earlier point about sorting the relevant facts from the irrelevant material; including material that isn’t relevant shows that you’ve not quite grasped the real heart of the matter.

Exceptional English

The words in the perfect essay flow effortlessly, and the reader feels in safe hands. Sentences need never be read more than once to be understood, and each follows logically on from the next, with no random jumping about from topic to topic from one paragraph to the next. Spelling and grammar are flawless, with no careless typos. So how do you go about writing this mythical Perfect Essay? Read on to find out!

Put in extra background work

Committed students always read beyond what the reading list tells them to read. Guaranteed to impress, wide reading gives you deeper knowledge than your peers and gives you the extra knowledge and insights you need to make your essay stand out. If you’re studying English, for example, don’t just read the set text! Here are some ideas to widen your reading and give you a good range of impressive quotes to include in your essay: – Other works by the same author – how do they compare with your set text? – Works by contemporary authors – does your set text fit into a wider movement, or is it very different from what was being written at the time? – Works by the author’s predecessors – what works inspired the author of your set text? How do you see them shining through in the text you’re studying, and how have they been developed? – Literary criticism – gauge the range of opinions about your set text by reading what the literary critics have to say. Whose opinion do you most agree with, and why? – Background history – so that you can appreciate and refer to the context in which the author was writing (we’ll come back to this last point a little later). It sounds like a lot of extra work, but you don’t necessarily have to read everything in full. It’s fine to dip into these other resources providing you don’t inadvertently take points out of context.

Know what you want to say before you start writing

You’re probably sick of hearing this particular piece of advice, but it’s important to start out with a clear idea in your mind of what you want to say in your essay and how you will structure your arguments. The easiest way to do this is to write an essay plan. This needn’t be a big deal, or time-consuming; all you need to do is to open a new document on your computer, type out the ideas you want to cover and drag and drop them into a logical order. From there, you simply start typing your essay directly into the plan itself. Your essay should include an introduction, a series of paragraphs that develop an argument rather than just jumping from topic to topic, and a conclusion that weighs up the evidence.

Answer the question you’ve been set, not the question you want to answer

A common problem with students’ responses to essays is that rather than answering the question they’ve been set , they try to mould the question to what they’d prefer to write about, because that’s what they feel most comfortable with. Be very careful not to do this! You could end up writing a brilliant essay, but if didn’t actually answer the question then it’s not going to be well received by the person marking it.

Give a balanced argument…

Good essays give both sides of an argument, presenting information impartially and considering multiple points of view. One-sided arguments won’t impress, as you need to show that you’ve thought about the evidence comprehensively.

…but your opinion and interpretation matter too

Show that you’ve made your own mind up based on your weighing up of the evidence. This shows that you’re not just hiding behind what other people say about the topic, but that you’ve had the independence of mind to form your own intelligent opinion about it.

Quote liberally

Use quotations from academic works and sources to back up points you want to make. Doing so strengthens your argument by providing evidence for your statements, as well as demonstrating that you’ve read widely around your subject. However, don’t go too far and write an essay that’s essentially just a list of what other people say about the subject. Quoting too much suggests that you don’t have the confidence or knowledge to explain things in your own words, so have to hide behind those of other people. Make your own mind up about what you’re writing about – as already mentioned, it’s fine to state your own opinion if you’ve considered the arguments and presented the evidence.

Context matters

As we’ve already touched on, if you can demonstrate knowledge of the context of the subject you’re writing about, this will show that you’ve considered possible historical influences that may have shaped a work or issue. This shows that you haven’t simply taken the essay question at face value and demonstrates your ability to think beyond the obvious. An ability to look at the wider picture marks you out as an exceptional student, as many people can’t see the wood for the trees and have a very narrow focus when it comes to writing essays. If you’re an English student, for instance, an author’s work should be considered not in isolation but in the context of the historical events and thinking that helped define the period in which the author was writing. You can’t write about Blake’s poetry without some knowledge and discussion of background events such as the Industrial Revolution, and the development of the Romantic movement as a whole.

Include images and diagrams

You know what they say – a picture speaks a thousand words. What matters in an essay is effective and persuasive communication, and if a picture or diagram will help support a point you’re making, include it. As well as helping to communicate, visuals also make your essay more enjoyable to read for the person marking it – and if they enjoy reading it, the chances are you’ll get better marks! Don’t forget to ensure that you include credits for any images and diagrams you include.

Use full academic citations and a bibliography

Show you mean business by including a full set of academic citations, with a bibliography at the end, even if you haven’t been told to. The great thing about this is that it not only makes you look organised and scholarly, but it also gives you the opportunity to show off just how many extra texts you’ve studied to produce your masterpiece of an essay! Make use of the footnote feature in your word processor and include citations at the bottom of each page, with a main bibliography at the end of the essay. There are different accepted forms for citing an academic reference, but the main thing to remember is to pick one format and be consistent. Typically the citation will include the title and author of the work, the date of publication and the page number(s) of the point or quotation you’re referring to. Here’s an example: 1. Curta, F. (2007) – “Some remarks on ethnicity in medieval archaeology” in Early Medieval Europe 15 (2), pp. 159-185

Before you ask, no, a spell check isn’t good enough! How many times have you typed “form” instead of “from”? That’s just one of a huge number of errors that spell check would simply miss. Your English should be impeccable if you want to be taken seriously, and that means clear and intelligent sentence structures, no misplaced apostrophes, no typos and no grammar crimes. Include your name at the top of each page of your essay, and number the pages. Also, make sure you use a font that’s easy to read, such as Times New Roman or Arial. The person marking your essay won’t appreciate having to struggle through reading a fancy Gothic font, even if it does happen to match the Gothic literature you’re studying!

Meet the deadline

You don’t need us to tell you that, but for the sake of being comprehensive, we’re including it anyway. You could write the best essay ever, but if you deliver it late, it won’t be looked upon favourably! Don’t leave writing your essay until the last minute – start writing with plenty of time to spare, and ideally leave time to sleep on it before you submit it. Allowing time for it to sink in may result in you having a sudden brilliant revelation that you want to include. So there we have it – everything you need to know in order to write an essay to impress. If you want to get ahead, you might also want to think about attending an English summer school .

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Essay on Human Rights: Samples in 500 and 1500

• Updated on  
• Jun 20, 2024

Essay writing is an integral part of the school curriculum and various academic and competitive exams like IELTS , TOEFL , SAT , UPSC , etc. It is designed to test your command of the English language and how well you can gather your thoughts and present them in a structure with a flow. To master your ability to write an essay, you must read as much as possible and practise on any given topic. This blog brings you a detailed guide on how to write an essay on Human Rights , with useful essay samples on Human rights.

This Blog Includes:

The basic human rights, 200 words essay on human rights, 500 words essay on human rights, 500+ words essay on human rights in india, 1500 words essay on human rights, importance of human rights, essay on human rights pdf, what are human rights.

Human rights mark everyone as free and equal, irrespective of age, gender, caste, creed, religion and nationality. The United Nations adopted human rights in light of the atrocities people faced during the Second World War. On the 10th of December 1948, the UN General Assembly adopted the Universal Declaration of Human Rights (UDHR). Its adoption led to the recognition of human rights as the foundation for freedom, justice and peace for every individual. Although it’s not legally binding, most nations have incorporated these human rights into their constitutions and domestic legal frameworks. Human rights safeguard us from discrimination and guarantee that our most basic needs are protected.

Also Read: Essay on Yoga Day

Also Read: Speech on Yoga Day

Before we move on to the essays on human rights, let’s check out the basics of what they are.

Also Read: What are Human Rights?

Also Read: 7 Impactful Human Rights Movies Everyone Must Watch!

Here is a 200-word short sample essay on basic Human Rights.

Human rights are a set of rights given to every human being regardless of their gender, caste, creed, religion, nation, location or economic status. These are said to be moral principles that illustrate certain standards of human behaviour. Protected by law , these rights are applicable everywhere and at any time. Basic human rights include the right to life, right to a fair trial, right to remedy by a competent tribunal, right to liberty and personal security, right to own property, right to education, right of peaceful assembly and association, right to marriage and family, right to nationality and freedom to change it, freedom of speech, freedom from discrimination, freedom from slavery, freedom of thought, conscience and religion, freedom of movement, right of opinion and information, right to adequate living standard and freedom from interference with privacy, family, home and correspondence.

Also Read: Law Courses

Check out this 500-word long essay on Human Rights.

Every person has dignity and value. One of the ways that we recognise the fundamental worth of every person is by acknowledging and respecting their human rights. Human rights are a set of principles concerned with equality and fairness. They recognise our freedom to make choices about our lives and develop our potential as human beings. They are about living a life free from fear, harassment or discrimination.

Human rights can broadly be defined as the basic rights that people worldwide have agreed are essential. These include the right to life, the right to a fair trial, freedom from torture and other cruel and inhuman treatment, freedom of speech, freedom of religion, and the right to health, education and an adequate standard of living. These human rights are the same for all people everywhere – men and women, young and old, rich and poor, regardless of our background, where we live, what we think or believe. This basic property is what makes human rights’ universal’.

Human rights connect us all through a shared set of rights and responsibilities. People’s ability to enjoy their human rights depends on other people respecting those rights. This means that human rights involve responsibility and duties towards other people and the community. Individuals have a responsibility to ensure that they exercise their rights with consideration for the rights of others. For example, when someone uses their right to freedom of speech, they should do so without interfering with someone else’s right to privacy.

Governments have a particular responsibility to ensure that people can enjoy their rights. They must establish and maintain laws and services that enable people to enjoy a life in which their rights are respected and protected. For example, the right to education says that everyone is entitled to a good education. Therefore, governments must provide good quality education facilities and services to their people. If the government fails to respect or protect their basic human rights, people can take it into account.

Values of tolerance, equality and respect can help reduce friction within society. Putting human rights ideas into practice can help us create the kind of society we want to live in. There has been tremendous growth in how we think about and apply human rights ideas in recent decades. This growth has had many positive results – knowledge about human rights can empower individuals and offer solutions for specific problems.

Human rights are an important part of how people interact with others at all levels of society – in the family, the community, school, workplace, politics and international relations. Therefore, people everywhere must strive to understand what human rights are. When people better understand human rights, it is easier for them to promote justice and the well-being of society. 

Also Read: Important Articles in Indian Constitution

Here is a human rights essay focused on India.

All human beings are born free and equal in dignity and rights. It has been rightly proclaimed in the American Declaration of Independence that “all men are created equal, that they are endowed by their Created with certain unalienable rights….” Similarly, the Indian Constitution has ensured and enshrined Fundamental rights for all citizens irrespective of caste, creed, religion, colour, sex or nationality. These basic rights, commonly known as human rights, are recognised the world over as basic rights with which every individual is born.

In recognition of human rights, “The Universal Declaration of Human Rights was made on the 10th of December, 1948. This declaration is the basic instrument of human rights. Even though this declaration has no legal bindings and authority, it forms the basis of all laws on human rights. The necessity of formulating laws to protect human rights is now being felt all over the world. According to social thinkers, the issue of human rights became very important after World War II concluded. It is important for social stability both at the national and international levels. Wherever there is a breach of human rights, there is conflict at one level or the other.

Given the increasing importance of the subject, it becomes necessary that educational institutions recognise the subject of human rights as an independent discipline. The course contents and curriculum of the discipline of human rights may vary according to the nature and circumstances of a particular institution. Still, generally, it should include the rights of a child, rights of minorities, rights of the needy and the disabled, right to live, convention on women, trafficking of women and children for sexual exploitation etc.

Since the formation of the United Nations , the promotion and protection of human rights have been its main focus. The United Nations has created a wide range of mechanisms for monitoring human rights violations. The conventional mechanisms include treaties and organisations, U.N. special reporters, representatives and experts and working groups. Asian countries like China argue in favour of collective rights. According to Chinese thinkers, European countries lay stress upon individual rights and values while Asian countries esteem collective rights and obligations to the family and society as a whole.

With the freedom movement the world over after World War II, the end of colonisation also ended the policy of apartheid and thereby the most aggressive violation of human rights. With the spread of education, women are asserting their rights. Women’s movements play an important role in spreading the message of human rights. They are fighting for their rights and supporting the struggle for human rights of other weaker and deprived sections like bonded labour, child labour, landless labour, unemployed persons, Dalits and elderly people.

Unfortunately, violation of human rights continues in most parts of the world. Ethnic cleansing and genocide can still be seen in several parts of the world. Large sections of the world population are deprived of the necessities of life i.e. food, shelter and security of life. Right to minimum basic needs viz. Work, health care, education and shelter are denied to them. These deprivations amount to the negation of the Universal Declaration of Human Rights.

Also Read: Human Rights Courses

Check out this detailed 1500-word essay on human rights.

The human right to live and exist, the right to equality, including equality before the law, non-discrimination on the grounds of religion, race, caste, sex or place of birth, and equality of opportunity in matters of employment, the right to freedom of speech and expression, assembly, association, movement, residence, the right to practice any profession or occupation, the right against exploitation, prohibiting all forms of forced labour, child labour and trafficking in human beings, the right to freedom of conscience, practice and propagation of religion and the right to legal remedies for enforcement of the above are basic human rights. These rights and freedoms are the very foundations of democracy.

Obviously, in a democracy, the people enjoy the maximum number of freedoms and rights. Besides these are political rights, which include the right to contest an election and vote freely for a candidate of one’s choice. Human rights are a benchmark of a developed and civilised society. But rights cannot exist in a vacuum. They have their corresponding duties. Rights and duties are the two aspects of the same coin.

Liberty never means license. Rights presuppose the rule of law, where everyone in the society follows a code of conduct and behaviour for the good of all. It is the sense of duty and tolerance that gives meaning to rights. Rights have their basis in the ‘live and let live’ principle. For example, my right to speech and expression involves my duty to allow others to enjoy the same freedom of speech and expression. Rights and duties are inextricably interlinked and interdependent. A perfect balance is to be maintained between the two. Whenever there is an imbalance, there is chaos.

A sense of tolerance, propriety and adjustment is a must to enjoy rights and freedom. Human life sans basic freedom and rights is meaningless. Freedom is the most precious possession without which life would become intolerable, a mere abject and slavish existence. In this context, Milton’s famous and oft-quoted lines from his Paradise Lost come to mind: “To reign is worth ambition though in hell/Better to reign in hell, than serve in heaven.”

However, liberty cannot survive without its corresponding obligations and duties. An individual is a part of society in which he enjoys certain rights and freedom only because of the fulfilment of certain duties and obligations towards others. Thus, freedom is based on mutual respect’s rights. A fine balance must be maintained between the two, or there will be anarchy and bloodshed. Therefore, human rights can best be preserved and protected in a society steeped in morality, discipline and social order.

Violation of human rights is most common in totalitarian and despotic states. In the theocratic states, there is much persecution, and violation in the name of religion and the minorities suffer the most. Even in democracies, there is widespread violation and infringement of human rights and freedom. The women, children and the weaker sections of society are victims of these transgressions and violence.

The U.N. Commission on Human Rights’ main concern is to protect and promote human rights and freedom in the world’s nations. In its various sessions held from time to time in Geneva, it adopts various measures to encourage worldwide observations of these basic human rights and freedom. It calls on its member states to furnish information regarding measures that comply with the Universal Declaration of Human Rights whenever there is a complaint of a violation of these rights. In addition, it reviews human rights situations in various countries and initiates remedial measures when required.

The U.N. Commission was much concerned and dismayed at the apartheid being practised in South Africa till recently. The Secretary-General then declared, “The United Nations cannot tolerate apartheid. It is a legalised system of racial discrimination, violating the most basic human rights in South Africa. It contradicts the letter and spirit of the United Nations Charter. That is why over the last forty years, my predecessors and I have urged the Government of South Africa to dismantle it.”

Now, although apartheid is no longer practised in that country, other forms of apartheid are being blatantly practised worldwide. For example, sex apartheid is most rampant. Women are subject to abuse and exploitation. They are not treated equally and get less pay than their male counterparts for the same jobs. In employment, promotions, possession of property etc., they are most discriminated against. Similarly, the rights of children are not observed properly. They are forced to work hard in very dangerous situations, sexually assaulted and exploited, sold and bonded for labour.

The Commission found that religious persecution, torture, summary executions without judicial trials, intolerance, slavery-like practices, kidnapping, political disappearance, etc., are being practised even in the so-called advanced countries and societies. The continued acts of extreme violence, terrorism and extremism in various parts of the world like Pakistan, India, Iraq, Afghanistan, Israel, Somalia, Algeria, Lebanon, Chile, China, and Myanmar, etc., by the governments, terrorists, religious fundamentalists, and mafia outfits, etc., is a matter of grave concern for the entire human race.

Violation of freedom and rights by terrorist groups backed by states is one of the most difficult problems society faces. For example, Pakistan has been openly collaborating with various terrorist groups, indulging in extreme violence in India and other countries. In this regard the U.N. Human Rights Commission in Geneva adopted a significant resolution, which was co-sponsored by India, focusing on gross violation of human rights perpetrated by state-backed terrorist groups.

The resolution expressed its solidarity with the victims of terrorism and proposed that a U.N. Fund for victims of terrorism be established soon. The Indian delegation recalled that according to the Vienna Declaration, terrorism is nothing but the destruction of human rights. It shows total disregard for the lives of innocent men, women and children. The delegation further argued that terrorism cannot be treated as a mere crime because it is systematic and widespread in its killing of civilians.

Violation of human rights, whether by states, terrorists, separatist groups, armed fundamentalists or extremists, is condemnable. Regardless of the motivation, such acts should be condemned categorically in all forms and manifestations, wherever and by whomever they are committed, as acts of aggression aimed at destroying human rights, fundamental freedom and democracy. The Indian delegation also underlined concerns about the growing connection between terrorist groups and the consequent commission of serious crimes. These include rape, torture, arson, looting, murder, kidnappings, blasts, and extortion, etc.

Violation of human rights and freedom gives rise to alienation, dissatisfaction, frustration and acts of terrorism. Governments run by ambitious and self-seeking people often use repressive measures and find violence and terror an effective means of control. However, state terrorism, violence, and human freedom transgressions are very dangerous strategies. This has been the background of all revolutions in the world. Whenever there is systematic and widespread state persecution and violation of human rights, rebellion and revolution have taken place. The French, American, Russian and Chinese Revolutions are glowing examples of human history.

The first war of India’s Independence in 1857 resulted from long and systematic oppression of the Indian masses. The rapidly increasing discontent, frustration and alienation with British rule gave rise to strong national feelings and demand for political privileges and rights. Ultimately the Indian people, under the leadership of Mahatma Gandhi, made the British leave India, setting the country free and independent.

Human rights and freedom ought to be preserved at all costs. Their curtailment degrades human life. The political needs of a country may reshape Human rights, but they should not be completely distorted. Tyranny, regimentation, etc., are inimical of humanity and should be resisted effectively and united. The sanctity of human values, freedom and rights must be preserved and protected. Human Rights Commissions should be established in all countries to take care of human freedom and rights. In cases of violation of human rights, affected individuals should be properly compensated, and it should be ensured that these do not take place in future.

These commissions can become effective instruments in percolating the sensitivity to human rights down to the lowest levels of governments and administrations. The formation of the National Human Rights Commission in October 1993 in India is commendable and should be followed by other countries.

Also Read: Law Courses in India

Human rights are of utmost importance to seek basic equality and human dignity. Human rights ensure that the basic needs of every human are met. They protect vulnerable groups from discrimination and abuse, allow people to stand up for themselves, and follow any religion without fear and give them the freedom to express their thoughts freely. In addition, they grant people access to basic education and equal work opportunities. Thus implementing these rights is crucial to ensure freedom, peace and safety.

Human Rights Day is annually celebrated on the 10th of December.

Human Rights Day is celebrated to commemorate the Universal Declaration of Human Rights, adopted by the UNGA in 1948.

Some of the common Human Rights are the right to life and liberty, freedom of opinion and expression, freedom from slavery and torture and the right to work and education.

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We hope our sample essays on Human Rights have given you some great ideas. For more information on such interesting blogs, visit our essay writing page and follow Leverage Edu .

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Academic Essay: From Basics to Practical Tips

Has it ever occurred to you that over the span of a solitary academic term, a typical university student can produce sufficient words to compose an entire 500-page novel? To provide context, this equates to approximately 125,000 to 150,000 words, encompassing essays, research papers, and various written tasks. This content volume is truly remarkable, emphasizing the importance of honing the skill of crafting scholarly essays. Whether you're a seasoned academic or embarking on the initial stages of your educational expedition, grasping the nuances of constructing a meticulously organized and thoroughly researched essay is paramount.

Welcome to our guide on writing an academic essay! Whether you're a seasoned student or just starting your academic journey, the prospect of written homework can be exciting and overwhelming. In this guide, we'll break down the process step by step, offering tips, strategies, and examples to help you navigate the complexities of scholarly writing. By the end, you'll have the tools and confidence to tackle any essay assignment with ease. Let's dive in!

Types of Academic Writing

The process of writing an essay usually encompasses various types of papers, each serving distinct purposes and adhering to specific conventions. Here are some common types of academic writing:

• Essays: Essays are versatile expressions of ideas. Descriptive essays vividly portray subjects, narratives share personal stories, expository essays convey information, and persuasive essays aim to influence opinions.
• Research Papers: Research papers are analytical powerhouses. Analytical papers dissect data or topics, while argumentative papers assert a stance backed by evidence and logical reasoning.
• Reports: Reports serve as narratives in specialized fields. Technical reports document scientific or technical research, while business reports distill complex information into actionable insights for organizational decision-making.
• Reviews: Literature reviews provide comprehensive summaries and evaluations of existing research, while critical analyses delve into the intricacies of books or movies, dissecting themes and artistic elements.
• Dissertations and Theses: Dissertations represent extensive research endeavors, often at the doctoral level, exploring profound subjects. Theses, common in master's programs, showcase mastery over specific topics within defined scopes.
• Summaries and Abstracts: Summaries and abstracts condense larger works. Abstracts provide concise overviews, offering glimpses into key points and findings.
• Case Studies: Case studies immerse readers in detailed analyses of specific instances, bridging theoretical concepts with practical applications in real-world scenarios.
• Reflective Journals: Reflective journals serve as personal platforms for articulating thoughts and insights based on one's academic journey, fostering self-expression and intellectual growth.
• Academic Articles: Scholarly articles, published in academic journals, constitute the backbone of disseminating original research, contributing to the collective knowledge within specific fields.
• Literary Analyses: Literary analyses unravel the complexities of written works, decoding themes, linguistic nuances, and artistic elements, fostering a deeper appreciation for literature.

Our essay writer service can cater to all types of academic writings that you might encounter on your educational path. Use it to gain the upper hand in school or college and save precious free time.

Essay Writing Process Explained

The process of how to write an academic essay involves a series of important steps. To start, you'll want to do some pre-writing, where you brainstorm essay topics , gather information, and get a good grasp of your topic. This lays the groundwork for your essay.

Once you have a clear understanding, it's time to draft your essay. Begin with an introduction that grabs the reader's attention, gives some context, and states your main argument or thesis. The body of your essay follows, where each paragraph focuses on a specific point supported by examples or evidence. Make sure your ideas flow smoothly from one paragraph to the next, creating a coherent and engaging narrative.

After the drafting phase, take time to revise and refine your essay. Check for clarity, coherence, and consistency. Ensure your ideas are well-organized and that your writing effectively communicates your message. Finally, wrap up your essay with a strong conclusion that summarizes your main points and leaves a lasting impression on the reader.

How to Prepare for Essay Writing 

Before you start writing an academic essay, there are a few things to sort out. First, make sure you totally get what the assignment is asking for. Break down the instructions and note any specific rules from your teacher. This sets the groundwork.

Then, do some good research. Check out books, articles, or trustworthy websites to gather solid info about your topic. Knowing your stuff makes your essay way stronger. Take a bit of time to brainstorm ideas and sketch out an outline. It helps you organize your thoughts and plan how your essay will flow. Think about the main points you want to get across.

Lastly, be super clear about your main argument or thesis. This is like the main point of your essay, so make it strong. Considering who's going to read your essay is also smart. Use language and tone that suits your academic audience. By ticking off these steps, you'll be in great shape to tackle your essay with confidence.

Academic Essay Example

In academic essays, examples act like guiding stars, showing the way to excellence. Let's check out some good examples to help you on your journey to doing well in your studies.

Academic Essay Format

The academic essay format typically follows a structured approach to convey ideas and arguments effectively. Here's an academic essay format example with a breakdown of the key elements:

Introduction

• Hook: Begin with an attention-grabbing opening to engage the reader.
• Background/Context: Provide the necessary background information to set the stage.
• Thesis Statement: Clearly state the main argument or purpose of the essay.

Body Paragraphs

• Topic Sentence: Start each paragraph with a clear topic sentence that relates to the thesis.
• Supporting Evidence: Include evidence, examples, or data to back up your points.
• Analysis: Analyze and interpret the evidence, explaining its significance in relation to your argument.
• Transition Sentences: Use these to guide the reader smoothly from one point to the next.

Counterargument (if applicable)

• Address Counterpoints: Acknowledge opposing views or potential objections.
• Rebuttal: Refute counterarguments and reinforce your position.

Conclusion:

• Restate Thesis: Summarize the main argument without introducing new points.
• Summary of Key Points: Recap the main supporting points made in the body.
• Closing Statement: End with a strong concluding thought or call to action.

References/Bibliography

• Cite Sources: Include proper citations for all external information used in the essay.
• Follow Citation Style: Use the required citation style (APA, MLA, Chicago, etc.) specified by your instructor.
• Font and Size: Use a standard font (e.g., Times New Roman, Arial) and size (12-point).
• Margins and Spacing: Follow specified margin and spacing guidelines.
• Page Numbers: Include page numbers if required.

Adhering to this structure helps create a well-organized and coherent academic essay that effectively communicates your ideas and arguments.

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How to Write an Academic Essay Step by Step

Start with an introduction.

The introduction of an essay serves as the reader's initial encounter with the topic, setting the tone for the entire piece. It aims to capture attention, generate interest, and establish a clear pathway for the reader to follow. A well-crafted introduction provides a brief overview of the subject matter, hinting at the forthcoming discussion, and compels the reader to delve further into the essay. Consult our detailed guide on how to write an essay introduction for extra details.

Captivate Your Reader

Engaging the reader within the introduction is crucial for sustaining interest throughout the essay. This involves incorporating an engaging hook, such as a thought-provoking question, a compelling anecdote, or a relevant quote. By presenting an intriguing opening, the writer can entice the reader to continue exploring the essay, fostering a sense of curiosity and investment in the upcoming content. To learn more about how to write a hook for an essay , please consult our guide,

Provide Context for a Chosen Topic

In essay writing, providing context for the chosen topic is essential to ensure that readers, regardless of their prior knowledge, can comprehend the subject matter. This involves offering background information, defining key terms, and establishing the broader context within which the essay unfolds. Contextualization sets the stage, enabling readers to grasp the significance of the topic and its relevance within a particular framework. If you buy a dissertation or essay, or any other type of academic writing, our writers will produce an introduction that follows all the mentioned quality criteria.

Make a Thesis Statement

The thesis statement is the central anchor of the essay, encapsulating its main argument or purpose. It typically appears towards the end of the introduction, providing a concise and clear declaration of the writer's stance on the chosen topic. A strong thesis guides the reader on what to expect, serving as a roadmap for the essay's subsequent development.

Outline the Structure of Your Essay

Clearly outlining the structure of the essay in the introduction provides readers with a roadmap for navigating the content. This involves briefly highlighting the main points or arguments that will be explored in the body paragraphs. By offering a structural overview, the writer enhances the essay's coherence, making it easier for the reader to follow the logical progression of ideas and supporting evidence throughout the text.

Continue with the Main Body

The main body is the most important aspect of how to write an academic essay where the in-depth exploration and development of the chosen topic occur. Each paragraph within this section should focus on a specific aspect of the argument or present supporting evidence. It is essential to maintain a logical flow between paragraphs, using clear transitions to guide the reader seamlessly from one point to the next. The main body is an opportunity to delve into the nuances of the topic, providing thorough analysis and interpretation to substantiate the thesis statement.

Choose the Right Length

Determining the appropriate length for an essay is a critical aspect of effective communication. The length should align with the depth and complexity of the chosen topic, ensuring that the essay adequately explores key points without unnecessary repetition or omission of essential information. Striking a balance is key – a well-developed essay neither overextends nor underrepresents the subject matter. Adhering to any specified word count or page limit set by the assignment guidelines is crucial to meet academic requirements while maintaining clarity and coherence.

Write Compelling Paragraphs

In academic essay writing, thought-provoking paragraphs form the backbone of the main body, each contributing to the overall argument or analysis. Each paragraph should begin with a clear topic sentence that encapsulates the main point, followed by supporting evidence or examples. Thoroughly analyzing the evidence and providing insightful commentary demonstrates the depth of understanding and contributes to the overall persuasiveness of the essay. Cohesion between paragraphs is crucial, achieved through effective transitions that ensure a smooth and logical progression of ideas, enhancing the overall readability and impact of the essay.

Finish by Writing a Conclusion

The conclusion serves as the essay's final impression, providing closure and reinforcing the key insights. It involves restating the thesis without introducing new information, summarizing the main points addressed in the body, and offering a compelling closing thought. The goal is to leave a lasting impact on the reader, emphasizing the significance of the discussed topic and the validity of the thesis statement. A well-crafted conclusion brings the essay full circle, leaving the reader with a sense of resolution and understanding. Have you already seen our collection of new persuasive essay topics ? If not, we suggest you do it right after finishing this article to boost your creativity!

Proofread and Edit the Document

After completing the essay, a critical step is meticulous proofreading and editing. This process involves reviewing the document for grammatical errors, spelling mistakes, and punctuation issues. Additionally, assess the overall coherence and flow of ideas, ensuring that each paragraph contributes effectively to the essay's purpose. Consider the clarity of expression, the appropriateness of language, and the overall organization of the content. Taking the time to proofread and edit enhances the overall quality of the essay, presenting a polished and professional piece of writing. It is advisable to seek feedback from peers or instructors to gain additional perspectives on the essay's strengths and areas for improvement. For more insightful tips, feel free to check out our guide on how to write a descriptive essay .

Alright, let's wrap it up. Knowing how to write academic essays is a big deal. It's not just about passing assignments – it's a skill that sets you up for effective communication and deep thinking. These essays teach us to explain our ideas clearly, build strong arguments, and be part of important conversations, both in school and out in the real world. Whether you're studying or working, being able to put your thoughts into words is super valuable. So, take the time to master this skill – it's a game-changer!

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What Is An Academic Essay?

How to write an academic essay, how to write a good academic essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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• Online Guide to Writing

Writing Essay Examinations

Read and Understand the Question

Imagine you have received an essay exam. If there is more than one prompt from which to choose, you have chosen it. Now you are ready to begin the writing process. What do you do first? The title of this page suggests that you should read closely, and you definitely should do that. However, you must understand your prompt, too. 

Understanding an essay exam prompt can be difficult. In order to understand your assignment, there is one thing you should do first.

Remember that you will be writing an essay.

Strangely, forgetting this one basic fact is remarkably easy. Essay exams throw a lot of requirements at you, and correctly sorting them is part of the test. Keeping the nature of the test in mind is important for reading and understanding your essay prompt.

• Prioritizing the Parts of an Essay Prompt
• Key Words for Application

Key Words Associated with Analysis

Most essay prompts require a number of tasks. Not all of them are central to essay-writing. In fact, professors will mix in other activities to see if you can sort out the central essay-writing task from peripheral tasks you should perform in the course of writing your essay.

There are two types of tasks you will encounter in an essay prompt:

Application

You will want to sort the “application” tasks from the central “analysis” tasks. 

You might find it helpful to create two columns on a piece of paper: one for application tasks, the other for analysis tasks. 

In the first column list tasks associated with “application.” These are tasks that provide an opportunity to demonstrate your knowledge.  If you are asked to list, describe, explain, summarize, classify, apply, illustrate, use, calculate, sketch, or perform an operation, you are expected to apply the particular knowledge you have acquired.

In the next column, list the key words for tasks associated with “analysis.” Analysis is central to essay-writing. Because these comprise the main task of your essay, there will be fewer of these key words, probably just one. Some prompts will simply ask you to analyze. Other prompts will use general terms like “discuss” or “reflect on.” A professor will use these to give you the freedom to pick a particular analytical strategy in your essay. 

In most instances, a professor will identify a particular analytical writing strategy (one associated with analysis) for you to use. You can see these listed below. As we have explained on the pages devoted to these terms, these are all types of analysis. The pages devoted to each term can help you understand what to do when you encounter them in an essay-exam prompt.

• Compare and Contrast
• Explain why
• Demonstrate

Key Takeaways

• Once you have sorted out the analytical task (or tasks) from the application tasks, it will be time to begin organizing your thinking about how to answer your exam prompt.
• Always look for keywords in order to know what is expected of you in your essay answer.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Essay writing

Understanding essay questions.

The following guide has been created for you by the  Student Learning Advisory Service , for more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our online  workshops . 

Understanding the essay question is the first and most important step you will undertake with any assignment, as without fully understanding the task you cannot respond to it. Consider the key elements in the question e.g.  Examine the role of women in Parliament since 1918, with reference to key Equality legislation  and ask yourself:

• What is the main subject of the question? (e.g. Parliament )
• Is there a particular aspect of that subject the question is asking you to consider? (e.g. the role of women in Parliament)
• Does the question indicate any limits to your answer? (e.g. the role of women in Parliament since 1918 )
• What is the ‘instruction verb’ in the question asking you to do? (e.g. Examine the role of women in Parliament since 1918)
• In addition, is the question asking you to demonstrate any specific areas of module knowledge? (e.g. Examine the role of women in Parliament since 1918 , with reference to key Equality legislation )

Identifying and understanding these different elements of your question will allow you to answer it confidently, directly and fully. If a question is long and complicated break it down into its component parts and consider what each is asking you to do.

Above all, do what the instruction verb is telling you to do:

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The Supreme Court Walks Back Clarence Thomas’ Guns Extremism

This is part of  Opinionpalooza , Slate’s coverage of the major decisions from the Supreme Court this June. Alongside  Amicus , we kicked things off this year by explaining  How Originalism Ate the Law . The best way to support our work is by joining  Slate Plus . (If you are already a member, consider a  donation  or  merch !)

The Supreme Court upheld a federal law disarming domestic abusers on Friday, significantly narrowing a radical 2022 precedent in the process. Its 8–1 ruling in U.S. v. Rahimi is a major victory for gun safety laws, a much-needed reprieve after two years of unceasing hostility from the federal judiciary. Chief Justice John Roberts’ majority opinion walked back maximalist rhetoric—recklessly injected into the law by Justice Clarence Thomas—that had imperiled virtually every modern regulation limiting access to firearms. Thomas was the lone dissenter, signifying the rest of the court’s mad dash away from his extremist position on the Second Amendment.

Rahimi involves a violent criminal, Zackey Rahimi, who beat his girlfriend, then fired shots at either her or a witness as she fled his abuse. His girlfriend subsequently obtained a restraining order from a state court that found that he posed “a credible threat” to her “physical safety.” Rahimi, however, continued harassing her, threatened a different woman with a firearm, and was identified as the suspect in at least five additional shootings. When the police searched his apartment, they found a pistol, a rifle, ammunition, and a copy of the restraining order.

Rahimi was indicted under a federal law that bars individuals from possessing firearms while subject to a restraining order for domestic violence. He argued that this statute violated his Second Amendment rights, and the U.S. Court of Appeals for the 5 th Circuit agreed . The court rested its analysis on New York State Rifle and Pistol Association v. Bruen , the Supreme Court’s 2022 decision establishing a constitutional right to carry firearms in public. Thomas’ opinion in Bruen , though, went much further than that specific holding, declaring that all restrictions on the right to bear arms are presumptively unconstitutional unless they have a sufficient set of “historical analogues” from the distant past. (He didn’t bother to clarify the precise era, but it seemed to be sometime between 1791 and 1868.)

That approach posed two fundamental problems, which the lower courts quickly encountered when trying to apply Bruen : First, judges are not historians and cannot parse the complex, often incomplete record in this area with any consistency or reliability; and second, modern problems require modern solutions , especially when past bigotry prevented lawmakers from perceiving those problems in the first place. Rahimi is Exhibit A: Men were generally permitted to abuse their wives in the 18 th and 19 th centuries, with courts hesitant to interfere with what they deemed a private “familial affair.” Countless other examples have arisen in the lower courts since Bruen , with judges creating new rights to scratch the serial number off guns and own firearms while using illegal substances .

Roberts attempted to put a stop to this chaos on Friday. His Rahimi opinion cut back Bruen at every turn. “Some courts,” the chief justice wrote, “have misunderstood the methodology of our recent Second Amendment cases. These precedents were not meant to suggest a law trapped in amber.” Rather than hunt for perfect historical analogs, courts should ask “whether the challenged regulation is consistent with the principles that underpin our regulatory tradition.” If old laws regulated guns to “address particular problems, that will be a strong indicator that contemporary laws imposing similar restrictions for similar reasons fall within a permissible category of regulations.” Today’s regulations should generally avoid imposing restrictions “beyond what was done at the founding,” but the modern law need not “precisely match its historical precursors.” Roberts’ test significantly broadens (or perhaps loosens) the constitutional inquiry beyond what Bruen allowed. It instructs courts to look at principles , at a fairly high level of generality, rather than demanding a near-perfect match from centuries past.

The difference between Rahimi and Bruen is perfectly captured by Roberts’ majority opinion and the lone dissent written by Bruen ’s own author, Thomas. The chief justice asserted, “The government offers ample evidence that the Second Amendment permits the disarmament of individuals who pose a credible threat to the physical safety of others.” He breezily walked through a smattering of history allowing for the seizure of arms to preserve “public order.” For proof, Roberts cited surety laws, legislation that required an individual “suspected of future misbehavior” to post a bond, which he would forfeit if he engaged in misconduct. Domestic abusers could, in theory, be subject to the surety system, as could individuals who misused firearms—and that was good enough for Roberts. To him, this evidence established a historical practice of “preventing individuals who threaten physical harm to others from misusing firearms.” And disarming abusers “fits comfortably within this tradition.”

To Thomas, by contrast, surety laws “are worlds—not degrees—apart” from the law in question, because they were civil (not criminal) measures that did not actually disarm people but merely threatened them with a fine. These laws “did not alter an individual’s right to keep and bear arms,” Thomas protested, and they therefore failed to establish a relevant “history and tradition.” Indeed, “the government does not identify even a single regulation with an analogous burden and justification,” he complained in dissent. In 1791 a man like Zackey Rahimi could be disarmed only after a conviction for a violent crime. And so, Thomas wrote, that must remain the rule today.

Bruen was a 6–3 decision. Yet every justice who joined Thomas’ opinion in Bruen in 2022 signed on to Roberts’ walk back of Bruen on Friday. What happened? Aside from Justice Samuel Alito, every remaining member of the court expressed their views by writing or joining separate concurrences in Rahimi . Justice Brett Kavanaugh tried to defend his beloved “history and tradition” test, as opposed to “a balancing test that churns out the judge’s own policy beliefs,” while creating more room for “precedent” (or “the accumulated wisdom of jurists”). Justice Amy Coney Barrett wrote that Bruen “demands a wider lens” than the 5 th Circuit deployed, explaining that “historical regulations reveal a principle, not a mold,” and do not forever lock us into “late-18 th -century policy choices.” Justice Neil Gorsuch tried to split the difference, marshaling a defense of Bruen while subtly reworking it to limit sweeping legal attacks on gun regulations.

Justice Sonia Sotomayor, joined by Justice Elena Kagan, celebrated the majority’s focus on “principles” instead of perfect analogs. “History has a role to play in Second Amendment analysis,” she wrote, “but a rigid adherence to history, (particularly history predating the inclusion of women and people of color as full members of the polity), impoverishes constitutional interpretation and hamstrings our democracy.” Justice Ketanji Brown Jackson, who joined the court soon after Bruen came down, warned that Rahimi will not end the “increasingly erratic and unprincipled body of law” that Bruen inspired. “The blame” for the lower courts’ struggles “may lie with us,” she noted, “not with them.” All three liberals sound ready and willing to overturn Bruen altogether if they get the chance—but will, for now, settle for Rahimi ’s compromise.

What next? The Supreme Court will have to vacate a spate of lower court decisions that used Bruen to strike down seemingly sensible gun safety laws, ordering a do-over in light of Rahimi . Some courts will gladly accept the message. Others, like the lawless 5 th Circuit , will probably interpret Thomas’ dissent on Friday as the law and refuse to change their tune. Such defiance will test the majority’s commitment to a more workable and balanced Second Amendment jurisprudence—and likely fracture the court once more. By replacing Thomas’ hard-line views with a more malleable standard, SCOTUS has ended one battle over guns. But by remaining in this area, where it has no right to be in the first place, the court has invited a thousand more.

‘Confessions of a Good Samaritan’ Review: Penny Lane Delivers a Documentary Essay on Altruism and Its Discontents

An exploration of the science, history and ethics of organ donation in the context of the filmmaker's kidney donation.

By Alissa Simon

Alissa Simon

Film Critic

• ‘Confessions of a Good Samaritan’ Review: Penny Lane Delivers a Documentary Essay on Altruism and Its Discontents 2 days ago
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The statistics are shocking. In the United States, nearly 100,000 people are listed on a national database for kidney transplantation, but perhaps three-quarters of them will die before an appropriate match is found. Yet the choice to make a live, non-directed donation is relatively rare. As Lane hears from others and experiences for herself, many friends and relatives regard the would-be donor as crazy.

Among the interesting interviewees is psychology professor Abigail Marsh, whose personal history prompted her interest in understanding the neural and cognitive basis of empathy, altruism, aggression and psychopathy. When studying brain scans of people diagnosed with psychopathy, Marsh hypothesized that perhaps they represented one end of a continuum, and that the brains of people expressing more empathy than the average joe would also be differently wired. 

Marsh explains that the brain’s amygdala is linked to all of our sensory processing systems and gives a corresponding emotional response to the information processed. Psychopathic brains have amygdalas that on average are up to 20% smaller than normal people. Altruistic people have amygdalas which are around 8% larger than average. The scan she performs on Lane proves that the filmmaker’s amygdala is quite large.

Meanwhile, advocate and author Dr. Sally Satel, a recipient of a donated kidney, makes a compelling argument for government legislated rewards for altruistic organ donation, since it is against the law for a recipient to offer cash or other financial benefits to a donor and for a donor to accept them. Given that non-directed donations comprise only 2% of all the kidney transplants performed and black-market organs comprise 10%, the title of her book neatly sums up the problem: “Altruism Is Not Enough.” Archival footage showing a 1984 Senate inquiry (chaired by a young Al Gore) into an organs-for-money scheme shows that doctors have been thinking about this issue for some time.

Bio-ethicist and psychiatrist Dr. Jacob Appel helps Lane understand the history of progress in kidney transplantation, which came rapidly after the discovery of cyclosporine, an immunosuppressive agent used to treat organ rejection post-transplant. And he describes to her a possible future of organs being grown inside genetically modified pigs.

In contrast to the theoretical issues that Appel puts forward, the ebullient surgeon Dr. Keith Melancon is literally hands-on. He describes his pleasure at seeing a donated organ “pink-up” inside the body of the recipient.

The film makes a virtue of its small budget through incorporating a digital esthetic throughout.

Reviewed online, June 24, 2024. In SXSW, Hot Docs film festivals. Running time: 103 MIN. 

• Production: (Documentary) A Spinning Nancy presentation of a Sandbox Films production, in association with Olive Hill Media, Impact Partners. (World sales: Submarine Entertainment, NY.) Producer: Gabriel Sedgwick. Executive producers: Greg Boustead, Jessica Harrop, Tim Lee, Michael Cho, Mimi Rode.
• Crew: Director, writer: Penny Lane. Camera: Naiti Gámez. Editor: Hannah Buck. Music: Carolina Eyck. 
• With: Penny Lane, Professor Abigail Marsh, Keith Melancon, Sally Satel, Jacob Appel.

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How not to write your college essay.

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If you are looking for the “secret formula” for writing a “winning” college essay, you have come to the wrong place. The reality is there is no silver bullet or strategy to write your way to an acceptance. There is not one topic or approach that will guarantee a favorable outcome.

At the end of the day, every admission office just wants to know more about you, what you value, and what excites you. They want to hear about your experiences through your own words and in your own voice. As you set out to write your essay, you will no doubt get input (both sought-after and unsolicited) on what to write. But how about what NOT Notcoin to write? There are avoidable blunders that applicants frequently make in drafting their essays. I asked college admission leaders, who have read thousands of submissions, to share their thoughts.

Don’t Go In There

There is wide consensus on this first one, so before you call on your Jedi mind tricks or predictive analytics, listen to the voices of a diverse range of admission deans. Peter Hagan, executive director of admissions at Syracuse University, sums it up best, saying, “I would recommend that students try not to get inside of our heads. He adds, “Too often the focus is on what they think we want.”

Andy Strickler, dean of admission and financial aid at Connecticut College agrees, warning, “Do NOT get caught in the trap of trying to figure out what is going to impress the admission committee. You have NO idea who is going to read your essay and what is going to connect with them. So, don't try to guess that.” Victoria Romero, vice president for enrollment, at Scripps College adds, “Do not write about something you don’t care about.” She says, “I think students try to figure out what an admission officer wants to read, and the reality is the reader begins every next essay with no expectations about the content THEY want to read.” Chrystal Russell, dean of admission at Hampden-Sydney College, agrees, saying, “If you're not interested in writing it, we will not be interested when reading it.” Jay Jacobs, vice provost for enrollment management at the University of Vermont elaborates, advising. “Don’t try to make yourself sound any different than you are.” He says, “The number one goal for admission officers is to better understand the applicant, what they like to do, what they want to do, where they spend the majority of their time, and what makes them tick. If a student stays genuine to that, it will shine through and make an engaging and successful essay.”

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Don’t Be Artificial

The headlines about college admission are dominated by stories about artificial intelligence and the college essay. Let’s set some ground rules–to allow ChatGPT or some other tool to do your work is not only unethical, it is also unintelligent. The only worse mistake you could make is to let another human write your essay for you. Instead of preoccupying yourself with whether or not colleges are using AI detection software (most are not), spend your time focused on how best to express yourself authentically. Rick Clark is the executive director of strategic student success at Georgia Institute of Technology, one of the first institutions to clearly outline their AI policy for applicants. He says, “Much of a college application is devoted to lines, boxes, and numbers. Essays and supplements are the one place to establish connection, personality, and distinction. AI, in its current state, is terrible at all three.” He adds, “My hope is that students will use ChatGPT or other tools for brainstorming and to get started, but then move quickly into crafting an essay that will provide insight and value.”

Don’t Overdo It

Michael Stefanowicz, vice president for enrollment management at Landmark College says, “You can only cover so much detail about yourself in an admission essay, and a lot of students feel pressure to tell their life story or choose their most defining experience to date as an essay topic. Admission professionals know that you’re sharing just one part of your lived experience in the essay.” He adds, “Some of the favorite essays I’ve read have been episodic, reflecting on the way you’ve found meaning in a seemingly ordinary experience, advice you’ve lived out, a mistake you’ve learned from, or a special tradition in your life.” Gary Ross, vice president for admission and financial aid at Colgate University adds, “More than a few applicants each year craft essays that talk about the frustration and struggles they have experienced in identifying a topic for their college application essay. Presenting your college application essay as a smorgasbord of topics that ultimately landed on the cutting room floor does not give us much insight into an applicant.”

Don’t Believe In Magic

Jason Nevinger, senior director of admission at the University of Rochester warns, “Be skeptical of anyone or any company telling you, ‘This is the essay that got me into _____.’ There is no magic topic, approach, sentence structure, or prose that got any student into any institution ever.” Social media is littered with advertisements promising strategic essay help. Don’t waste your time, energy, or money trying to emulate a certain style, topic, or tone. Liz Cheron is chief executive officer for the Coalition for College and former assistant vice president of enrollment & dean of admissions at Northeastern University. She agrees with Nevinger, saying “Don't put pressure on yourself to find the perfect, slam dunk topic. The vast majority of college essays do exactly what they're supposed to do–they are well-written and tell the admission officer more about the student in that student's voice–and that can take many different forms.”

Don’t Over Recycle

Beatrice Atkinson-Myers, associate director of global recruitment at the University of California at Santa Cruz tells students, “Do not use the same response for each university; research and craft your essay to match the program at the university you are interested in studying. Don't waste time telling me things I can read elsewhere in your application. Use your essay to give the admissions officer insights into your motivations, interests, and thinking. Don't make your essay the kitchen sink, focus on one or two examples which demonstrate your depth and creativity.” Her UC colleague, Jim Rawlins, associate vice chancellor of enrollment management at the University of California at San Diego agrees, saying “Answer the question. Not doing so is the surest way we can tell you are simply giving us a snippet of something you actually wrote for a different purpose.”

Don’t Overedit

Emily Roper-Doten, vice president for undergraduate admissions and financial assistance at Clark University warns against “Too many editors!” She says, “Pick a couple of trusted folks to be your sounding board when considering topics and as readers once you have drafts. You don’t want too many voices in your essay to drown you out!” Scripps’ Romero agrees, suggesting, “Ask a good friend, someone you trust and knows you well, to read your essays.” She adds, “The goal is for the admission committee to get to know a little about you and who better to help you create that framework, than a good friend. This may not work for all students because of content but helps them understand it’s important to be themselves.” Whitney Soule, vice provost and dean of admissions at The University of Pennsylvania adds, “Avoid well-meaning editorial interference that might seem to polish your writing but actually takes your own personal ‘shine’ right out of the message.” She says, “As readers, we connect to applicants through their genuine tone and style. Considering editorial advice for flow and message is OK but hold on to the 'you' for what you want to say and how you want to say it.”

Don’t Get Showy

Palmer Muntz, senior regional admissions counselor at the University of Alaska Fairbanks cautions applicants, “Don’t be fancier than you are. You don’t need to put on airs.” He adds, “Yes, proofread your work for grammar and spelling, but be natural. Craft something you’d want to read yourself, which probably means keeping your paragraphs short, using familiar words, and writing in an active voice.” Connecticut College’s Strickler agrees, warning, “Don't try to be someone you are not. If you are not funny, don't try to write a funny essay. If you are not an intellectual, trying to write an intellectual essay is a bad idea.”

Anthony Jones, the vice president of enrollment management at Loyola University New Orleans offers a unique metaphor for thinking about the essay. He says, “In the new world of the hyper-fast college admission process, it's become easy to overlook the essential meaning of the college application. It's meant to reveal Y...O...U, the real you, not some phony digital avatar. Think of the essay as the essence of that voice but in analog. Like the completeness and authenticity captured in a vinyl record, the few lines you're given to explain your view should be a slow walk through unrestrained expression chock full of unapologetic nuances, crevices of emotion, and exactness about how you feel in the moment. Then, and only then, can you give the admissions officer an experience that makes them want to tune in and listen for more.”

Don’t Be A Downer

James Nondorf, vice president and dean of admissions and financial aid at The University of Chicago says, “Don’t be negative about other people, be appreciative of those who have supported you, and be excited about who you are and what you will bring to our campus!” He adds, “While admissions offices want smart students for our classrooms, we also want kind-hearted, caring, and joyous students who will add to our campus communities too.”

Don’t Pattern Match

Alan Ramirez is the dean of admission and financial aid at Sewanee, The University of the South. He explains, “A big concern I have is when students find themselves comparing their writing to other students or past applicants and transform their writing to be more like those individuals as a way to better their chances of offering a more-compelling essay.” He emphasizes that the result is that the “essay is no longer authentic nor the best representation of themselves and the whole point of the essay is lost. Their distinctive voice and viewpoint contribute to the range of voices in the incoming class, enhancing the diversity of perspectives we aim to achieve.” Ramirez simple tells students, “Be yourself, that’s what we want to see, plus there's no one else who can do it better than you!”

Don’t Feel Tied To A Topic

Jessica Ricker is the vice president for enrollment and dean of admissions and financial aid at Skidmore College. She says, “Sometimes students feel they must tell a story of grief or hardship, and then end up reliving that during the essay-writing process in ways that are emotionally detrimental. I encourage students to choose a topic they can reflect upon positively but recommend that if they choose a more challenging experience to write about, they avoid belaboring the details and instead focus on the outcome of that journey.” She adds, "They simply need to name it, frame its impact, and then help us as the reader understand how it has shaped their lens on life and their approach moving forward.”

Landmark College’s Stefanowicz adds, “A lot of students worry about how personal to get in sharing a part of their identity like your race or heritage (recalling last year’s Supreme Court case about race-conscious admissions), a learning difference or other disability, your religious values, LGBTQ identity…the list goes on.” He emphasizes, “This is always your choice, and your essay doesn’t have to be about a defining identity. But I encourage you to be fully yourself as you present yourself to colleges—because the college admission process is about finding a school where your whole self is welcome and you find a setting to flourish!”

Don’t Be Redundant

Hillen Grason Jr., dean of admission at Franklin & Marshall College, advises, “Don't repeat academic or co-curricular information that is easily identifiable within other parts of your application unless the topic is a core tenant of you as an individual.” He adds, “Use your essay, and other parts of your application, wisely. Your essay is the best way to convey who your authentic self is to the schools you apply. If you navigated a situation that led to a dip in your grades or co-curricular involvement, leverage the ‘additional information’ section of the application.

Thomas Marr is a regional manager of admissions for the Americas at The University of St Andrews in Scotland and points out that “Not all international schools use the main college essay as part of their assessment when reviewing student applications.” He says, “At the University of St Andrews, we focus on the supplemental essay and students should avoid the mistake of making the supplemental a repeat of their other essay. The supplemental (called the Personal Statement if using the UCAS application process) is to show the extent of their passion and enthusiasm for the subject/s to which they are applying and we expect about 75% of the content to cover this. They can use the remaining space to mention their interests outside of the classroom. Some students confuse passion for the school with passion for their subject; do not fall into that trap.”

A Few Final Don’ts

Don’t delay. Every college applicant I have ever worked with has wished they had started earlier. You can best avoid the pitfalls above if you give yourself the time and space to write a thoughtful essay and welcome feedback openly but cautiously. Don’t put too much pressure on yourself to be perfect . Do your best, share your voice, and stay true to who you are.

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100 years ago, our understanding of the universe exploded

Professor of Space Science and Physics, Athabasca University

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Martin Connors has received funding from NSERC.

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Astronomers, maybe more than anyone, appreciate what an island of perfection our Earth is. Our orbit may put us at a perfect distance from the sun for life to flourish, but it is too small to easily help astronomers determine how big the universe is.

Late Renaissance scholar Nicolaus Copernicus suggested that the Earth orbits the sun in 1543 , but it took 300 years to prove it.

In 1838, a nearby star appeared to wobble because our viewpoint on Earth was moving due to our planet being in orbit around the sun . Such apparent motion is called “ parallax .”

We can use only indirect means to find out how far away any external galaxy lies. Recent space missions allow us to see the apparent motion of billions of stars, but that still covers only a corner of our huge galaxy.

Until 100 years ago, it was greatly disputed whether other galaxies even existed , or if the Milky Way was the whole universe.

Explaining the universe

The German philosopher Immanuel Kant published Universal Natural History and Theory of the Heavens in 1755, speculating that certain small dim patches in the sky might be analogues of our Milky Way. These “nebulae” (the word means cloud) were usually viewed as nuisances, confusing comet hunters. Only with the development of large telescopes in the early 19th century were some of them seen to have a spiral form.

Seeking, much like Kant, a mechanical explanation for the universe and the formation of the solar system, the French mathematical astronomer Pierre Simon Laplace published Exposition du Système du Monde in 1796. Laplace survived the French Revolution to become a government minister under Napoleon, and eventually minor nobility when royalty returned to France: such survival skills enabled him to publish several editions of his influential book.

In it, Laplace describes the collapse of a gas cloud to form a star and solar system, a process for which we now have direct evidence. It was perhaps natural that the spiralling in of material to form a star became a preferred theory to explain the spiral nebulae.

There was no way to tell whether these spirals were new stars forming or Kant’s “island universes” until Edwin Hubble observed a star not wobbling, but instead varying in brightness in a nearby galaxy; Hubble presented his findings in January 1925 .

Distance and luminosity

The Milky Way has several neighbouring galaxies . The Andromeda spiral (M31) resembles it, but the the smaller, irregular pair of dwarf galaxies known as the Magellanic Clouds, visible only from southerly latitudes, are closer. Due to their huge distance from us, no outside galaxy can be seen to wobble (have parallax) due to Earth’s motion and another method is needed to find their distances.

Certain stars vary in brightness, and those called Cepheids are useful for indicating distance due to a relation between how much light they give off and their period of variation (in days).

This “period-luminosity” relation for Cepheids was discovered by pioneering astronomer Henrietta Leavitt using the Magellanic Clouds .

Calibration of Cepheids for use in any galaxy was done by American scientist Harlow Shapley , who had become famous by showing that the sun was not in the centre of the Milky Way. Ironically, Shapley did not believe that external galaxies existed.

A lesser-known figure, American astronomer Vesto Slipher , worked at Lowell Observatory in Flagstaff, Ariz. , built by the millionaire astronomer Percival Lowell to further his ideas about life on Mars and the presence of a then-unknown ninth planet ( Pluto, discovered in 1930 before being demoted in 2006 ).

Slipher, working with a small telescope equipped with ingenious spectroscopes, had found that spiral nebulae move at high speeds, mostly away from us — which is usually regarded as Hubble’s second breakthrough. Slipher also found that they spin at high speed, which made such an impression that some leading astronomers claimed to see the motion (over years), proving the spiral nebulae to be nearby.

It took the world’s largest telescope, painstakingly used by Edwin Hubble , to resolve the question.

Measuring distance

Mount Wilson looms about 1.7 km above the Los Angeles basin. Before light pollution from the city became excessive, the mountainside was a suitable location for the Hooker telescope , finished in 1917. It was a powerful tool for the young Hubble, hired at the Mount Wilson Observatory in 1919 after serving in the military.

The apparent large size of the Andromeda nebula — many times larger than the moon if photographed to show the faint outer regions — meant it was nearby and might resolve the spiral nebula question if studied properly. Hubble initially studied novae — exploding stars that can be picked out due to their brightness.

Hubble had to work past the confusion that in 1885, Andromeda had hosted a supernova , something so unfamiliar at the time that it was thought to prove the Laplace collapse theory since the spiral seemed to have formed a new star near its centre. To make matters worse, among novae there is a lot of variation in brightness, so they are not good indicators of distance.

Nevertheless, Hubble monitored them systematically. On a photograph taken in late 1923, he realized that one of his “novae” was fading in and out, and was in fact a Cepheid variable star, able to be used to determine distances accurately.

In 1924, Hubble found many more Cepheids, all able to have their actual luminosity determined. Knowing this and how faint they appeared as seen from Earth, Hubble was able to demonstrate that the Andromeda nebula was roughly two million light years away: a neighbouring spiral galaxy. Previously thought to be part of our own galaxy, Andromeda was in fact about one thousand times further away.

The new perception of the size of the universe allowed Hubble, several years later, to go further and propose Hubble’s Law , a theory of the expansion of the universe, yet later shown to have begun with the Big Bang 13.6 billion years ago .

But, at least in astronomy, 1924 was the year that the universe exploded.

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Thou Shalt Not Post the Ten Commandments in the Classroom

By David French

Opinion Columnist

There is a certain irony in the bravado about the Ten Commandments from Gov. Jeff Landry of Louisiana. On Saturday he told attendees at a Republican fund-raiser, “I can’t wait to be sued.” Clearly, he knows that the Supreme Court previously ruled against mandatory displays of the Ten Commandments in the classroom. In a 1980 case, Stone v. Graham , the Supreme Court struck down a Kentucky law that required the posting of the Ten Commandments, purchased through private donations, in every public school classroom in the state.

A Louisiana law requiring the display of the Ten Commandments in every public classroom in the state defies this precedent, so, yes, the state will be sued .

But Landry’s comments didn’t stop with bravado. He also said something else. “If you want to respect the rule of law,” he told the guests, “you’ve got to start from the original lawgiver, which was Moses.” To teach respect for the rule of law, he’s defying the Supreme Court? That’s an interesting message to send to students.

It’s consistent with an emerging Republican approach to constitutional law. Just as many Republicans view their constituency as composed of the “real” Americans, they tend to believe their interpretation of the Constitution represents the “real” Constitution. So we’re seeing a flurry of culture-war-motivated state laws , many of them aimed at the First Amendment, that confront precedent.

The Dobbs decision gave some Republicans hope for radical change, but reversing Roe has not signaled open season on the court’s rulings. Republicans’ challenges to the Voting Rights Act failed , the independent state legislature theory foundered , and efforts to expand the standing doctrine to limit access to the abortion pill faltered. Even so, it’s premature to declare that the Supreme Court is frustrating the MAGA right.

Altering constitutional law is not the only motivation here; a version of Christian mysticism is also in play. There is a real belief that the Ten Commandments have a form of spiritual power over the hearts and minds of students and that posting the displays can change their lives.

I’m an evangelical Christian who believes in God and the divine inspiration of Scripture, but I do not believe that documents radiate powers of personal virtue. I happened to grow up in Kentucky and went to classes before the Ten Commandments were ordered removed, and I can testify that the displays had no impact on our lives. My classmates and I were not better people because of the faded posters on the walls.

David French is an Opinion columnist, writing about law, culture, religion and armed conflict. He is a veteran of Operation Iraqi Freedom and a former constitutional litigator. His most recent book is “Divided We Fall: America’s Secession Threat and How to Restore Our Nation .” You can follow him on Threads ( @davidfrenchjag ).

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Fall 2024 Semester

Undergraduate courses.

Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.

• 100-200 level

ENGL 151.S01: Introduction to English Studies

Tuesday and Thursday, 11 a.m.-12:15 p.m.

Sharon Smith

ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.

ENGL 201.ST1 Composition II: The Mind/Body Connection

In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.

ENGL 201.S10 Composition II: Environmental Writing   

Monday/Wednesday/Friday 1-1:50 p.m.

Gwen Horsley

English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:

• Focus on the relationships between world environments, land, animals and humankind.
• Read various essays by environmental, conservational and regional authors.
• Produce student writings. 

Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.

Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.

ENGL 201.13 Composition II: Writing the Environment

Tuesday and Thursday 9:30-10:45 a.m.

Paul Baggett

For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.

ENGL 201 Composition II: Food Writing

S17 Tuesday and Thursday 12:30-1:45 p.m.

S18 Tuesday and Thursday 2-3:15 p.m.

Jodi Andrews

In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.

ENGL 221.S01 British Literature I

Michael S. Nagy

English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:

• The Norton Anthology of English Literature: The Middle Ages. Ed. Alfred David, M. H. Abrams, and Stephen Greenblatt. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Sixteenth Century and Early Seventeenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• The Norton Anthology of English Literature: The Restoration and the Eighteenth Century. Ed. George M. Logan, Stephen Greenblatt, Barbara K Lewalski, and M. H. Abrams. 9th ed. New York: W. W. Norton & Company, 2012.
• Gibaldi, Joseph. The MLA Handbook for Writers of Research Papers. 6th ed. New York: The Modern Language Association of America, 2003.
• Any Standard College Dictionary.

ENGL 240.S01 Juvenile Literature Elementary-5th Grade

Monday, Wednesday and Friday noon-12:50 p.m.

April Myrick

A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.

ENGL 240.ST1 Juvenile Literature Elementary-5th Grade

Randi Anderson

In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.

Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.

In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.

ENGL 241.S01: American Literature I

Tuesday and Thursday 12:30-1:45 p.m.

This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.

Required Texts

• The Norton Anthology of American Literature: Package 1, Volumes A and B Beginnings to 1865, Ninth Edition. (ISBN 978-0-393-26454-8)

ENGL 283.S01 Introduction to Creative Writing

Steven Wingate

Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.

ENGL 283.S02 Introduction to Creative Writing

Jodilyn Andrews

This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).

ENGL 283.ST1 Introduction to Creative Writing

Amber Jensen, M.A., M.F.A.

This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.

• 300-400 level

ENGL 424.S01 Language Arts Methods grades 7-12  

Tuesday 6-8:50 p.m.

Danielle Harms

Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.

AIS/ENGL 447.S01: American Indian Literature of the Present 

Thursdays 3-6 p.m.

This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:

• Genre: What makes Indigenous literature indigenous?
• Political and Cultural Sovereignty: Why have an emphasis on tribal specificity and calls for “literary separatism” emerged in recent decades, and what are some of the critical conversations surrounding such particularized perspectives?
• Gender and Sexuality: What are the intersecting concerns of Indigenous Studies and Women, Gender and Sexuality Studies, and how might these research fields inform one another?
• Trans-Indigeneity: What might we learn by comparing works across different Indigenous traditions, and what challenges do such comparisons present?
• Aesthetics: How do Indigenous writers understand the dynamics between tradition and creativity?
• Visual Forms: What questions or concerns do visual representations (television and film) by or about Indigenous peoples present?

Possible Texts

• Akiwenzie-Damm, Kateri and Josie Douglas (eds), Skins: Contemporary Indigenous Writing. IAD Press, 2000. (978-1864650327)
• Erdrich, Louise, The Sentence. Harper, 2021 (978-0062671127)
• Harjo, Joy, Poet Warrior: A Memoir. Norton, 2021 (978-0393248524)
• Harjo, Sterlin and Taika Waititi, Reservation Dogs (selected episodes)
• Talty, Morgan. Night of the Living Rez, 2022, Tin House (978-1953534187)
• Wall Kimmerer, Robin. Braiding Sweet Grass, Milkweed Editions (978-1571313560)
• Wilson, Diane. The Seed Keeper: A Novel. Milkweed Editions (978-1571311375)
• Critical essays by Alexie, Allen, Cohen, Cox, King, Kroeber, Ortiz, Piatote, Ross and Sexton, Smith, Taylor, Teuton, Treuer, Vizenor, and Womack.

ENGL 472.S01: Film Criticism

Tuesdays 2-4:50 p.m.

Jason McEntee

Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?

In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)

ENGL 476.ST1: Fiction

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 479.01 Capstone: The Gothic

Wednesday 3-5:50 p.m.

With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live. 

ENGL 485.S01: Undergraduate Writing Center Learning Assistants 

Flexible Scheduling

Nathan Serfling

Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.

Graduate Courses

Engl 572.s01: film criticism, engl 576.st1 fiction.

In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.

ENGL 605.S01 Seminar in Teaching Composition

Thursdays 1-3:50 p.m.

This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.

As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.

At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.

ENGL 726.S01: The New Woman, 1880–1900s 

Thursdays 3–5:50 p.m.

Katherine Malone

This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.

ENGL 792.ST1 Women in War: Female Authors and Characters in Contemporary War Lit

In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.