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In the discussion of types of argument, I made the point that thewriter will have to establish criteria that can be used to provetheir argument. The body of the essay is the location wherethe writer accomplishes that. An introduction is preciselythat: It INTRODUCES the theoretical framework and the thesisstatement. It does not DESCRIBE or DISCUSS these twothings. This is a fairly common mistake that beginningessay writers make. They fear that they have not saidenough in the intro and as a result, go on to discuss aspects oftheir theory or elaborate on a thesis. The problem withdoing so is that it screws up your organization. What comes nextis no longer clear to the reader.
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.
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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:
Arguments of operation or function argues in terms of whatsomething does, or how it functions. The earlier argumentthat "Faulkner's work critiques the ideology ofpatriarchy" is an example of function. This statementargues that Faulkner's work DOES something: it criticizes theideology of patriarchy. Note that unlike the argument ofclassification, the writer of this essay SEEMS to have to do moreto prove their thesis. They will not only have to definewhat the ideology of patriarchy isand thus establishcriteriathey will also have to demonstrate that Faulkner'swork DOES something with that criteria. The question of HOWleads to a discussion of the body of the essay.
Some General Advice on Academic Essay-Writing
In saying that academic freedom appears to be an necessaryconcept in law of the USA, I am expressing my personalopinion of what the law , but only what the law really is.
The principle or reason is what guides judges and attorneysin the future as they work with cases that involve slightly differentfacts from the precedents.
The most quoted legal statement of academic freedom in the USAwas written in 1967 by Justice Brennan:
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Strategies for Essay Writing - Harvard Writing Center
The purpose of the academic essay is to persuade by reasoneddiscourse. Scholars use the essay amongst themselves toadvance ideas. Its value as an instructional tool is toassist students in developing their critical thinkingskills. As you recall, critical thinking is defined as: theability to read theory accurately, appropriate it meaningfully,apply it independently, generate results based on thatapplication, analyze the results, and form a clear argument basedon those results that can be defended with a specific line ofreasoning.
Steps for Writing an Argumentation Essay
A good academic essay engenders this process and clearlydemonstrates that the process has been performedsuccessfully. With this in mind let's examinehow to write an academic essay.
Essay & Paragraph Writing: eslflow webguide
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:
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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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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:
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