Typically, an essay has five paragraphs: an introduction, a conclusion, and three body paragraphs. However, there is no set rule about the number of paragraphs in an essay.
The number of paragraphs can vary depending on the type and scope of your essay. An expository or argumentative essay may require more body paragraphs to include all the necessary information, whereas a narrative essay may need fewer.
To enhance the coherence and readability of your essay, it’s important to follow certain rules regarding the structure. Take a look:
1. Arrange your information from the most simple to the most complex bits. You can start the body paragraph off with a general statement and then move on to specifics.
2. Provide the necessary background information at the beginning of your essay to give the reader the context behind your thesis statement.
3. Select topic statements that provide value, more information, or evidence for your thesis statement.
There are also various essay structures , such as the compare and contrast structure, chronological structure, problem method solution structure, and signposting structure that you can follow to create an organized and impactful essay.
An impactful, well-structured essay comes down to three important parts: the introduction, body, and conclusion.
1. The introduction sets the stage for your essay and is typically a paragraph long. It should grab the reader’s attention and give them a clear idea of what your essay will be about.
2. The body is where you dive deeper into your topic and present your arguments and evidence. It usually consists of two paragraphs, but this can vary depending on the type of essay you’re writing.
3. The conclusion brings your essay to a close and is typically one paragraph long. It should summarize the main points of the essay and leave the reader with something to think about.
The length of your paragraphs can vary depending on the type of essay you’re writing. So, make sure you take the time to plan out your essay structure so each section flows smoothly into the next.
When it comes to writing an essay, the introduction is a critical component that sets the tone for the entire piece. A well-crafted introduction not only grabs the reader’s attention but also provides them with a clear understanding of what the essay is all about. An essay editor can help you achieve this, but it’s best to know the brief yourself!
Let’s take a look at how to write an attractive and informative introductory paragraph.
1. Construct an attractive hook
To grab the reader’s attention, an opening statement or hook is crucial. This can be achieved by incorporating a surprising statistic, a shocking fact, or an interesting anecdote into the beginning of your piece.
For example, if you’re writing an essay about water conservation you can begin your essay with, “Clean drinking water, a fundamental human need, remains out of reach for more than one billion people worldwide. It deprives them of a basic human right and jeopardizes their health and wellbeing.”
2. Provide sufficient context or background information
An effective introduction should begin with a brief description or background of your topic. This will help provide context and set the stage for your discussion.
For example, if you’re writing an essay about climate change, you start by describing the current state of the planet and the impact that human activity is having on it.
3. Construct a well-rounded and comprehensive thesis statement
A good introduction should also include the main message or thesis statement of your essay. This is the central argument that you’ll be making throughout the piece. It should be clear, concise, and ideally placed toward the end of the introduction.
By including these elements in your introduction, you’ll be setting yourself up for success in the rest of your essay.
Let’s take a look at an example.
The Wright Brothers’ invention of the airplane in 1903 revolutionized the way humans travel and explore the world. Prior to this invention, transportation relied on trains, boats, and cars, which limited the distance and speed of travel. However, the airplane made air travel a reality, allowing people to reach far-off destinations in mere hours. This breakthrough paved the way for modern-day air travel, transforming the world into a smaller, more connected place. In this essay, we will explore the impact of the Wright Brothers’ invention on modern-day travel, including the growth of the aviation industry, increased accessibility of air travel to the general public, and the economic and cultural benefits of air travel.
You can persuade your readers and make your thesis statement compelling by providing evidence, examples, and logical reasoning. To write a fool-proof and authoritative essay, you need to provide multiple well-structured, substantial arguments.
Let’s take a look at how this can be done:
1. Write a topic sentence for each paragraph
The beginning of each of your body paragraphs should contain the main arguments that you’d like to address. They should provide ground for your thesis statement and make it well-rounded. You can arrange these arguments in several formats depending on the type of essay you’re writing.
2. Provide the supporting information
The next point of your body paragraph should provide supporting information to back up your main argument. Depending on the type of essay, you can elaborate on your main argument with the help of relevant statistics, key information, examples, or even personal anecdotes.
3. Analyze the supporting information
After providing relevant details and supporting information, it is important to analyze it and link it back to your main argument.
End one body paragraph with a smooth transition to the next. There are many ways in which this can be done, but the most common way is to give a gist of your main argument along with the supporting information with transitory words such as “however” “in addition to” “therefore”.
Here’s an example of a body paragraph.
The Wright Brothers’ invention of the airplane revolutionized air travel. They achieved the first-ever successful powered flight with the Wright Flyer in 1903, after years of conducting experiments and studying flight principles. Despite their first flight lasting only 12 seconds, it was a significant milestone that paved the way for modern aviation. The Wright Brothers’ success can be attributed to their systematic approach to problem-solving, which included numerous experiments with gliders, the development of a wind tunnel to test their designs, and meticulous analysis and recording of their results. Their dedication and ingenuity forever changed the way we travel, making modern aviation possible.
A powerful concluding statement separates a good essay from a brilliant one. To create a powerful conclusion, you need to start with a strong foundation.
Let’s take a look at how to construct an impactful concluding statement.
1. Restructure your thesis statement
To conclude your essay effectively, don’t just restate your thesis statement. Instead, use what you’ve learned throughout your essay and modify your thesis statement accordingly. This will help you create a conclusion that ties together all of the arguments you’ve presented.
2. Summarize the main points of your essay
The next point of your conclusion consists of a summary of the main arguments of your essay. It is crucial to effectively summarize the gist of your essay into one, well-structured paragraph.
3. Create a lasting impression with your concluding statement
Conclude your essay by including a key takeaway, or a powerful statement that creates a lasting impression on the reader. This can include the broader implications or consequences of your essay topic.
Here’s an example of a concluding paragraph.
The Wright Brothers’ invention of the airplane forever changed history by paving the way for modern aviation and countless aerospace advancements. Their persistence, innovation, and dedication to problem-solving led to the first successful powered flight in 1903, sparking a revolution in transportation that transformed the world. Today, air travel remains an integral part of our globalized society, highlighting the undeniable impact of the Wright Brothers’ contribution to human civilization.
Most essays are derived from the combination or variation of these four main types of essays . let’s take a closer look at these types.
1. Narrative essay
A narrative essay is a type of writing that involves telling a story, often based on personal experiences. It is a form of creative nonfiction that allows you to use storytelling techniques to convey a message or a theme.
2. Descriptive essay
A descriptive essay aims to provide an immersive experience for the reader by using sensory descriptors. Unlike a narrative essay, which tells a story, a descriptive essay has a narrower scope and focuses on one particular aspect of a story.
3. Argumentative essays
An argumentative essay is a type of essay that aims to persuade the reader to adopt a particular stance based on factual evidence and is one of the most common forms of college essays.
4. Expository essays
An expository essay is a common format used in school and college exams to assess your understanding of a specific topic. The purpose of an expository essay is to present and explore a topic thoroughly without taking any particular stance or expressing personal opinions.
While this article demonstrates what is an essay and describes its types, you may also have other doubts. As experts who provide essay editing and proofreading services , we’re here to help.
Our team has created a list of resources to clarify any doubts about writing essays. Keep reading to write engaging and well-organized essays!
What is the difference between an argumentative and an expository essay, what is the difference between a narrative and a descriptive essay, what is an essay format, what is the meaning of essay, what is the purpose of writing an essay.
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Examples of essay, collocations with essay.
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(Entry 1 of 2)
Definition of essay (Entry 2 of 2)
transitive verb
attempt , try , endeavor , essay , strive mean to make an effort to accomplish an end.
attempt stresses the initiation or beginning of an effort.
try is often close to attempt but may stress effort or experiment made in the hope of testing or proving something.
endeavor heightens the implications of exertion and difficulty.
essay implies difficulty but also suggests tentative trying or experimenting.
strive implies great exertion against great difficulty and specifically suggests persistent effort.
These examples are programmatically compiled from various online sources to illustrate current usage of the word 'essay.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.
Middle French essai , ultimately from Late Latin exagium act of weighing, from Latin ex- + agere to drive — more at agent
14th century, in the meaning defined at sense 4
14th century, in the meaning defined at sense 2
You'll know the difference if you give it the old college essay
Cite this entry.
“Essay.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/essay. Accessed 14 Aug. 2024.
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Words, words, words..., academic writing webinar part 1.
Essay topics contain key words that explain what information is required and how it is to be presented. Using the essay question below indentify task content & limiting words. Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.
Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.
Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.
Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?
Task words are usually verbs and they tell you what to do to complete your assignment.
You need to identify these words, because you will need to follow these instructions to pass the assignment. As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.
Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.
Don't try to use them in your research - they aren't things to find, only things to do.
The task words from our sample question are:
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.
So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.
The content words are the "meat" of the question - these are things you can research.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .
You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.
You need to find the keywords - the most concrete concepts - and search for those. The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.
One of the core skills of academic research is learning to extrapolate : to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.
So, the core keywords/concepts to research are:
Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.
They could limit you by:
In this example, you have two limits:
Sometimes it can help to add your own limits . With health sciences, you almost always limit your research to the last five or six years. Social sciences are not as strict with the date range but it's still a good idea to keep it recent. You could specifically look at the Australian context. You may decide to focus on the private sector within that industry.
With the question above you could limit yourself to only looking at first year university students.
Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all: they exist to give you some context .
These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment. They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.
Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.
You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.
Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.
It is easy to get distracted and go off on tangents when doing your research . Use the context words to help you keep your focus where it should be.
(Last updated: 3 June 2024)
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Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.
But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.
Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.
No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.
For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.
So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.
Critical question words | Descriptive question words |
---|---|
Analyse | Define |
Evaluate | Demonstrate |
Justify | Describe |
Critically evaluate | Elaborate |
Review | Explain |
Assess | Explore |
Discuss | Identify |
Examine | Illustrate |
To what extent | Outline |
Summarise | |
Clarify | |
Compare | |
Contrast |
Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.
It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.
Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.
The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.
State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.
Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.
Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.
However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.
Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.
You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?
‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.
Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.
It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.
Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.
‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.
In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.
A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.
8. illustrate, 10. summarise, 11. clarify.
Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.
Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.
Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.
Here are a few more handy tips to bear in mind when addressing your essay questions:
When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.
Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.
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essay , an analytic , interpretative, or critical literary composition usually much shorter and less systematic and formal than a dissertation or thesis and usually dealing with its subject from a limited and often personal point of view.
Some early treatises—such as those of Cicero on the pleasantness of old age or on the art of “divination,” Seneca on anger or clemency , and Plutarch on the passing of oracles—presage to a certain degree the form and tone of the essay, but not until the late 16th century was the flexible and deliberately nonchalant and versatile form of the essay perfected by the French writer Michel de Montaigne . Choosing the name essai to emphasize that his compositions were attempts or endeavours, a groping toward the expression of his personal thoughts and experiences, Montaigne used the essay as a means of self-discovery. His Essais , published in their final form in 1588, are still considered among the finest of their kind. Later writers who most nearly recall the charm of Montaigne include, in England, Robert Burton , though his whimsicality is more erudite , Sir Thomas Browne , and Laurence Sterne , and in France, with more self-consciousness and pose, André Gide and Jean Cocteau .
At the beginning of the 17th century, social manners, the cultivation of politeness, and the training of an accomplished gentleman became the theme of many essayists. This theme was first exploited by the Italian Baldassare Castiglione in his Il libro del cortegiano (1528; The Book of the Courtier ). The influence of the essay and of genres allied to it, such as maxims, portraits, and sketches, proved second to none in molding the behavior of the cultured classes, first in Italy, then in France, and, through French influence, in most of Europe in the 17th century. Among those who pursued this theme was the 17th-century Spanish Jesuit Baltasar Gracián in his essays on the art of worldly wisdom.
Keener political awareness in the 18th century, the age of Enlightenment , made the essay an all-important vehicle for the criticism of society and religion. Because of its flexibility, its brevity , and its potential both for ambiguity and for allusions to current events and conditions, it was an ideal tool for philosophical reformers. The Federalist Papers in America and the tracts of the French Revolutionaries are among the countless examples of attempts during this period to improve the human condition through the essay.
The genre also became the favoured tool of traditionalists of the 18th and 19th centuries, such as Edmund Burke and Samuel Taylor Coleridge , who looked to the short, provocative essay as the most potent means of educating the masses. Essays such as Paul Elmer More’s long series of Shelburne Essays (published between 1904 and 1935), T.S. Eliot ’s After Strange Gods (1934) and Notes Towards the Definition of Culture (1948), and others that attempted to reinterpret and redefine culture , established the genre as the most fitting to express the genteel tradition at odds with the democracy of the new world.
Whereas in several countries the essay became the chosen vehicle of literary and social criticism, in other countries the genre became semipolitical, earnestly nationalistic, and often polemical, playful, or bitter. Essayists such as Robert Louis Stevenson and Willa Cather wrote with grace on several lighter subjects, and many writers—including Virginia Woolf , Edmund Wilson , and Charles du Bos —mastered the essay as a form of literary criticism .
To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.
Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.
It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.
If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.
Let’s start by looking at language for general explanations of complex points.
Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”
Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”
Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”
Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”
Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”
Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.
Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”
Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”
Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”
Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”
Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”
Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”
Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”
Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”
Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”
Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.
Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”
When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.
Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”
Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”
Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”
Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”
Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”
Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”
Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”
Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.
Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”
Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”
Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”
Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”
Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”
Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”
Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”
Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.
Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”
Example: “To give an illustration of what I mean, let’s look at the case of…”
When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.
Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”
Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”
Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”
You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.
Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”
Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”
Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”
Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”
Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”
How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.
At Oxford Royale Academy, we offer a number of summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine and engineering .
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Definition Essay
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Published on: Oct 9, 2020
Last updated on: Jan 31, 2024
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Many students struggle with writing definition essays due to a lack of clarity and precision in their explanations.
This obstructs them from effectively conveying the essence of the terms or concepts they are tasked with defining. Consequently, the essays may lack coherence, leaving readers confused and preventing them from grasping the intended meaning.
But don’t worry!
In this guide, we will delve into effective techniques and step-by-step approaches to help students craft an engaging definition essay.
Continue reading to learn the correct formation of a definition essay.
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Just as the name suggests, a definition essay defines and explains a term or a concept. Unlike a narrative essay, the purpose of writing this essay is only to inform the readers.
Writing this essay type can be deceivingly tricky. Some terms, concepts, and objects have concrete definitions when explained. In contrast others are solely based on the writerâs understanding and point of view.
A definition essay requires a writer to use different approaches when discussing a term. These approaches are the following:
A single or combination of approaches can be used in the essay.
There are several types of definition essays that you may be asked to write, depending on the purpose and scope of the assignment.
In this section, we will discuss some of the most common types of definition essays.
This type of essay provides a detailed description of a term or concept, emphasizing its key features and characteristics.
The goal of a descriptive definition essay is to help readers understand the term or concept in a more profound way.
In a stipulative definition essay, the writer provides a unique definition of a term or concept. This type of essay is often used in academic settings to define a term in a particular field of study.
The goal of a stipulative definition essay is to provide a precise and clear definition that is specific to the context of the essay.
This compare and contrast essay type involves analyzing a term or concept in-depth. Breaking it down into its component parts, and examining how they relate to each other.
The goal of an analytical definition essay is to provide a more nuanced and detailed understanding of the term or concept being discussed.
A persuasive definition essay is an argumentative essay that aims to persuade readers to accept a particular definition of a term or concept.
The writer presents their argument for the definition and uses evidence and examples to support their position.
An explanatory definition essay is a type of expository essay . It aims to explain a complex term or concept in a way that is easy to understand for the reader.
The writer breaks down the term or concept into simpler parts and provides examples and analogies to help readers understand it better.
An extended definition essay goes beyond the definition of a word or concept and provides a more in-depth analysis and explanation.
The goal of an extended definition essay is to provide a comprehensive understanding of a term, concept, or idea. This includes its history, origins, and cultural significance.
Writing a definition essay is simple if you know the correct procedure. This essay, like all the other formal pieces of documents, requires substantial planning and effective execution.
The following are the steps involved in writing a definition essay effectively:
Instead of choosing a term that has a concrete definition available, choose a word that is complicated . Complex expressions have abstract concepts that require a writer to explore deeper. Moreover, make sure that different people perceive the term selected differently.
Once you have a word to draft your definition essay for, read the dictionary. These academic definitions are important as you can use them to compare your understanding with the official concept.
Drafting a definition essay is about stating the dictionary meaning and your explanation of the concept. So the writer needs to have some information about the term.
In addition to this, when exploring the term, make sure to check the termâs origin. The history of the word can make you discuss it in a better way.
Coming up with an exciting title for your essay is important. The essay topic will be the first thing that your readers will witness, so it should be catchy.
Creatively draft an essay topic that reflects meaning. In addition to this, the usage of the term in the title should be correctly done. The readers should get an idea of what the essay is about and what to expect from the document.
Now that you have a topic in hand, it is time to gather some relevant information. A definition essay is more than a mere explanation of the term. It represents the writerâs perception of the chosen term and the topic.
So having only personal opinions will not be enough to defend your point. Deeply research and gather information by consulting credible sources.
The gathered information needs to be organized to be understandable. The raw data needs to be arranged to give a structure to the content.
Here's a generic outline for a definition essay:
Provide an that grabs the reader's attention and introduces the term or concept you will be defining. that clearly defines the term or concept and previews the main points of the essay. , , or that will help the reader better understand the term or concept. to clarify the scope of your definition. or of the term or concept you are defining in detail. to illustrate your points. by differentiating your term or concept from similar terms or concepts. to illustrate the differences. of the term or concept. between the types, using examples and anecdotes to illustrate your points. , or to support your points. VII. Conclusion you have defined. that leaves a lasting impression on the reader. |
Are you searching for an in-depth guide on crafting a well-structured definition essay?Check out this definition essay outline blog!
6. Write the First Draft
Drafting each section correctly is a daunting task. Understanding what or what not to include in these sections requires a writer to choose wisely.
The start of your essay matters a lot. If it is on point and attractive, the readers will want to read the text. As the first part of the essay is the introduction , it is considered the first impression of your essay.
To write your definition essay introduction effectively, include the following information:
After briefly introducing the topic, fully explain the concept in the body section . Provide all the details and evidence that will support the thesis statement. To draft this section professionally, add the following information:
Once all the details are shared, give closure to your discussion. The last paragraph of the definition essay is the conclusion . The writer provides insight into the topic as a conclusion.
The concluding paragraphs include the following material:
7. Proofread and Edit
Although the writing process ends with the concluding paragraph, there is an additional step. It is important to proofread the essay once you are done writing. Proofread and revise your document a couple of times to make sure everything is perfect.
Before submitting your assignment, make edits, and fix all mistakes and errors.
If you want to learn more about how to write a definition essay, here is a video guide for you!
The structure of a definition essay is similar to that of any other academic essay. It should consist of an introduction, body paragraphs, and a conclusion.
However, the focus of a definition essay is on defining and explaining a particular term or concept.
In this section, we will discuss the structure of a definition essay in detail.
Get the idea of writing an introduction for a definition essay with this example:
"Have you ever wondered what it truly means to be a hero?" |
Here is an example of how to craft your definition essay body paragraph:
Heroes are individuals who demonstrate courage, selflessness, and a commitment to helping others. They often risk their own safety to protect others or achieve a noble goal. |
If applicable, the writer may want to include a section that discusses the different types or categories of the term or concept being defined.
This section should explain the similarities and differences between the types, using examples and anecdotes to illustrate the points.
This section could explore the different categories of heroes, such as those who are recognized for their bravery in the face of danger, those who inspire others through their deeds, or those who make a difference in their communities through volunteering. |
The writer should also include real-life examples of the term or concept being defined in action.
This will help the reader better understand the term or concept in context and how it is used in everyday life.
This could include stories of individuals who risked their lives to save others, such as firefighters who rushed into the Twin Towers on 9/11 or civilians who pulled people from a burning car. |
This example will help you writing a conclusion fo you essay:
Heroes are defined by their courage, selflessness, and commitment to helping others. There are many different types of heroes, but they all share these key features. |
It is important to go through some examples and samples before writing an essay. This is to understand the writing process and structure of the assigned task well.
Following are some examples of definition essays to give our students a better idea of the concept.
Understanding the Definition Essay
Definition Essay Example
Definition Essay About Friendship
Definition Essay About Love
Family Definition Essay
Success Definition Essay
Beauty Definition Essay
Selecting the right topic is challenging for other essay types. However, picking a suitable theme for a definition essay is equally tricky yet important. Pick an interesting subject to ensure maximum readership.
If you are facing writerâs block, here is a list of some great definition essay topics for your help. Choose from the list below and draft a compelling essay.
Here are some more extended definition essay topics:
Need more topics? Check out this definition essay topics blog!
Knowing the correct writing procedure is not enough if you are not aware of the essayâs small technicalities. To help students write a definition essay effortlessly, expert writers of CollegeEssay.org have gathered some simple tips.
These easy tips will make your assignment writing phase easy.
Following these tips will guarantee you better grades in your academics.
By following the step-by-step approach explained in this guide, you will acquire the skills to craft an outstanding essay.
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Our dedicated definition essay writing service is here to craft the perfect essay that meets your academic needs.
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This handout will define what an argument is and explain why you need one in most of your academic essays.
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.
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:
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.
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:
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 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.
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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Eng 101 oer: definition.
The purpose of a definition essay may seem self-explanatory: the purpose of the definition essay is to simply define something. But defining terms in writing is often more complicated than just consulting a dictionary. In fact, the way we define terms can have far-reaching consequences for individuals as well as collective groups.
Take, for example, a word like alcoholism . The way in which one defines alcoholism depends on its legal, moral, and medical contexts. Lawyers may define alcoholism in terms of its legality; parents may define alcoholism in terms of its morality; and doctors will define alcoholism in terms of symptoms and diagnostic criteria. Think also of terms that people tend to debate in our broader culture. How we define words, such as marriage and climate change , has enormous impact on policy decisions and even on daily decisions. Think about conversations couples may have in which words like commitment , respect , or love need clarification.
Defining terms within a relationship, or any other context, can at first be difficult, but once a definition is established between two people or a group of people, it is easier to have productive dialogues. Definitions, then, establish the way in which people communicate ideas. They set parameters for a given discourse, which is why they are so important.
The definition essay opens with a general discussion of the term to be defined. You then state as your thesis your definition of the term.
The rest of the essay should explain the rationale for your definition. Remember that a dictionary’s definition is limiting, and you should not rely strictly on the dictionary entry. Instead, consider the context in which you are using the word. Context identifies the circumstances, conditions, or setting in which something exists or occurs. Often words take on different meanings depending on the context in which they are used. For example, the ideal leader in a battlefield setting could likely be very different than a leader in an elementary school setting. If a context is missing from the essay, the essay may be too short or the main points could be confusing or misunderstood.
The remainder of the essay should explain different aspects of the term’s definition. For example, if you were defining a good leader in an elementary classroom setting, you might define such a leader according to personality traits: patience, consistency, and flexibility. Each attribute would be explained in its own paragraph.
Choose a topic that will be complex enough to be discussed at length. Choosing a word or phrase of personal relevance often leads to a more interesting and engaging essay.
After you have chosen your word or phrase, start your essay with an introduction that establishes the relevancy of the term in the chosen specific context. Your thesis comes at the end of the introduction, and it should clearly state your definition of the term in the specific context. Establishing a functional context from the beginning will orient readers and minimize misunderstandings.
The body paragraphs should each be dedicated to explaining a different facet of your definition. Make sure to use clear examples and strong details to illustrate your points. Your concluding paragraph should pull together all the different elements of your definition to ultimately reinforce your thesis.
Judy Brady provides a humorous look at responsibilities and relationships in I Want a Wife :
Gayle Rosenwald Smith shares her dislike of the name for a sleeveless T-shirt, The Wife-Beater :
Philip Levine defines What Work Is :
Defining Good Students Means More Than Just Grades
Many people define good students as those who receive the best grades. While it is true that good students often earn high grades, I contend that grades are just one aspect of how we define a good student. In fact, even poor students can earn high grades sometimes, so grades are not the best indicator of a student’s quality. Rather, a good student pursues scholarship, actively participates in class, and maintains a positive, professional relationship with instructors and peers.
Good students have a passion for learning that drives them to fully understand class material rather than just worry about what grades they receive in the course. Good students are actively engaged in scholarship, which means they enjoy reading and learning about their subject matter not just because readings and assignments are required. Of course, good students will complete their homework and all assignments, and they may even continue to perform research and learn more on the subject after the course ends. In some cases, good students will pursue a subject that interests them but might not be one of their strongest academic areas, so they will not earn the highest grades. Pushing oneself to learn and try new things can be difficult, but good students will challenge themselves rather than remain at their educational comfort level for the sake of a high grade. The pursuit of scholarship and education rather than concern over grades is the hallmark of a good student.
Class participation and behavior are another aspect of the definition of a good student. Simply attending class is not enough; good students arrive punctually because they understand that tardiness disrupts the class and disrespects the professors. They might occasionally arrive a few minutes early to ask the professor questions about class materials or mentally prepare for the day’s work. Good students consistently pay attention during class discussions and take notes in lectures rather than engage in off-task behaviors, such as checking their cell phones or daydreaming. Excellent class participation requires a balance between speaking and listening, so good students will share their views when appropriate but also respect their classmates’ views when they differ from their own. It is easy to mistake quantity of class discussion comments with quality, but good students know the difference and do not try to dominate the conversation. Sometimes class participation is counted toward a student’s grade, but even without such clear rewards, good students understand how to perform and excel among their peers in the classroom.
Finally, good students maintain a positive and professional relationship with their professors. They respect their instructor’s authority in the classroom as well as the instructor’s privacy outside of the classroom. Prying into a professor’s personal life is inappropriate, but attending office hours to discuss course material is an appropriate, effective way for students to demonstrate their dedication and interest in learning. Good students go to their professor’s office during posted office hours or make an appointment if necessary. While instructors can be very busy, they are usually happy to offer guidance to students during office hours; after all, availability outside the classroom is a part of their job. Attending office hours can also help good students become memorable and stand out from the rest, particularly in lectures with hundreds enrolled. Maintaining positive, professional relationships with professors is especially important for those students who hope to attend graduate school and will need letters of recommendation in the future.
Although good grades often accompany good students, grades are not the only way to indicate what it means to be a good student. The definition of a good student means demonstrating such traits as engaging with course material, participating in class, and creating a professional relationship with professors. While every professor will have different criteria for earning an A in their course, most would agree on these characteristics for defining good students.
This is a derivative of WRITING FOR SUCCESS by a publisher who has requested that they and the original author not receive attribution, originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .
Tim walz is not a lawyer—he’s a former civics teacher. that might be just what america needs to understand scotus..
There’s a truly excellent Tim Walz tweet circulating (thanks, Sal Gentile!) about all the things the Minnesota governor will do for you if elected vice president. It includes fixing your carburetor and putting a new chain on your lawn mower (read all the replies, I beseech you), and the upshot is that the former high school civics teacher and football coach is not just a menschy guy who will bring over a hot dish without even being asked but also a regular human who lives in the world. He doesn’t so much have an IVF “policy” as have an IVF daughter . His daughter is in fact the reason he changed his views on guns , in order to work more aggressively to prevent gun violence. Walz is not so much a creature of law and policy as a first responder. And, as People magazine put it when he was tapped Tuesday, Walz thus becomes the first candidate on a Democratic White House ticket since Jimmy Carter ran for reelection in 1980 to not have attended law school. The first nonlawyer in a quarter century! In a year in which the Democrats are putting the Supreme Court on the ballot, that makes him perfectly positioned to talk about what the court has done to ordinary Americans and why it matters.
In recent days alone, one sitting justice of the Supreme Court, in an interview with Fox News Sunday , cautioned President Joe Biden—kinda mobbishly—to “ be careful ” about proposing reforms that include imposing enforceable ethics rules (something all other judges in America must abide by). Justice Neil Gorsuch did this just as the New York Times reported on yet more undisclosed and unreported luxury travel by one of Gorsuch’s colleagues. In a new letter from Democratic Sen. Ron Wyden, of Oregon, we learned that Justice Clarence Thomas took a round-trip flight from Hawaii to New Zealand in November 2010 on Harlan Crow’s private jet but never disclosed it. As the Times points out, Thomas’ disclosure form for 2010 does not list any flights on Crow’s jet, and while he has recently amended other filings to account for luxury travel after the press has unearthed it, this form has never been corrected.
To briefly review, then, the same Supreme Court conservative supermajority that last month granted Donald Trump almost boundless immunity from criminal prosecution and in June took away the government’s power to ensure that water is clean and food and drugs are safe has opted to respond to criticism with yet another warning to “be careful” in even contemplating creating rules, an admonishment that comes alongside yet another brutish shrug from Thomas at the very existence of enforceable ethics guidelines. It’s a foolhardy response to a public that has, according to polling , lost all confidence in the court—but it’s not unremarkable from a branch that sees itself as floating above all law and regulation. As Svante Myrick aptly puts it, this lack of public confidence is about not merely what’s on the docket but the horse it rode in on: “It’s not just the rulings, it’s the recreational vehicle.”
So when Gorsuch and Thomas opt to spend their summers giving the middle finger to an American public that supports ethics reform and term limits by overwhelming margins ( 73 percent and 74 percent , respectively) while labeling such measures to be interference with “judicial independence,” that is certainly a choice. It’s just an objectively dumb one. And in that sense, finally having a nonlawyer on the ticket to speak to what the court has done to ordinary Americans in these few short years is both vital and long overdue.
If we have learned anything at all this year, it’s that far too many lawyers are far too timid and too institutionalized to be comfortable calling out the raft of bad decisions in which precedent is ignored, statutes are misread, and text and history are warped in order to achieve partisan political goals. It’s time to pass the torch.
And if that means that a former civics teacher can take us all to school and, in layman’s terms, about the urgent issues on which Americans can agree the court has screwed us all, well, his timing is perfect: The Supreme Court as currently constituted has eviscerated voting rights. Tim Walz has been a fervent proponent of expanding the franchise . In his first remarks this week as vice presidential candidate, Walz pledged that he and Kamala Harris would strive to create “a place where we settle our political differences not through violence but with our votes.” Americans overwhelmingly believe in democracy over authoritarianism.
The Supreme Court has just gutted abortion rights. Walz has consistently expanded them . The Supreme Court has worked persistently to dismantle public education in favor of sectarian religious schools . Walz has poured a lifetime of energy into bolstering public education . The high court has put lethal guns in the hands of violent Americans. Walz says he “sleeps just fine” with his F rating from the National Rifle Association. The list goes on.
On almost every signature issue Walz brings to the table as governor, the Supreme Court has worked to undermine and devalue public regulation, funding, and expertise. And as our friend Jay Willis keeps reminding us , you need not be an expert on constitutional law and methodological approaches to statutory interpretation to have informed opinions on the Supreme Court. You know who’s going to have informed nonlawyerly opinions on what’s wrong with the Supreme Court? The nominee for the vice presidency. And if the current justices of the Supreme Court believe that the law has no bearing on the ways in which they opt to live their lives, and if the current GOP front-runner for the presidency has lived his entire existence in that very same spirit, well, it may be useful to have someone in the race who not only is palpably and demonstrably affected by the law but can also speak to that in terms the rest of us can relate to and understand.
In a profound way, Walz is an avatar for someone who is attempting to do effective and lawful state governance and is being thwarted by an imperial Supreme Court, which is exactly what will happen to the Harris administration if court reforms are not enacted. Just as the Supreme Court’s conservative supermajority stood in the way of Biden’s emergency COVID management, his air-pollution efforts, his college-loan-forgiveness program, and his emergency-room abortion-care regulations, it will joyfully throw a spanner into the Harris administration’s efforts to expand voting rights, protect LGBTQ+ Americans, and prevent climate crises. One doesn’t need Juris Doctor behind their name to call this out. One need only have had a semester or two of high school civics to understand that this is neither “checking” nor “balancing” as anticipated by the Framers but rather an untouchable juristocracy that travels by charter flight and superyacht.
It’s high time that a prominent nonlawyer take a turn at this critique of the Roberts court, and it’s clear that Walz may succeed where all of us polite eggheads have failed. The Supreme Court supermajority represents a democracy crisis that needs to be discussed at barbecues and high school lunch tables, not just pondered in the stacks at Ivy League law schools. If Walz can initiate and embody that conversation over the next 90 days, in terms that chime with swing voters and undecideds, and in language that is playful and irreverent and goofy, it will be the best thing to happen to a Democratic Party that has avoided the topic of court reform for two decades too long. To baldly paraphrase Oliver Wendell Holmes, three generations of pointy-headed lawyers is enough. Let’s have a conversation on court reform from someone who has lived, and taught and governed, under the hand of a court that seems not to care about the real impacts of its decisions.
Nietzsche can help us understand the phenomenon of self-abasement.
My X feed has recently been flooded with parodies of the “White Women for Kamala” Zoom call, where a kindergarten teacher turned social media influencer “gentle parented” a group of white women, explaining that “our BIPOC sisters have tapped us in as white women to step up, listen, and get involved this election season.” Among many ridiculous and troubling elements of the call—Democrats now support separate but equal political gatherings?—one particularly glaring aspect was the kind of self-flagellation on racial grounds that has gained widespread adoption since at least the publication of Robin DiAngelo’s White Fragility .
Happy, God-fearing, patriotic Americans don’t understand these rituals and the sentiments underlying them. Hence the mockery, along with the investigations into the financial and institutional incentives that reward and propagate these ideas. This has to be orchestrated by some Marxist dark money that seeks to undermine American bourgeois society, right? Or, as Rob Henderson argues, perhaps this is simply how the “educated elite” now distinguish themselves from the rest of us?
It’s certainly worthwhile to investigate the social and financial incentives promoting such behavior, and our educational and cultural institutions are doubtless in dire need of institutional reform. Yet focusing solely on these aspects obscures a key question: Why are these bizarre rituals so widespread, not just among elites but among ordinary people—suburbanites, soccer moms? Why have they caught on so widely?
Friedrich Nietzsche offers a compelling answer to this question. The self-abasement inherent in wokeness is a contemporary example of the ascetic ideal that Nietzsche describes in his Genealogy of Morals . As he explains, man is a sick animal; he alone among the animals needs a goal in order to live. Ascetic or otherwise self-denying belief systems provide that goal. “Man would rather will nothingness than not will,” Nietzsche explains.
How does self-denial provide meaning? “By being energetically wearied with himself, and even wounding himself, man is compelled to live.” It sounds counterintuitive, but self-denial gives meaning. Writing almost 140 years ago, Nietzsche points to manifestations of this self-abnegation familiar to us today: in the “hatred of the human” and in a “fear of happiness and beauty.” In other words, belief systems that deny happiness, peace, and prosperity provide those who adhere to them with the spiritual fulfillment that they seek.
This perspective helps us make sense of why the myriad manifestations of wokeness today appear more interested in ritual and signaling than in the actual impact of policies. If Black Lives Matter supporters truly cared about black lives, they would be demanding more police presence in black neighborhoods, not less. Similarly, those committed to minority success in the United States would do better to promote proven habits of successful people, such as hard work and family formation, rather than a host of other proposals. Staying fixated on past injustices is counterproductive for all involved.
Indigenous land acknowledgments are now commonplace at the beginning of meetings and ceremonies at many religious and educational institutions, especially in wealthy communities. If they really meant what they said, though, shouldn’t those who partake in such rituals deed their property to some local Native Americans—and then go back to wherever their ancestors came from?
Slavery reparations, a popular cause among many on the left, present numerous moral and practical problems—especially in California, which entered the Union as a free, non-slave state. Here again, making substantive restitution for specific wrongdoing doesn’t seem to be the point. Ritualistic moral signaling is the goal.
The Nietzschean framework seems useful in understanding the environmental movement as well. How many people painstakingly separate recyclables from trash, despite the evidence that recycling’s benefits are dubious? The real-world effect, again, is less important than making a gesture that provides spiritual satisfaction.
These observations may have important implications for reform efforts. Alongside institutional reform—getting rid of DEI bureaucracies, for example—we need to foster healthier outlets for our spiritual yearnings. God, family, and country remain our civilization’s best answers, but how can they be promoted in our skeptical age?
We need to remind young Americans about American exceptionalism. Studying and appreciating the Federalist Papers and the writings and speeches of such Americans as George Washington, Abraham Lincoln, and Frederick Douglass should be mandatory for all high school students. In recent years, efforts to promote civic renewal in higher and secondary education have gained momentum and are ripe for greater investment and expansion nationally.
We should also consider a year of mandatory service between high school and college for all Americans—whether it’s service in the military or in underserved communities here at home. For a long time, the military served as a democratizing and unifying institution in America. As Tocqueville taught, such institutions serve an important civic function above and beyond their immediate purposes.
God and family, of course, are harder to promote directly through policy. We need to do what we can at the margins. That means helping religious institutions, including schools, to the extent that First Amendment jurisprudence allows. This would include potentially challenging the current limits that it imposes—for example, in Drummond v. Oklahoma Statewide Charter School Board .
The spiritual component also points to the need for a renewal in the humanities and arts. When approached with the proper perspective, great works of literature, music, and fine art help us better understand the human condition. They allow us to grapple with our mortality and the moral challenges we face. By contrast, interpreting works through the grievance framework so common today not only promotes an unhealthy mindset but also undermines our ability to engage with great art on a deeper level. This is why, when it comes to education reform, we must care not only about practical concerns like job-readiness and economic impact but also about renewing the humanities.
Our leaders would do well to speak of their own personal attachments to these values and model the kind of behavior that we want to encourage. Political and business leaders from both parties should be touting the promise of the American dream, as well as the importance of duty to others—in particular, one’s spouse, children, and community.
Recognizing the spiritually seductive nature of wokeness is a key to understanding its pervasiveness. Those who care about reform should be concerned not only with bureaucracies and policies that are harmful but also with countering this ascetic ideal with life-affirming messages.
Yael Levin Hungerford is the executive director of the Adam Smith Society.
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What does central bank digital currency (cbdc) mean.
China's e-CNY is one of the biggest global CBDC experiments and is now expanding to Hong Kong.
Types of cbdcs, advantages of cbdcs, challenges and risks of cbdcs, global adoption of cbdcs, the future of cbdcs, bottom line, frequently asked questions (faqs).
As digital transformation continues to reshape the financial landscape, Central Bank Digital Currencies (CBDCs) are emerging as a pivotal development. This article delves into what CBDCs are, their purpose, how they compare to traditional currencies and cryptocurrencies , and their advantages and challenges. By the end, you'll have a comprehensive understanding of CBDCs and their potential impact on the global economy.
A Central Bank Digital Currency is a digital form of a country's fiat currency issued by its central bank. Unlike cryptocurrencies, CBDCs are centralized and regulated by the government. They represent a digital equivalent of physical cash, aimed at modernizing the financial system and improving monetary policy efficiency. The concept of CBDCs has evolved over the years, driven by advancements in digital technology and the growing need for efficient payment systems.
There has been a lot of research done on the benefits of shifting to digital payments. These benefits are also largely applicable to digital currencies like CBDCs. Digital payments tend to be cheaper, better and faster than physical cash transactions, which makes them instrumental for increasing financial inclusion and reducing transaction costs for individuals and businesses.
For central banks, who are typically the organizations that are responsible for developing and launching CBDCs, CBDCs can help to maintain monetary sovereignty in the face of growing cryptocurrency usage and alternative digital payments. This was one of the key drivers behind China’s push to launch the e-CNY in the face of increasing competition from Alipay and WeChat Pay in the mainland China financial industry.
Best 5% interest savings accounts of 2024, how cbdcs compare to traditional currency.
CBDCs offer the same functions as traditional currency but in a digital format. They can be used for payments, savings and investments, with the added benefits of reduced physical cash handling and improved transaction traceability.
Most CBDCs are accessed through a digital wallet on a smartphone or device. Certain implementations of CBDCs like the e-CNY in China also provide for physical offline cards that can be used for contactless transactions, not unlike a traditional credit card. This format is particularly important where digital infrastructure is lacking as it allows for completely offline transactions.
CBDCs sit in the middle cash, federal reserves and bank accounts.
Unlike decentralized cryptocurrencies like Bitcoin Bitcoin , CBDCs are issued and regulated by central banks, ensuring stability and trust. CBDCs aim to combine the benefits of digital currencies with the reliability of traditional financial systems.
In addition, as CBDCs are typically pegged 1:1 with traditional currencies, they don’t have the volatility that plagues most crypto-currencies as they are designed to be stable representations of traditional currency.
CBDCs can either be considered either wholesale or retail CBDCs .
Retail CBDCs are digital currencies available to the general public. They can be used for everyday transactions, similar to cash or bank deposits. Retail CBDCs aim to enhance financial inclusion by providing a digital payment option accessible to everyone.
Wholesale CBDCs are intended for financial institutions and are used for interbank settlements and large-value transactions. They improve the efficiency and security of financial transactions between banks.
One of the most significant advantages of CBDCs is the potential to enhance financial inclusion. In many parts of the world, a substantial portion of the population remains unbanked or underbanked, lacking access to traditional financial services. CBDCs can help ameliorate this by offering a digital payment method that is accessible to everyone, regardless of their socioeconomic status.
This can be particularly impactful in developing countries where banking infrastructure is limited. By enabling direct access to central bank funds, CBDCs can empower individuals and small businesses, fostering economic participation and reducing inequality.
CBDCs can also significantly reduce transaction costs for both consumers and businesses. Traditional payment systems often involve multiple intermediaries, each adding their own fees to the transaction process. CBDCs streamline this by enabling peer-to-peer transactions directly between parties without the need for intermediaries.
This not only lowers costs but also speeds up transaction times. For businesses, especially those operating on tight margins, the reduction in transaction costs can translate into substantial savings, improving profitability and encouraging more efficient business operations.
Security is a critical concern in the digital age, and CBDCs offer enhanced security features compared to traditional cash and current digital payment systems. CBDCs leverage advanced cryptographic techniques to secure transactions and protect against fraud. Unlike physical cash, which can be lost or stolen, digital currencies can be tracked and authenticated, reducing the risk of theft.
Additionally, central banks can implement stringent security protocols and continuous monitoring to detect and prevent cyber threats. This enhanced security framework not only protects individual users but also contributes to the overall stability of the financial system.
Traditional banking systems can be slow, especially for cross-border transactions, which often take several days to settle. CBDCs can facilitate near-instantaneous transactions, both domestically and internationally. This increased speed can improve cash flow for businesses, reduce waiting times for consumers and enhance the overall efficiency of the financial system. Faster transaction speeds are particularly beneficial in emergency situations where immediate access to funds is crucial.
The implementation of CBDCs raises significant privacy concerns. Unlike cash transactions, which are inherently private, digital transactions can be monitored and tracked by central authorities. This level of surveillance can lead to concerns about the erosion of personal privacy and the potential for misuse of transaction data.
Furthermore, the centralization of financial data in a CBDC system could create a single point of failure, making it an attractive target for cybercriminals. Ensuring that robust privacy protections and data security measures are in place will be crucial to addressing these concerns.
CBDCs are susceptible to cybersecurity threats, including hacking, digital fraud and other malicious activities. The digital nature of CBDCs means they require advanced security measures to protect against these threats.
Central banks will need to invest heavily in cybersecurity infrastructure and continuously update their systems to combat evolving threats. The risk of large-scale cyber attacks poses a significant challenge, as a successful breach could undermine trust in the entire financial system.
The widespread adoption of CBDCs could disrupt existing financial systems. Traditional banks play a crucial role in the economy by providing loans and other financial services. If consumers and businesses move their deposits from commercial banks to CBDCs, it could reduce the banks' ability to lend, potentially leading to a credit crunch.
Additionally, CBDCs could alter the dynamics of monetary policy. Central banks would have to manage the supply and demand of digital currency carefully to avoid inflation or deflation. The introduction of CBDCs could also impact international financial stability, as countries would need to navigate the complexities of cross-border digital currency transactions.
Several countries are at the forefront of CBDC adoption, each exploring different models and approaches. China, for example, has made significant strides with its e-CNY, and after conducting extensive pilot programs in major cities, the digital currency is now live across the country and increasingly overseas. These initiatives aim to modernize payment systems, enhance financial inclusion and increase the efficiency of transactions.
Similarly, Sweden is testing the e-krona as part of its efforts to reduce the reliance on physical cash. These pilot programs provide valuable insights into the practical applications of CBDCs and highlight the benefits and challenges of digital currencies.
Other countries, such as the Bahamas with its Sand Dollar and Nigeria with its eNaira, have also launched their own CBDCs, focusing on improving financial access and economic resilience. The global trend towards CBDCs reflects a growing recognition of the need to innovate and adapt to the digital economy.
The future of CBDCs looks promising, with the potential to revolutionize global economies by improving payment systems, enhancing financial inclusion and providing more efficient monetary policies. As more countries explore and adopt CBDCs, significant advancements in the digital currency landscape are expected.
CBDCs could lead to more resilient and inclusive financial systems, reducing the dependence on physical cash and traditional banking infrastructure. They may also foster greater innovation in financial services, driving the development of new payment solutions and financial products, especially as cross-border CBDC payment infrastructure improves.
However, the successful implementation of CBDCs will require addressing various challenges, including ensuring robust cybersecurity measures, protecting user privacy, and managing economic impacts. The collaboration between central banks, financial institutions and technology providers will be crucial in shaping the future of digital currencies.
CBDCs represent a significant shift in the way we perceive and use money. By understanding what CBDCs are, their benefits and the challenges they pose, we can better appreciate their potential impact on the future of finance. As digital currencies continue to evolve, staying informed about developments in CBDCs will be crucial.
A CBDC is a digital form of a country's fiat currency, issued and regulated by its central bank.
CBDCs are centralized and regulated by governments, whereas cryptocurrencies are decentralized and often unregulated.
Benefits include financial inclusion, reduced transaction costs, enhanced security and faster transaction speeds.
Yes, including privacy concerns, cybersecurity threats and potential economic implications.
China and Sweden are among the leaders, with active pilot programs for their digital currencies.
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Ask a large language model (LLM) like GPT-4 to smell a rain-soaked campsite, and it’ll politely decline. Ask the same system to describe that scent to you, and it’ll wax poetic about “an air thick with anticipation" and “a scent that is both fresh and earthy," despite having neither prior experience with rain nor a nose to help it make such observations. One possible explanation for this phenomenon is that the LLM is simply mimicking the text present in its vast training data, rather than working with any real understanding of rain or smell. But does the lack of eyes mean that language models can’t ever “understand" that a lion is “larger" than a house cat? Philosophers and scientists alike have long considered the ability to assign meaning to language a hallmark of human intelligence — and pondered what essential ingredients enable us to do so. Peering into this enigma, researchers from MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL) have uncovered intriguing results suggesting that language models may develop their own understanding of reality as a way to improve their generative abilities. The team first developed a set of small Karel puzzles, which consisted of coming up with instructions to control a robot in a simulated environment. They then trained an LLM on the solutions, but without demonstrating how the solutions actually worked. Finally, using a machine learning technique called “probing,” they looked inside the model’s “thought process” as it generates new solutions. After training on over 1 million random puzzles, they found that the model spontaneously developed its own conception of the underlying simulation, despite never being exposed to this reality during training. Such findings call into question our intuitions about what types of information are necessary for learning linguistic meaning — and whether LLMs may someday understand language at a deeper level than they do today. “At the start of these experiments, the language model generated random instructions that didn’t work. By the time we completed training, our language model generated correct instructions at a rate of 92.4 percent,” says MIT electrical engineering and computer science (EECS) PhD student and CSAIL affiliate Charles Jin, who is the lead author of a new paper on the work . “This was a very exciting moment for us because we thought that if your language model could complete a task with that level of accuracy, we might expect it to understand the meanings within the language as well. This gave us a starting point to explore whether LLMs do in fact understand text, and now we see that they’re capable of much more than just blindly stitching words together.” Inside the mind of an LLM
The probe helped Jin witness this progress firsthand. Its role was to interpret what the LLM thought the instructions meant, unveiling that the LLM developed its own internal simulation of how the robot moves in response to each instruction. As the model’s ability to solve puzzles improved, these conceptions also became more accurate, indicating that the LLM was starting to understand the instructions. Before long, the model was consistently putting the pieces together correctly to form working instructions. Jin notes that the LLM’s understanding of language develops in phases, much like how a child learns speech in multiple steps. Starting off, it’s like a baby babbling: repetitive and mostly unintelligible. Then, the language model acquires syntax, or the rules of the language. This enables it to generate instructions that might look like genuine solutions, but they still don’t work.
The LLM’s instructions gradually improve, though. Once the model acquires meaning, it starts to churn out instructions that correctly implement the requested specifications, like a child forming coherent sentences. Separating the method from the model: A “Bizarro World”
The probe was only intended to “go inside the brain of an LLM” as Jin characterizes it, but there was a remote possibility that it also did some of the thinking for the model. The researchers wanted to ensure that their model understood the instructions independently of the probe, instead of the probe inferring the robot’s movements from the LLM’s grasp of syntax.
“Imagine you have a pile of data that encodes the LM’s thought process,” suggests Jin. “The probe is like a forensics analyst: You hand this pile of data to the analyst and say, ‘Here’s how the robot moves, now try and find the robot’s movements in the pile of data.’ The analyst later tells you that they know what’s going on with the robot in the pile of data. But what if the pile of data actually just encodes the raw instructions, and the analyst has figured out some clever way to extract the instructions and follow them accordingly? Then the language model hasn't really learned what the instructions mean at all.”
To disentangle their roles, the researchers flipped the meanings of the instructions for a new probe. In this “Bizarro World,” as Jin calls it, directions like “up” now meant “down” within the instructions moving the robot across its grid. “If the probe is translating instructions to robot positions, it should be able to translate the instructions according to the bizarro meanings equally well,” says Jin. “But if the probe is actually finding encodings of the original robot movements in the language model’s thought process, then it should struggle to extract the bizarro robot movements from the original thought process.” As it turned out, the new probe experienced translation errors, unable to interpret a language model that had different meanings of the instructions. This meant the original semantics were embedded within the language model, indicating that the LLM understood what instructions were needed independently of the original probing classifier. “This research directly targets a central question in modern artificial intelligence: are the surprising capabilities of large language models due simply to statistical correlations at scale, or do large language models develop a meaningful understanding of the reality that they are asked to work with? This research indicates that the LLM develops an internal model of the simulated reality, even though it was never trained to develop this model,” says Martin Rinard, an MIT professor in EECS, CSAIL member, and senior author on the paper.
This experiment further supported the team’s analysis that language models can develop a deeper understanding of language. Still, Jin acknowledges a few limitations to their paper: They used a very simple programming language and a relatively small model to glean their insights. In an upcoming work , they’ll look to use a more general setting. While Jin’s latest research doesn’t outline how to make the language model learn meaning faster, he believes future work can build on these insights to improve how language models are trained.
“An intriguing open question is whether the LLM is actually using its internal model of reality to reason about that reality as it solves the robot navigation problem,” says Rinard. “While our results are consistent with the LLM using the model in this way, our experiments are not designed to answer this next question.”
“There is a lot of debate these days about whether LLMs are actually ‘understanding’ language or rather if their success can be attributed to what is essentially tricks and heuristics that come from slurping up large volumes of text,” says Ellie Pavlick, assistant professor of computer science and linguistics at Brown University, who was not involved in the paper. “These questions lie at the heart of how we build AI and what we expect to be inherent possibilities or limitations of our technology. This is a nice paper that looks at this question in a controlled way — the authors exploit the fact that computer code, like natural language, has both syntax and semantics, but unlike natural language, the semantics can be directly observed and manipulated for experimental purposes. The experimental design is elegant, and their findings are optimistic, suggesting that maybe LLMs can learn something deeper about what language ‘means.’”
Jin and Rinard’s paper was supported, in part, by grants from the U.S. Defense Advanced Research Projects Agency (DARPA).
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Last Updated: September 05, 2023
Medically reviewed by NKF Patient Education Team
About your lab values and other ckd health numbers, measuring your general health, measuring your kidney health, measuring your balance of important minerals and acidity, measuring ckd complications: nutrition & malnourishment, measuring ckd complications: anemia, measuring ckd complications: mineral and bone disorder (ckd-mbd), measuring ckd complications: cardiovascular disease (cvd), measuring ckd risk factors: diabetes, questions for your healthcare team, more resources.
It is normal to feel like living with chronic kidney disease (CKD) sometimes means you need to learn a new language. CKD is a complex condition that worsens over time. Early on, only a small number of tests may be needed. As CKD gets worse, your kidneys have a harder time doing all their jobs like helping make red blood cells, balancing important minerals, and keeping your bones healthy. So, you may notice more tests being checked and/or checked more often as your CKD gets worse. You may also need extra tests to monitor for other health conditions that are related to kidney disease.
Having regular visits with your healthcare professionals and getting your recommended lab work done can help you stay up to date with your health. But you may not be familiar with why some of these measures of your kidney-related health and wellbeing are used. So, the information below serves as a quick guide to the different types of health information that you may see in your medical record that is important for people living with CKD. Some of these tests require a blood or urine sample (also called “lab tests” or “labs”) – these are usually sent to a laboratory for measurement. Other measures, like weight or blood pressure, are usually done in an exam room.
If you have questions about your results, always talk with your healthcare professional first before taking any action.
Everybody's situation is different - some of these tests may not apply to you. Similarly, your situation may need a test that is not included in this list. Also, having test results that are not in the "normal" range (as provided on your lab sheet) doesn't always mean there is a problem or concern.
A healthy blood pressure is very important for your kidneys and overall health.
Your blood pressure is reported as 2 separate numbers – for example “120/80” or “120 over 80”. The first/top number (called “systolic pressure”) is the pressure in your blood vessels during each heartbeat - when blood is actively pumped out of your heart to the rest of your body. The second/bottom number (called “diastolic pressure”) is the pressure in your blood vessels when your heart is resting between each beat.
The recommended blood pressure target may vary depending on factors like your age, other health conditions, risk of falling, and whether you are on dialysis . Ask your healthcare professional what your goal blood pressure should be.
Maintaining a healthy weight is important for your overall health. The definition of healthy weight depends on many other factors like your height, age, and other health conditions. So, ask your healthcare professional what a healthy body weight is for you.
In either of these situations, working with a dietitian can help you find ways to safely add or remove extra calories to your diet and make sure you get the right nutrition.
If you are on dialysis and/or living with heart failure, it is important to ask your healthcare professional what your dry weight is – your “normal” weight without any extra fluid in your body. As part of your treatment plan, your healthcare professional may recommend weighing yourself at a certain time every day. After you check your weight, compare the number to your dry weight number. If your weight has gone up or down by too much (as defined by your healthcare professional’s directions), contact your dialysis center or clinic for further instructions.
Creatinine is a waste product in your blood that comes from the digestion of protein in your food and the normal breakdown of muscle tissue. It is removed from your body through the kidneys. If you have kidney disease, the kidneys can have trouble removing creatinine from your blood. So, the level of creatinine in your blood starts to go up. High creatinine levels can be a sign of acute kidney injury and/or chronic kidney disease . A “normal” creatinine level in the blood is hard to define because it can change depending on your age, sex, body size, and other factors.
Cystatin C is a protein that is produced by the cells in your body. Like creatinine, it is also removed from the body through the kidneys. If you have kidney disease, the kidneys can have trouble removing cystatin C from your blood. So, the level of cystatin C in your blood starts to go up. For some people, this blood test can be helpful to measure instead of (or in addition to) your serum creatinine to check your kidney health. This test is not as common as the creatinine test and can be more expensive.
The estimated glomerular filtration rate (eGFR) is an estimate of how well your kidneys are removing waste products from the blood. It is calculated using your serum (blood) creatinine level, age, and sex. It can also be calculated using your cystatin C level instead of, or in addition to, your serum (blood) creatinine level. A “normal” eGFR varies according to age – it naturally decreases as you get older. For this test, a higher number is better .
If you have chronic kidney disease (CKD) , the eGFR is used to determine your CKD stage . In general, an eGFR value lower than 60 is a sign that the kidneys may not be working properly. An eGFR lower than 15 is a marker of kidney failure .
In less common situations where a more accurate measure of your kidney function is needed, your healthcare provider may order a measured glomerular filtration rate (mGFR) . The mGFR is a direct measure of how well your kidneys are removing waste products from the blood. It can be a complicated and lengthy process. So, it is not used as often as the estimated GFR (eGFR).
Your healthcare professional may recommend this test if a more accurate measure of your kidney function is needed. There are many ways to complete this test – some involve collecting all the urine you make in 24 hours; others involve multiple blood samples taken from your arm over several hours. The mGFR is sometimes called a different name - measured creatinine clearance (mCrCl).
Urea nitrogen is a waste product in your blood that comes from the breakdown of protein in the foods you eat. It is removed from the body through the kidneys. A “normal” BUN level varies, and usually increases as you get older. Checking your BUN level is usually not very helpful by itself. So, your healthcare provider will likely compare your BUN level to your creatinine and eGFR levels when evaluating your kidney health.
The urine albumin-creatinine ratio (uACR) test measures the amount of two different substances in your urine (pee) – albumin (protein) and creatinine. Healthy kidneys keep the albumin in your blood while filtering the creatinine out into the urine. So, this test checks to see how well your kidneys are keeping albumin in your body and sending creatinine out.
The uACR is calculated by comparing the amount of albumin in your urine with the amount of creatinine in your urine to find the ratio. A “normal” uACR level is less than 30 mg/g. For this test, a lower number is better . A uACR level of 30 mg/g or more can be a sign of albuminuria .
When you check the results from this test on your lab report, you may see many different numbers. Focus on the result that has the word ratio in the name. For example, the name on your report may be “alb/creat ratio”, “albumin/creat ratio”, or “albumin/creat ratio, random urine”.
This test is very similar to the uACR test described above. But instead of measuring only the amount of albumin in your urine (pee), it measures all the different proteins that may be present. In some forms of kidney disease (like IgA nephropathy , lupus nephritis , or glomerulonephritis ) or when testing children for protein in their urine , your healthcare professional may choose to measure your uPCR instead of uACR. A “normal” uPCR level is less than 150 mg/g. For this test, a lower number is better . A uPCR level of 150 mg/g or more can be a sign of proteinuria .
Potassium is an important mineral found throughout your body. It is needed for many of your body’s functions – like keeping your heart beating regularly and muscles working properly. Your kidneys help keep the right amount of potassium in the blood.
In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra potassium from the blood, especially if you are on dialysis. People living with CKD can also be at risk for low potassium, especially during earlier stages of CKD. The recommended goal potassium level for most people is between 3.5 and 5.
Sodium is an important mineral that helps balance the amount of fluid in your body. It also helps your nerves and muscles to work properly. Your kidneys play an active role in keeping your fluid levels balanced, partly by helping get rid of any extra sodium in your body through your urine.
In more advanced stages of chronic kidney disease , your kidneys may have a hard time balancing your fluid and blood sodium levels. This can increase your risk of high blood pressure, edema (swelling), and/or heart failure.
Having a sodium level higher or lower than the goal range can be a result of many things. So, your healthcare professional will likely compare your results from this test with your other test results (such as serum creatinine, glucose, potassium, carbon dioxide, and/or urine tests). When looked at together, your healthcare professional can provide you with custom guidance for resolving the issue (if applicable).
However, it is also possible to have a normal sodium level while still consuming too much sodium (salt). When your blood sodium level goes up, your body tries to balance it out by holding on to extra water. This is what causes symptoms like thirst, swelling, high blood pressure, and/or shortness of breath. It is important to limit your sodium (salt) intake to less than 2300 mg per day. Your healthcare professional may advise an even lower target depending on your other health conditions.
Bicarbonate is needed in your blood to stop it from getting too acidic. Most of the bicarbonate in your body is in the form of carbon dioxide (CO2), a waste product from when your body turns food into energy. So, another name for this blood test is your “serum carbon dioxide (CO2)” level.
The kidneys work together with the lungs to keep your bicarbonate (carbon dioxide) level in your blood in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra acidic waste products from the blood. This is also known as metabolic acidosis . A bicarbonate/CO2 level less than 22 mEq/L can be a sign your blood has too much acid – talk with your healthcare professional about a treatment plan if your labs show a CO2 (bicarbonate) level less than 22.
Serum albumin
Good nutrition is important for providing your body with the resources to fight infections, repair body tissue, and build new muscle. Having a more advanced stage of chronic kidney disease increases your risk of problems with your nutritional health and malnourishment, especially for people who are on dialysis . It is not possible to measure your nutritional health directly, so a variety of tests can be used to check the highest risk areas for health problems.
Albumin is an important protein normally found in the blood that serves many roles in the body. These roles include building muscle, repairing tissue, and fighting infection. A low level of albumin in your blood may be caused by not getting enough protein or calories in your diet, especially if you are on hemodialysis . Since albumin is made in the liver, low albumin levels can also be a sign of liver problems. A low albumin level may lead to health problems such as difficulty fighting off infections. When compared against your other health information and test results, your serum albumin level can help your healthcare professional see if you are getting enough nutrients in your diet.
Normalized protein nitrogen appearance (nPNA)
If you are on dialysis , the nPNA can be a helpful tool that your healthcare professional may use to see if you are eating enough protein. This number is calculated using your blood urea nitrogen (BUN) level just before your dialysis session, your weight, and the amount of protein you ate (including food, drink, and supplements) during a specific period of time. The amount of urea nitrogen in your urine may also be used.
When compared against your other health information and test results, your nPNA results can help your healthcare professional see if you are getting enough protein in your diet.
Another name for this test is the normalized protein catabolic rate (nPCR).
Subjective global assessment (SGA)
If you are on dialysis , your dietitian may use the SGA to help check for signs of nutrition problems. The dietitian will ask you a few questions about your daily diet and any symptoms you may have, measure your weight, and then check your fat and muscle stores in your face, hands, arms, shoulders, and legs. All this information can help your dietitian see if you are getting enough nutrition in your diet. If there are any concerns, your dietitian will work with you to create a plan to help you get the nutrition you need.
Anemia happens when you have low levels of red blood cells in your blood. Red blood cells carry oxygen from your lungs to the rest of your body. The kidneys play a very active role in helping your body make these red blood cells. Also, people living with advanced CKD can have problems absorbing iron from food. They are also at high risk for repeated blood loss from frequent blood tests and during dialysis . This makes the kidneys try to make even more red blood cells when they are having trouble keeping up in the first place. So, having a more advanced stage of chronic kidney disease increases your risk of anemia, especially for people who are on dialysis .
Keep in mind that anemia is not always caused by CKD and the descriptions below are general guides to the most common tests. If you have anemia, talk with your healthcare professional about what the primary cause may be and how you can treat it.
Hemoglobin (Hgb)
Hemoglobin is the protein in your red blood cells that carries oxygen. For adults and children over 15 years living with CKD, anemia is suspected when the hemoglobin level is under 13 g/dL (in males) or under 12 g/dL (in females).
Hematocrit (Hct)
Hematocrit is very similar to hemoglobin. It is a measure of how many red blood cells your body is making. The number is the actual percentage of your blood sample that is made up of red blood cells.
Ferritin (pronounced FAIR-ritt-in) is the stored form of iron found in your body. So, your ferritin level is a measure of how much iron your body has available to use at any given moment. Iron is an important ingredient for making hemoglobin. Having enough iron (ferritin) available is important for being able to make more red blood cells. Having a low level of ferritin means you may need an iron supplement to help treat your anemia.
Transferrin saturation (TSAT)
Transferrin (pronounced trans-FAIR-rin) is a protein that helps move iron throughout your body. So, your transferrin saturation (TSAT, pronounced TEE-sat) number helps show what percent of the transferrin in your blood is currently attached to iron. Your healthcare professional will likely look at your TSAT number in combination with your ferritin level to decide the best way to treat your anemia. In general, a TSAT number of 20% or more is considered “normal”.
Mean corpuscular volume (MCV)
The mean corpuscular volume (MCV) is a blood test that measures the average size of your blood cells. When combined with your other test results and medical history, it can help your healthcare professionals identify the best treatment for your anemia.
For example, an MCV below the reference range suggests the anemia may be caused by low iron. Similarly, an MCV above the reference range suggests the anemia may be caused by low vitamin B12 and/or folic acid.
Your kidneys play a very active role in balancing the ingredients needed for healthy bones – calcium, phosphorus, and vitamin D. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D (which is needed to absorb calcium from your food) and removing extra phosphorus from the blood. This increases your risk of having calcium and phosphorus levels that are out of balance (also known as secondary hyperparathyroidism ). Without close monitoring and treatment, this can cause CKD-related bone disease (also known as CKD-mineral and bone disorder or CKD-MBD).
Parathyroid hormone (PTH)
Parathyroid hormone (PTH), also known as intact parathyroid hormone (iPTH), helps balance the levels of calcium and phosphorus in your blood. When your blood level of calcium goes down, your body makes more PTH to raise it, usually by releasing calcium (and phosphorus) from your bones. PTH also helps remove extra phosphorus from your blood through the kidneys. So, the kidneys play a very active role in this complex process.
Even though this test has the word “thyroid” in the name, it is entirely separate from anything related to your thyroid function. The name “parathyroid” comes from the place where the hormone comes from - very small glands in your neck that sit very close to your thyroid.
A “normal” PTH level in the blood is hard to define because it depends on many other factors (including your stage of CKD, phosphorus level, and calcium level). Ask your healthcare professional what your custom target PTH level should be.
Serum calcium
Calcium is an important mineral your body needs for strong bones, and for your nerves, muscles, and heart to work properly. Your kidneys play a very active role in balancing your calcium levels to make sure the level is just right. If your body needs more calcium, your kidneys activate vitamin D to help absorb more calcium from your food and drink. Your body is not able to absorb the calcium without it. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This makes it very hard for your body to absorb enough calcium from your food. So, your body starts breaking down bones to supply the calcium. This increases your risk of CKD-related bone disease .
For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your phosphorus and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.
Serum Phosphorus
Phosphorus (sometimes called phosphate) is an important mineral that your body needs to make strong bones, store energy, and maintain your tissues and cells. Your kidneys play a very active role in keeping your phosphorus levels in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra phosphorus from the blood, especially if you are on dialysis. This increases your risk of having phosphorus levels that are too high, and can also lead to CKD-related bone disease .
For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your calcium and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.
Vitamin D (25-hydroxyvitamin D; 25(OH)D; calcidiol)
Vitamin D is something your body needs to absorb calcium from your food. Vitamin D is needed for strong teeth and bones. It also helps keep your muscles, nerves, and immune system working well. Your body gets vitamin D from sun exposure and the food that you eat. Once absorbed, your liver converts the vitamin D into its storage form to save for later, also known as 25-hydroxyvitamin D or calcidiol. Your kidneys are responsible for activating the stored vitamin D when your body needs it.
In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This increases your risk of not absorbing enough calcium from your food. So, your body can start breaking down bones to get the calcium it needs. This increases your risk of CKD-related bone disease . Having a low 25-hydroxyvitamin D (calcidiol) level suggests you may not have enough stored vitamin D ready to use when your body needs it.
People living with chronic kidney disease are at an increased risk of having cardiovascular disease (heart attack or stroke). This is especially true if you have an advanced stage of CKD and/or if you have albuminuria . Your risk of CVD (heart attack or stroke) is increased even more if you also have high cholesterol.
Cholesterol is a fat-like substance found throughout your body and in your blood. It is important for keeping your cells and organs healthy. Your body gets cholesterol from two places – it is absorbed from food and made in your liver. Too much cholesterol in your blood can lead to it attaching to the walls of your blood vessels, making them narrow or blocking them altogether.
A typical cholesterol test usually checks your blood for four different things:
Total cholesterol (TC)
Total cholesterol is the total level of cholesterol in your blood. This number includes all the major types of cholesterol that exist in your blood (LDL cholesterol, HDL cholesterol, and triglycerides). For most people, a level below 200 mg/dL is considered the goal. However, there may be situations where a higher TC number is okay – for example, people who have very high HDL (“good”) cholesterol levels. So, your healthcare professional may advise you to focus more attention on the numbers for the different types of cholesterol listed below.
HDL cholesterol (HDL-C)
HDL cholesterol is the level of “good cholesterol” in your blood. It has this name because it helps remove extra fats from your blood. This lowers the risk of having blocked arteries and lowers your risk of heart disease. For this test, a higher number is better , especially if it is 40 mg/dL or higher.
LDL cholesterol (LDL-C)
LDL cholesterol is the level of “bad cholesterol” in your blood. It has this name because it increases the amount of fat that attaches to the walls of your blood vessels. This increases the risk of blockages in your arteries and raises your risk of heart disease. For this test, a lower number is better . A number less than 100 mg/dL is generally considered to be at goal. People who already have heart disease or are at very high risk for developing heart disease may have an even lower LDL-C goal.
Triglycerides (TG or “trigs”)
Triglycerides are a mixture of fats and carbohydrates (sugars) that your body uses as an energy source. A high triglyceride level can increase the risk of heart disease and pancreatitis. For this test, a lower number is better , especially if it is less than 150 mg/dL.
High blood glucose (sugar) levels over a long period of time can damage the kidneys. So, diabetes is a very strong risk factor for developing chronic kidney disease. This is especially true if your blood sugar levels are higher than your goal range for long periods of time. Two of the most common tests used to diagnose and monitor diabetes are the hemoglobin A1C and serum (blood) glucose level.
Hemoglobin A1C
Your hemoglobin A1C, often just called “A1C”, is a blood test that describes your average blood sugar over the past 2-3 months.
The A1C test may not be as accurate for people on dialysis or receiving erythropoietin stimulating agents (ESAs, a medication for anemia caused by CKD).
Serum (blood) glucose (sugar)
Glucose (sugar) is an important source of energy for your body, including your brain and red blood cells. This test describes the amount of glucose that is in your blood at the time of testing.
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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.
Essay type | Skills tested | Example prompt |
---|---|---|
Has the rise of the internet had a positive or negative impact on education? | ||
Explain how the invention of the printing press changed European society in the 15th century. | ||
Write about an experience where you learned something about yourself. | ||
Describe an object that has sentimental value for you. |
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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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 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.
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.
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.
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:
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.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Caulfield, J. (2023, July 23). The Four Main Types of Essay | Quick Guide with Examples. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/academic-essay/essay-types/
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Here are some of the many definitions of an essay: According to Frederick Crews, professor of English at the University of California at Berkeley, an essay is "a fairly brief piece of nonfiction that tries to make a point in an interesting way.". A famous essayist, Aldous Huxley, notes that "the essay is a literary device for saying ...
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
Definition is important when writers need to clarify complex or abstract topics which often is necessary as part of an essay or even as an entire essay arguing for a shared understanding of a word or concept or sometimes to establish a new or uncommon understanding of a word. Definition can be clarified with more advanced explorations of words ...
Strategies for Essay Writing Table of Contents Tips for Reading an Assignment Prompt . . . . . 2-4 ... prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended ("write a paper about anything in the course that interests you"). But more often, the instructor will be asking you ...
3. Argumentative essays. An argumentative essay is a type of essay that aims to persuade the reader to adopt a particular stance based on factual evidence and is one of the most common forms of college essays. 4. Expository essays. An expository essay is a common format used in school and college exams to assess your understanding of a specific ...
Basic essay structure: the 3 main parts of an essay. Almost every single essay that's ever been written follows the same basic structure: Introduction. Body paragraphs. Conclusion. This structure has stood the test of time for one simple reason: It works. It clearly presents the writer's position, supports that position with relevant ...
ESSAY definition: 1. a short piece of writing on a particular subject, especially one done by students as part of the…. Learn more.
Academic writing is a formal style of writing used in universities and scholarly publications. You'll encounter it in journal articles and books on academic topics, and you'll be expected to write your essays, research papers, and dissertation in academic style. Academic writing follows the same writing process as other types of texts, but ...
The meaning of ESSAY is an analytic or interpretative literary composition usually dealing with its subject from a limited or personal point of view. How to use essay in a sentence. Synonym Discussion of Essay.
The content words are the "meat" of the question - these are things you can research. Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays.Discuss the process of writing academic essays and critically examine the importance of structure and content.. You will often be asked to talk about "the role ...
Definition of Question Words with Examples. Words such as 'explain', 'evaluate' or 'analyse' - typical question words used in essay titles - provide a useful indication of how your essay should be structured. They often require varying degrees of critical responses. Sometimes, they may simply require a descriptive answer.
The genre also became the favoured tool of traditionalists of the 18th and 19th centuries, such as Edmund Burke and Samuel Taylor Coleridge, who looked to the short, provocative essay as the most potent means of educating the masses.Essays such as Paul Elmer More's long series of Shelburne Essays (published between 1904 and 1935), T.S. Eliot's After Strange Gods (1934) and Notes Towards ...
John Locke's 1690 An Essay Concerning Human Understanding. The word essay derives from the French infinitive essayer, "to try" or "to attempt".In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533-1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts ...
Compare/Contrast. a discussion of significant similarities and/or differences of two or more items. Critique. your evaluation of a text, pointing out its goals, strengths, and weaknesses. Diagram. a picture, chart, or plan. Define. the exact meaning or precise description of a word or idea. Enumerate.
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
An explanatory definition essay is a type of expository essay. It aims to explain a complex term or concept in a way that is easy to understand for the reader. The writer breaks down the term or concept into simpler parts and provides examples and analogies to help readers understand it better.
To effectively summarize an essay, follow these steps: 1 Read the essay: Fully read the essay to understand its main argument and structure. As you do this, identify the essay's thesis statement and main arguments, which will be featured in your summary. 2 Identify main points: Pinpoint the key points and arguments within the essay.
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 ...
Understand how to write a definition essay. The Purpose of Definition. The purpose of a definition essay may seem self-explanatory: the purpose of the definition essay is to simply define something. But defining terms in writing is often more complicated than just consulting a dictionary. In fact, the way we define terms can have far-reaching ...
The structure of an essay is divided into an introduction that presents your topic and thesis statement, a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas. The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ...
That might be just what America needs to understand SCOTUS. By Dahlia Lithwick. Aug 07, 2024 1:17 PM. ... And if that means that a former civics teacher can take us all to school and, in layman ...
My X feed has recently been flooded with parodies of the "White Women for Kamala" Zoom call, where a kindergarten teacher turned social media influencer "gentle parented" a group of white women, explaining that "our BIPOC sisters have tapped us in as white women to step up, listen, and get involved this election season."
Understanding the prototypical law firm hierarchy can be helpful for both attorneys and clients alike. In most law firms, the hierarchy is conceptually set up like a pyramid with the partners - the senior most attorneys - at its apex, more junior attorneys ranking below them and so on. But dig deeper and you'll find the structure a bit more ...
Japanese stocks on Monday suffered their biggest daily loss since 1987 as fears about a US economic slowdown sent shock waves through global markets. The Nikkei 225 index of leading stocks in ...
Understanding Central Bank Digital Currency What Does Central Bank Digital Currency Mean? A Central Bank Digital Currency is a digital form of a country's fiat currency issued by its central bank.
Such findings call into question our intuitions about what types of information are necessary for learning linguistic meaning — and whether LLMs may someday understand language at a deeper level than they do today. "At the start of these experiments, the language model generated random instructions that didn't work.
The mean corpuscular volume (MCV) is a blood test that measures the average size of your blood cells. When combined with your other test results and medical history, it can help your healthcare professionals identify the best treatment for your anemia. For example, an MCV below the reference range suggests the anemia may be caused by low iron.
Argumentative 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.
Science—meaning the Western tradition of testing hypotheses and writing research papers—has its roots in the Enlightenment of 17th and 18th century Europe. When this new way to understand the natural world emerged, colonialism was already well established, with a handful of nations in Western Europe exerting political and economic control ...