This document outlines the critical process for writing an analytical essay. It begins by defining that the process is simple but not easy. It then provides an example question comparing the Harry Potter novels and films. It walks through developing a thesis using a Hegelian dialectic approach. It describes generating topic sentences to support the thesis and providing details examples. It notes the importance of checking assumptions and biases. The document concludes by describing wrapping up the essay with a concluding paragraph and ensuring point of view and analysis are maintained throughout.
This presentation has an Example of Proper Outline for a Narrative Essay. It also has some recommendations. Please follow this link for more information https://essay-academy.com/account/blog/narrative-essay-outline-example
This presentation has an Example of Proper Outline for a Narrative Essay. It also has some recommendations. Please follow this link for more information https://essay-academy.com/account/blog/narrative-essay-outline-example
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
How to Write a Philosophy Dialogue
Updated on September 23, 2016
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Writing a dialogue
Writing philosophy essays doesn’t have to be boring. (Perhaps I’m not the best person to talk about this
because I never find philosophy essays boring!) The trick is to make it interesting for you. There are different
ways you can do this. In this hub I will illuminate one way in which you might achieve this. I will describe how
one would go about writing a dialogue between two or more characters. This is a legitimate way to write a
philosophy essay (some very good writing in philosophy is in dialogue form), but you have to ensure that you
cover everything that is asked of you in the essay question. Here is how.
What a Dialogue is About
A dialogue is a discussion between two or more people (or perhaps even one person and their conscience,
or a better self). It is written much like a stage play is written. So when you write a dialogue imagine that you
are writing a stage play. It requires some sort of narrative at the start to introduce the characters (and
perhaps the scenario) and then a discussion between the characters. For example:
Alan and Lady Lovelace are having a cup of tea in Alan’s parlour. As usual, their discussion becomes
somewhat philosophical.
Lady Lovelace: So what is it I hear about you and thinking machines, Alan?
Alan: Well, with the advances in modern technology and our advances in computer science, I think we are in
a good position to say that there is a possibility of a thinking machine.
Lady Lovelace: Are you quite serious, Alan!?
Alan: Certainly I am, my Lady…
This is the basic format of a dialogue. You can include more characters if you need to. Importantly, however,
you need to ensure that you answer the essay question in your discussion. This will include some
preparatory work before you go ahead and write your masterpiece. In particular, this will require analysing
the essay question and some initial planning.
Why Write a Dialogue?
There are plenty of reasons to write your philosophy essay in dialogue form. Here is a list:
• It is fun
• It is a different and creative way to write a philosophy essay
• It allows you to ask questions (by one of the characters) that you think the reader might be thinking
• A conversation between two people naturally brings out the reasons one holds a particular position,
which is very important in any philosophy essay
• Because it is naturally suited for outlying reasons for holding certain positions, it can help you in both
writing a good essay as well as getting further understanding of the topic
• It is a tried and true form of philosophical writing
source: https://letterpile.com/writing/How-to-write-a-Philosophy-Dialogue
Analyzing Stage
In the first stage it is very important to analyse the essay question. I have covered this in .
riting About LiteratureGenerally, the essays you write in lite.docxjoellemurphey
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
· What did the author want to communicate in this work?
· What does the work reveal about the author’s feelings, opinions, or psychology?
· What does the work reveal about the society in which it was written?
· What can we learn from this work about the issues or topics it deals with?
· What motivates the characters in the work to behave as they do?
· How are literary devices used in the work?
· How does the work create emotional or intellectual experiences for its readers?
· Is this work good or bad?
· Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...
riting About LiteratureGenerally, the essays you write in litera.docxdaniely50
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
Today we are going to talk about a type of writing that is currently considered a literary genre like poetry, drama or fiction.
Like any genre, there is a structure or format that must be followed when writing an essay. In turn, this scheme must have certain parts to be considered as such.
For More: https://myassignmenthelp.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Writing Well is Simple, Not
Easy:
Simple means to have steps to follow to
complete a task; you are not wandering with no
help. You have a plan.
Easy means that not much effort is involved in
a task.
Our mantra for this class is “Simple, not easy!”
Dressing an infant is simple, but not everyone
finds the process easy.
Getting married—at its most basic—is simple,
but being married seldom is (as rewarding as it
may be).
3. The Critical Process:
Ask a critical-thinking question (for the first
essay in Unit 1 Part 1, I provide this question)
Answer the question using critical thinking to
arrive at a thesis.
Example question: Are the Harry Potter tales
better as films or as a novels?
On the next few slides, lets use our seven tools
to critical thinking to come up with a critical
response to this question . . .
4. 1. Purpose
As we have learned, this is what you want to say
in the essay.
A good way to arrive at this is to think about a
process called the Hegelian Dialectic. Hegel asked
us to think of a purposeful critical thought like this:
What I think (first thesis)
& Other newly learned ideas that makes sense
(antithesis)
= How I can combine the two to make a good
analysis, or critical statement of purpose (synthesis
and final thesis)
5. Example of Hegelian Dialectic:
First Thesis: I prefer the Harry Potter novels to
the films; I like to create my own picture of the
Potter world.
Antithesis: The novels cannot compete with the
films because the visual effects and characters
make the films more engaging than the novels,
especially since not everyone enjoys reading
fiction.
Synthesis & Final Thesis: Deciding which is
“better” between the Harry Potter novels and the
films causes a logical problem because the films
and novels are two different works of art,
6. Thesis & Purpose:
So, your final thesis gets at the critical reality;
these two artworks cannot be compared
deeply and logically in terms of “better and
worse” because they serve two different
purposes and are as different as apples and
oranges.
In this way, your purpose is now to
communicate this idea to your audience.
7. Ideas: Topic Sentences
Now that you have a purpose, a critical-
thinking thesis, you are ready for the ideas that
make up your body-paragraph topic
sentences.
Use these topic sentences to develop support
for the thesis.
The next slide demonstrates this process . . .
8. Purpose & Thesis 2
Thesis: Deciding which is “better” between the Harry Potter
novels and the films causes a logical problem because the films
and novels are two different works of art, proverbial apples and
oranges.
Break down the thesis ideas for topic sentences:
1. “Better” is a word that implies a hierarchy; when works of art
are as different as films and novels, they do not belong in
the same “better” pair.
2. A novel has a distinct purpose for the reader, and one
important purpose is much to create a world in the reader’s
mind.
3. Likewise, films have their own purposes: to interpret and
visually represent the events of a story for the audience.
9. 2. Support:
Support is comprised of the major and minor details
that prove a point.
Let’s look at one of the topic sentences we just generated and some support
for the topic sentence:
“Better” is a word that implies a hierarchy; when works of art are as
different as films and novels, they do not belong in the same “better”
pair.
How do I know?
1. One would not ask if a tree is better than a blade of grass; both
exist in nature for different, although similar, purposes.
2. Films and novels, likewise, are both works of art, but are not the
same things and do not strive for the same reader or audience
responses.
3. One might even argue that the book has only one reader at a time,
but that the film has an audience watching a story first read and
interpreted by producers, screenwriters, directors, and others
involved in making the film.
10. 3. Assumptions & Biases:
This is where we do an ethical check.
Your Pearson critical-thinking reading from Unit
1 Part 1 states the following:
“Assumptions (information you take for granted) and biases
(personal beliefs you have about particular topics) can be a
helpful tool or they can throw a wrench into your thinking if they are not
valid. Always evaluate them when making an argument.”
So, now is the time to question your argument, your critical stance.
For example, are you more likely to give novels artistic value greater
than films because you have been taught to do so?
On the other hand, are films going to win out because you do not
personally enjoy reading fiction? These are biases and must have
no part of a critical argument. If you mention them, you must
qualify them as your own feelings.
11. 4. Conclusion (House)
Time to finish the house with a critically
thought-out conclusion.
1. Begin a conclusion by restating your thesis
not verbatim, though.
2. Fill the middle of your conclusion with the
three most important ideas you want your
readers to carry away from the essay.
3. Close to create “echoes” of the essay’s
beginning (this is demonstrated in the sample
essay in Unit 1 Part 2 folder).
12. 6. Point of View & 7. Analysis
These are final checkpoints.
They provide a space for you to look back over
your essay to be sure that you kept personal
bias and unsupportable statements out of your
writing and that your essay is a whole working
to support the thesis, not just a collection of
unrelated paragraphs.
13. See the essay sample:
The essay sample is located in the Unit 1 Part
2 folder and is based on the direction begun in
this presentation.
Remember, “simple, not easy.”
Let me know if you have questions.