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Academic essay writing discuss : Essay writing types of hooks
The precision and rigor with which these norms and conventionsare applied should function only to demand that your own analysisand reason engender these standards. They are thus meant toelevate your thinking, not control it. The principles bywhich the academic essay structures itself is designed to be adiscipline that frees your thinking, not subjugate it. Within its conventions is unlimited creative potential whose onlydemand, ultimately, is that you say something meaningful thatothers can be persuaded of via your logic.
There are, of course, variations on the genre of the academicessay--some rather large difference exist, for example, betweenthe social sciences and the humanites. This discussion isbased on the humanties approach. Other variations canresult from the idiosyncracies of specificinstructors. To the degree that what is written here soundsheavy handed and inflexible, I caution instead that such tone istrying to reflect the manner in which your own analysis andwriting will need to sound precise and rigorousthestandards by which the academic essay is evaluated.
5 Clear and Easy Ways to Write an Academic Essay - wikiHow
The academic essay is merely a specific writing genreasis the love letter, newspaper editorial, or pop-fiction. Asa genre, it functions within a set of norms, rules, andconventions. The purpose of this discussion is to makeclear to you what those rules and norms are, and how to use themto express your argument clearly.
The purpose of the academic essay is to persuade by reasoneddiscourse. Scholars use the essay amongst themselves toadvance ideas. Its value as an instructional tool is toassist students in developing their critical thinkingskills. As you recall, critical thinking is defined as: theability to read theory accurately, appropriate it meaningfully,apply it independently, generate results based on thatapplication, analyze the results, and form a clear argument basedon those results that can be defended with a specific line ofreasoning.
Genres in academic writing: Essays - UEfAP
In each case, you are striving to close discussion by beingdefinitive, and you are taking caution not to violate rule #1 ofthe academic essay: avoid statements that you cannot prove.
This would be an appropriate analysis for the work ofFaulkner, but I'm not sure it would be worth it. To beginwith, it is not clear what the writer has to gain in terms ofproving BOTH of these aspects of the work rather than just theone. Instead, with this complex thesis, there are going to belong sections of the essay where half of what needs to be provedwill be left suspended while the other half getsdiscussed. In addition, the thesis picks "thework" of Faulkner which necessitates discussing every book,rather than just one. Thus it is that an importantconvention of the academic essay is that:
The impossible thesis statement is a kind of corollary ofthe banal thesis statement insofar as you want to stay away fromit. Rather than saying something which is evident ormeaningless, however, the impossible thesis statement putsforward something which cannot reasonably be proved, as a resultof there being no agreed upon or stable criteria from which torender conclusions. Examples of impossible statementsabound, but the one most related to this course would be "ThePlague is great art," or "The Plague isthe most realistic of all Camus' novels." In eachcase, there is no stable criteria. Take the firstone. What distinguishes between "good" art and"great" art? Furthermore, the essay would not beable to point to a stable definition of "art", aconcept that art historians, artists, and cultural critics havebeen arguing over for centuries. The latter thesis has asimilar problem since "realistic" is not a stableconcept with firm criteria.
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This chapter explores the task of writing in college
IMPORTANT NOTE: One of the main reasons that the normof the Introduction developed this way is because of an importantrule of the Academic Essay: Avoid making statements thatyou cannot prove. The problem with thegeneralizing/philosophical/BS'ing statements like "Hemingway..."and "The Western..." is that they cannot be proventhrough reasoned discourse. Moreover, to even try and do sowould require voluminous amounts of discourse for something thatis not even your thesis: what you actually ARE setting out toprove. As a result, the genre of the Academic Essay hasevolved into the above norm. It still meets anintroduction's purpose of orienting the reader, it just does soin a very specific manner.
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