Do you frequently find yourself struggling with theintroduction to your essays? Do you not know how to begin theessay? Do you find yourself searching for a generalizingstatement that will get things going, and trying to find adelicate balance between BS'ing and saying somethingmeaningful? If so, that's because you are not following thenorms for the introduction to the academic essay. Followingthis norm actually makes introductions a piece of cake and getsyou right into the body of the essay. Here is the norm:
Following this norm allows you to cut to the chase. Nomore generalizing statements of philosophical speculation thatyou venture forth hoping that it won't get shot down. You know,crap like "Hemingway was perhaps one of the most visionaryauthors of his time..." or "The Western is perhaps themost uniquely American of all the genres..." Rather,if the purpose of the essay is to demonstrate that you haveappropriated a theory and applied it independently to produceresults, then the function of the introduction becomes morefocused: to introduce the theoryor theoreticalframeworkthat you have decided to use. Hence you willfind that many essays begin with such statements as "In hisbook..." Or, "In her essay..."
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.
Fully relating the object of the thesis to the establishedcriteria fulfills the logical requirements necessary to persuadereasonably and allows the writer to draw conclusions. Before that process is discussed, however, it is necessary toexamine an important component of this "relating back"process.
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The Black Death was one of the most severe plagues in its time. The system that the plague has the Essay On The Effects Of The Black Death largest effect on is the lymphatic system, Essay On The Effects Of The Black Death because that is
The conclusion rounds off the essay.
Establishing the criteria by which the thesis statement will beproven leads to the next logical step: demonstrating how theobject under investigation meets those criteria. Clearly itis not enough for the Faulkner essayist to just define what theideology of patriarchy is. Their thesis is that Faulkner'swork criticizes that ideology. As a result, they will haveto point to specific things within the text and argue that theyrelate to those criteria IN A SPECIFIC WAYin this casethrough a process of criticism. This process of relatingthe object of investigation back to the established criteria isanother fundamental component of the body of the essay. Without it, the proof is not complete. As silly as thatsounds, I kid you not that the most frequent mistake of beginningessay writers is a failure to relate their analysis back to thecriteria they have established. Thus it is that anotherimportant norm for the academic essay is:
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Developing the ability to think critically can be difficult because it is easier to make hasty judgments based on opinions and biases than it is to evaluate facts and arguments. For example, your friends might think that the death penalty is just, and you might also think so just because your friends do. Without hearing any arguments to the contrary, your viewpoint, based solely on the opinions of others, would be weak.