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Sample essay - Academic Skills Office

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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The Academic Essay - Dartmouth College

There are also times when you should not use bullet points in your academic essay. Some of these instances might be:

Making an Argument
As stated earlier, the academic essay is an exercise in reasonedpersuasion. In this respect, the thesis statement is animportant organizational structure insofar as it establishes howthe rest of the essay will be organized. Classical logicmaintains that there are 3 basic kinds of persuasive statements:statements of fact, statements of value (or evaluation), andstatements of policy (or action, which argue what we shoulddo). Unless otherwise specified, the first of these, thestatement of fact, is the form that the thesis statement for anacademic essay should take–the obvious exception being whenyou write evaluative criticism (which you will NEVER do in mycourse).

If you keep it clear to yourself that the purpose of theintroduction to your essay is to only INTRODUCE your theoreticalframework, and your thesis statement, then the function of thebody of your essay will also become evident to the reader. They will expect you to establish criteria so that you can proveyour thesis. As a result, another important norm of theacademic essay is:

Using Bullet Points and Sub-Paragraphs In An Academic Essay

Zapper, Y. (2006). Learning essay writing. In F.T. Fax & Y. Phoney (Eds.),  (pp. 55-70). Calcutta: Academic Scholar Press.

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.

Final Observations
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 rigorous–thestandards by which the academic essay is evaluated.

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Meeting Criteria
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 WAY–in 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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Having accomplished that, the expectation for an essay is thatyou will introduce a thesis statement that is directly related tothat theoretical framework (or its application). As aresult, a major convention of the academic essay is that:

UNE - Academic Writing - Sample essay - Academic …

The Role of Description
Relating "the object of investigation" or the"object of the thesis" back to the established criteriais necessarily going to involve description. Description isfrequently an unclear and thorny issue for writers of theacademic essay–especially in terms of scope (how much isenough?). The purpose of description, however, clarifiesthe issue of scope. The purpose of description to is tomake clear, or establish WHAT in the object of investigation (thefilm, the scene, the shot) relates to the criteria beingused. It therefore becomes important for the writer to usedescription in such a manner as to establish the basis of therelationship between the object and the criteria. Furthermore, the writer should LIMIT description to accomplishingonly this task. Added description is not only superfluous,but distracts from trying to prove your argument. As aresult, another important norm for the body of the academicessay is:

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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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