Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of the Great Depression and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the exposition in the middle of my second point, questions would arise concerning the current effects on those who lived through the Depression. Therefore, the expository essay must be complete, and logically so, leaving no doubt as to its intent or argument.
A common method for writing an expository 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:
Be personal: Make your essay about you; speak in the first person. Avoid speaking in the editorial “we.” Tell a story from your own life; this is not an opinion piece about social ideals. Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.
Be positive: Write about what you do believe, not what you don’t believe. Avoid statements of religious dogma, preaching, or editorializing.
Furthermore, Weber believed that value orientations could not be eliminated from social scientific work. They necessarily determine the analyst's perspective. Portis writes that Weber, in his Freiburg inaugural address, said "political economy was a `political science,' in the sense that it must proceed from a value perspective." More crucially, Portis goes on to quote Weber as writing that "`there is no "objective" scientific analysis of culture ... or "social phenomena" independent of special and "one-sided" viewpoints -- expressly or tacitly, consciously or unconsciously -- they are selected, analyzed, and organized for expository purposes.'"
Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.
Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.
Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.
It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.
Action Introduction: An Action Introduction takes the reader into the middle of an action sequence. By not building up to the story, it forces the reader to read on to find out not only the significance of this moment in time, but what led up to and followed it. It is perfect for short essays where space must be conserved or for narrative essays that begin with a story.
Says: The first ten words of this essay will catch your readerâs attention, mainly because they create a mental image of perfect natural beauty. Note that you should try to avoid repeating key words. In this instance, it would be easy to avoid repeating the word "beauty." You could simply use "magnificence" or "loveliness" instead.
Many major historical figures in philosophy have provided an answer tothe question of what, if anything, makes life meaningful, althoughthey typically have not put it in these terms. Consider, for instance,Aristotle on the human function, Aquinas on the beatific vision, andKant on the highest good. While these concepts have some bearing onhappiness and morality, they are straightforwardly construed asaccounts of which final ends a person ought to realize in order tohave a life that matters. Despite the venerable pedigree, it is onlyin the last 50 years or so that something approaching a distinct fieldon the meaning of life has been established in Anglo-Americanphilosophy, and it is only in the last 30 years that debate with realdepth has appeared. Concomitant with the demise of positivism and ofutilitarianism in the post-war era has been the rise of analyticalenquiry into non-hedonistic conceptions of value, includingconceptions of meaning in life, grounded on relatively uncontroversial(but not certain or universally shared) judgments of cases, oftencalled “intuitions.” English-speaking philosophers can beexpected to continue to find life's meaning of interest as theyincreasingly realize that it is a distinct topic that admits ofrational enquiry to no less a degree than more familiar ethicalcategories such as well-being, virtuous character, and rightaction.
This survey critically discusses approaches to meaning in life that are prominent in contemporary Anglo-American philosophical literature. To provide context, sometimes it mentions other texts, e.g., in Continental philosophy or from before the 20th century. However, the central aim is to acquaint the reader with recent analytic work on life's meaning and to pose questions about itthat are currently worthy of consideration.