The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from his or her purpose; the writing must be deliberate and interesting.
This handout should help students become familiar and comfortable with the process of essay composition through the introduction of some common essay genres.
Although, emotional changes of some other species are also known to us or even proven by scientific research, human emotion is so unique and irreplaceable that from time immemorial, former sages and ancient scholars have initiated continuous discussion about it.
Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.
Need help pulling together your ideas for your Emotion paper?
A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.
Emotions is needed to prompt motivation....
When all is said and done, what we are accused of, at bottom, is not our pessimism, but an optimistic toughness. If people throw up to us our works of fiction in which we write about people who are soft, weak, cowardly, and sometimes even downright bad, it's not because these people are soft, weak, cowardly, or bad; because if we were to say, as Zola did, that they are that way because of heredity, the workings of environment, society, because of biological or psychological determinism, people would be reassured. They would say, "Well, that's what we're like, no one can do anything about it." But when the existentialist writes about a coward, he says that this coward is responsible for his cowardice. He's not like that because he has a cowardly heart or lung or brain; he's not like that on account of his physiological make-up; but he's like that because he has made himself a coward by his acts. There's no such thing as a cowardly constitution; there are nervous constitutions; there is poor blood, as the common people say, or strong constitutions. But the man whose blood is poor is not a coward on that account, for what makes cowardice is the act of renouncing or yielding. A constitution is not an act; the coward is defined on the basis of the acts he performs. People feel, in a vague sort of way, that this coward we're talking about is guilty of being a coward, and the thought frightens them, What people would like is that a coward or a hero be born that way.
But how and why do we experience these emotions.
In this essay discussion, I am going to compare/contrast the author’s purpose, the intended audience, and the impact on the reader’s that each author intended to accomplish through the essay that they wrote; I also plan to show that the descriptive essay communicates the author’s point of view superior to that of the narrative essay....