Compare and contrast essays are characterized by a basis for comparison, points of comparison, and analogies. It is grouped by the object (chunking) or by point (sequential). The comparison highlights the similarities between two or more similar objects while contrasting highlights the differences between two or more objects. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion. Compare and contrast is arranged emphatically.
As with the , essays existed in Japan several centuries before they developed in Europe with a genre of essays known as — loosely connected essays and fragmented ideas. Zuihitsu have existed since almost the beginnings of Japanese literature. Many of the most noted early works of Japanese literature are in this genre. Notable examples include (c. 1000), by court lady , and (1330), by particularly renowned Japanese Buddhist monk . Kenkō described his short writings similarly to Montaigne, referring to them as "nonsensical thoughts" written in "idle hours". Another noteworthy difference from Europe is that women have traditionally written in Japan, though the more formal, Chinese-influenced writings of male writers were more prized at the time.
In countries like the and the , essays have become a major part of a formal in the form of questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants ( ). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of the material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. In some courses, university students must complete one or more essays over several weeks or months. In addition, in fields such as the humanities and social sciences, mid-term and end of term examinations often require students to write a short essay in two or three hours.
Writing—3: This mostly cohesive response demonstrates effective use and control of language. The writer presents an effective introduction with a clear central claim that lays out the three points discussed in the response (In order to prove the need for natural darkness, Bogard divides his argument into three main topics, saying that natural darkness is beneficial to humans, essential to humans, and essential to the ecosystem). The response also includes an generally effective conclusion that summarizes rather than advances the essay (Paul Bogard supports the preservation of natural darkness. He uses an argument to support his position that has three primary points—benefit to humans, need for humans and need for nature) although the conclusion is not marked off by a paragraph break. The response is organized clearly around the three points identified in the introduction, and each body paragraph stays on-topic. The writer also demonstrates a clear progression of ideas both within paragraphs and throughout the essay. Sentence structure tends to be repetitive and simple, however. For example, at or near the end of each body paragraph, the writer restates the point that introduces that paragraph (Bogard then gives a scientific case that shows why natural darkness is essential to humans.... Bogard uses scientific evidence to support his belief in the preservation of natural darkness). Although the writing in this response is proficient, it does not demonstrate the sentence variety, precise word choice, or highly effective progression of ideas that is expected at the advanced level.
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Writing—3: This essay is mostly cohesive and demonstrates mostly effective control of language. The brief introduction establishes the writer’s central idea and sets up the essay’s three points. The essay then follows a clear, if formulaic, format. In each paragraph, the writer demonstrates a progression of ideas, integrating quotations or examples from the source text into the analysis and connecting ideas logically (Bogard uses pathos by stating examples that appeal to people’s emotions. In the article he wrote “Those of us over 35 are perhaps among the last generation to have known truly dark nights.” This statement appeals more to the younger generations emotion. By stating this...). Sentence structure is varied, and some precise phrasing is used to convey ideas (robbed of the oppurtunity, their own personal health). Language control on the whole is good, although there are a few minor errors (These examples will help his audience see that he is arguing for some benefical for people) that do not detract materially from the quality of writing. Overall, the response demonstrates proficient writing.
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The word derives from the French infinitive , "to try" or "to attempt". In English first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his . Inspired in particular by the works of , a translation of whose () into French had just been published by , Montaigne began to compose his essays in 1572; the first edition, entitled , was published in two volumes in 1580. For the rest of his life, he continued revising previously published essays and composing new ones. 's , published in book form in 1597, 1612, and 1625, were the first works in English that described themselves as . first used the word in English in 1609, according to the .
Essay on Analysis of Genesis 1-3 - 570 Words - StudyMode
Huxley adds that the most satisfying essays "...make the best not of one, not of two, but of all the three worlds in which it is possible for the essay to exist."