Annotated Essay On Man

Annotated Essay On Man-38
Essayer is the French verb meaning "to try" and an essai is an attempt. And so you can't begin with a thesis, because you don't have one, and may never have one. Sometimes you start with a promising question and get nowhere. Those are like experiments that get inconclusive results. You already know where you're going, and you want to go straight there, blustering through obstacles, and hand-waving your way across swampy ground. But not the specific conclusions I want to reach; from paragraph to paragraph I let the ideas take their course. Sometimes, like a river, one runs up against a wall.

Essayer is the French verb meaning "to try" and an essai is an attempt. And so you can't begin with a thesis, because you don't have one, and may never have one. Sometimes you start with a promising question and get nowhere. Those are like experiments that get inconclusive results. You already know where you're going, and you want to go straight there, blustering through obstacles, and hand-waving your way across swampy ground. But not the specific conclusions I want to reach; from paragraph to paragraph I let the ideas take their course. Sometimes, like a river, one runs up against a wall.

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These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew.

During this period the study of ancient texts acquired great prestige. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. In the 19th century the study of ancient texts was still the backbone of the curriculum.

The topic sentence is your thesis, chosen in advance, the supporting paragraphs the blows you strike in the conflict, and the conclusion-- uh, what is the conclusion? It seemed as if we were just supposed to restate what we said in the first paragraph, but in different enough words that no one could tell. But when you understand the origins of this sort of "essay," you can see where the conclusion comes from. Good writing should be convincing, certainly, but it should be convincing because you got the right answers, not because you did a good job of arguing.

When I give a draft of an essay to friends, there are two things I want to know: which parts bore them, and which seem unconvincing. But I don't try to fix the unconvincing bits by arguing more cleverly. At the very least I must have explained something badly.

The conclusion being, say, that Ahab in Moby Dick was a Christ-like figure. So I'm going to try to give the other side of the story: what an essay really is, and how you write one. Mods The most obvious difference between real essays and the things one has to write in school is that real essays are not exclusively about English literature.

Certainly schools should teach students how to write.The time was then ripe for the question: if the study of ancient texts is a valid field for scholarship, why not modern texts?The answer, of course, is that the original raison d'etre of classical scholarship was a kind of intellectual archaeology that does not need to be done in the case of contemporary authors.With the result that writing is made to seem boring and pointless. Dickens himself would be more interested in an essay about color or baseball. To answer that we have to go back almost a thousand years.Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics." The effect was rather as if we were visited by beings from another solar system.But for obvious reasons no one wanted to give that answer. The first courses in English literature seem to have been offered by the newer colleges, particularly American ones.The archaeological work being mostly done, it implied that those studying the classics were, if not wasting their time, at least working on problems of minor importance. Dartmouth, the University of Vermont, Amherst, and University College, London taught English literature in the 1820s.In a real essay, you don't take a position and defend it. Outside writers tend to supply editorials of the defend-a-position variety, which make a beeline toward a rousing (and foreordained) conclusion. But what you tell him doesn't matter, so long as it's interesting. At one point in this essay I found that after following a certain thread I ran out of ideas.You notice a door that's ajar, and you open it and walk in to see what's inside. Most of what ends up in my essays I only thought of when I sat down to write them. In the things you write in school you are, in theory, merely explaining yourself to the reader. But the staff writers feel obliged to write something "balanced." Since they're writing for a popular magazine, they start with the most radioactively controversial questions, from which-- because they're writing for a popular magazine-- they then proceed to recoil in terror. I had to go back seven paragraphs and start over in another direction.Whether cause or effect, this spirit pervaded early universities.The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum.

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