Posts – essayoutline.net http://essayoutline.net best essay outline guides Tue, 15 Nov 2022 11:14:05 +0000 en-US hourly 1 https://wordpress.org/?v=4.7.3 http://essayoutline.net/wp-content/uploads/sites/917/2021/12/cropped-fav-1-32x32.png Posts – essayoutline.net http://essayoutline.net 32 32 How to Write a Perfect Synthesis Essay: Guide and Outline http://essayoutline.net/synthesis.html http://essayoutline.net/synthesis.html#respond Wed, 05 Jan 2022 12:23:12 +0000 http://essayoutline.net/?p=47 As a student, you can’t escape writing essays. Whether you are a high school or college student, you are bound to write at least two essays before graduating. This implies that you have a lot of work to do when it comes to essay writing.

One type of essay you are likely to come across is a synthesis essay, and this is one of the most difficult types to write. So, what is a synthesis essay, and how can you write a perfect synthesis essay that is A-worthy? In this piece, we will address each of these questions in detail.

Synthesis Essay Definition: What is a Synthesis Essay?

A synthesis essay is an essay written with a strong reliance on facts, data, and evidence. Writing a perfect synthesis essay is all about doing extensive research. A synthesis essay requires that the writer is curious enough to want to know new things, even if it’s not a new subject. Writing a synthesis essay requires gathering information and resources from different sources and using them to explain or argue a point. The ability to write a synthesis essay will set you apart and give you an edge in many fields of study.

What is a Synthesis Paper?

Discussion in a synthesis paper is objective and not subjective. This means that the discussion considers all sides to the argument and doesn’t take any side. The thesis may be drawn from personal opinion, but the essay uses objective data and external evidence to explain the thesis. Data and evidence are gathered from reliable sources and used to explain or propound a new idea.

Types of Synthesis Essay

A synthesis essay could either be explanatory or argumentative.

An explanatory synthesis essay does not try to argue for or against an idea. Instead, the main thrust of an explanatory synthesis is to explain and shed light on the point of view. The explanation resources are obtained from various sources and synthesized to drive home the writer’s point.

On the other hand, an argumentative synthesis essay used data from different sources to argue a point. In an argumentative essay, the writer may consider different sides to an argument, but in the end, has to take a side.

How to Write a Synthesis Essay

  1. Choose a Topic

Writing a synthesis essay begins with the selection of the topic. Before you start writing, choose a topic that will not be difficult to research. The availability of research materials for your topic could determine if your essay will be rich or poorly written.

  1. Conduct In-depth Research

After choosing a topic, the next step is to begin research. A perfect synthesis essay is the product of diligent and extensive research. Consult all resources at your disposal, such as the library, the internet, and other resources for your research. In doing your research, ensure that you take proper notes and check the integrity of the sources. The sources you choose to use should be reliable and trustworthy.

  1. Create your Synthesis Essay Outline

The next step is to write an outline for your essay. A synthesis essay usually follows a five-paragraph structure. Before you put pen to paper, write out the ideas you want to discuss in your paper and the sources that help your point. It would be best if you only began to write your paper after drawing out an outline that serves as a skeletal design.

After writing your paper, ensure you proofread your paper. Proofreading helps you detect errors that can render your work less than perfect. Do not be in a hurry to hand in your essay until you have gone through it again and again for all kinds of errors.

Writing a Synthesis Essay Outline

The outline of your essay is essential to having a perfectly composed essay. The outline of your essay should take into consideration the synthesis essay structure. You should also note down the key ideas you want to discuss while matching them with the corresponding source or data. A typical synthesis essay format includes an introduction, body, and conclusion.

  • The introduction of your essay should give a general background for the essay. In the introduction, you should state the thesis statement and the position you will address in the paper’s body.
  • The body of a synthesis essay is generally divided into three paragraphs unless the required word count is low or considerably high. Each paragraph should address a specific item supported by data and evidence. The body of your essay should examine the similarities of your sources and how it supports your idea. A good body should have a topic sentence stating the idea to be discussed. It should also have supporting sentences and a closing or transition sentence leading to the next paragraph.
  • Your essay’s conclusion is as crucial as its introduction. The conclusion should again state the considered thesis and the point of view taken or explained. Wrapping up with a good conclusion helps re-emphasize the idea discussed in the paper.

Your bibliography is another very important aspect of the paper, even though it is not considered part of the basic format. The bibliography identifies the various sources you have used and gives them their due recognition. It would be best to compile a comprehensive bibliography, whether they are quoted in-text or merely referenced. For example, the format of the bibliography could be MLA or APA, depending on the choice of your professor.

You can also have a look at this synthesis essay sample to understand the writing better.

Synthesis Essay

The question “Is it acceptable/or even possible for some groups to protect themselves from the ravages of disease, while letting others suffer?” The answer to this question is both “yes” and “no” and this paper will explain this reasoning.

In the Sierra Leone Ebola outbreak, the president wanted to protect those individuals who had not been infected. To do this, he would have to subject anyone on the streets to arrest.

One of the residents said that staying home would “protect our country from this dangerous virus” (Sierra Leone 2014). This is a case in which it was acceptable to protect those people who had not been infected because the virus was so contagious. It was never the intent of Sierra Leone to let others suffer because the country used all of its resources to treat those who were sick, while protecting healthy people and the medical community as they were vital. So in this case, the answer is “yes” it was acceptable and “no” it’s not always possible. In the case of Sierra Leone, unfortunately, healthcare workers were killed because people in the villages did not want to accept the educational information or were in denial about the disease. This is a case in which trying to protect people had a negative outcome.
In “The Masque of the Red Death,” the prince Prospero, who was supposed to be a leader, acted selfishly to protect himself but not his people from the plague. “Prospero had supplied everything they needed for pleasure” (Poe). He was able to protect himself, but this was a falsehood as the plague, represented by the red masque, kills him in the end. “Outside the wall walked the Red Death” (Poe). Prospero did nothing to help the people he served so to him, it was both possible and acceptable.
In conclusion, those in charge in Sierra Leone did not want to accept that the Ebola virus would kill people and put their own lives at risk to protect them. In the Poe story, Prospero let other people suffer. While this is not acceptable to us as the readers, it was to him because he was selfish. It was his selfishness that killed him, in the end.

Works Cited

Poe, Edgar Allan. “The Masque of the Red Death” (1993). Inside Stories for Senior Students (pp. 197-204). Toronto: Harcourt, Brace, Jovanovich, Canada.

“Sierra Leone Battles Ebola Outbreak With Three-Day Lockdown: Sick Urged to Leave Their Homes, Seek Treatment”. (2014, September 20). Associated Press. Retrieved Sept 26, 2021 from: http://www.ctvnews.ca/health/sierra-leone-begins-3-day-ebola-lockdown- 1.2014526

Conclusion

Writing a synthesis essay is a very good and stimulating intellectual assignment. However, to write a perfect synthesis analysis, you must be willing to engage in rigorous research.

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How to Write a Rhetorical Analysis: Guide and Outline http://essayoutline.net/rhetorical-analysis.html http://essayoutline.net/rhetorical-analysis.html#respond Wed, 05 Jan 2022 12:22:27 +0000 http://essayoutline.net/?p=46 Unlike an argumentative essay, a rhetorical essay is written to examine the effects of words or other verbal and non-verbal signs on audiences. A rhetorical analysis rather focuses on how a piece of information or story is said and not why or what is said. Writing a rhetorical analysis means that you are concerned about everything surrounding a text and how it influences its effectiveness.

What Can You Write a Rhetorical Analysis On?

Although written texts are more often analyzed rhetorically, they are not the only ones that can be analyzed. For example, a text for a rhetorical analysis could be a speech, cartoon, or advertisement. Any production that is aimed at influencing people can be rhetorically analyzed. Depending on what the text is, you could also be paying attention to both visual and audio elements of the text.

Key Concepts of Rhetorical Analysis

When analyzing a text rhetorically, the focus is not really on the message. Instead, the focus is more on the message’s goal, presentation technique, and purpose. To analyze a text thus, the focus is on the text’s appeal- the text’s influence and impact on the target audience. To do this, three major concepts are employed. These concepts are also called the rhetorical triangle. They are logos, ethos, and pathos.

  • Logos (logical analysis): This employs reason and evidence to persuade and convince the audience. An author focused on logical reasoning will rather base his arguments on facts and evidence than anything else. This appeal is often seen in academic productions.
  • Ethos (ethical analysis): A text based on ethos will seek to appeal to ethical standards or moral standards. In this case, the author presents himself as someone qualified to approach the subject of discourse based on his moral standing or professional training. The author portrays himself as an authority in the field of discourse, thereby giving him an ethical ground to address the issue at hand. An example is a medical doctor talking about healthy living or a religious person talking about purity.
  • Pathos (pathetic analysis): In this instance, the writer does not claim to have facts or evidence, nor does he stand on any ethical ground. The author rather appeals to the emotions of his target audience. His writing or speech aims to evoke some form of emotional reaction from his audience, and he achieves this by reflecting the same emotion.

Writing A Rhetorical Analysis Essay Outline

When seeking to write a rhetorical analysis, an important question students commonly ask is, “how do you write a rhetorical analysis essay?” Well, this is relatively simple. Just like any essay, a rhetorical analysis should have an outline. The rhetorical analysis outline should include the introduction, body, and conclusion.

Introduction

The introduction should give necessary background information on the text to be analyzed. Information such as the author’s name, genre, and title of the text should be included in the introduction. The introduction should also address the reason for the analysis of the text. This is how to start a rhetorical analysis essay that will achieve your desired goal.

Body

The body of a rhetorical analysis can be up to three paragraphs or more if it’s a longer essay. The body of the analysis should be divided so that different elements of a text are addressed in each paragraph. You should not address two elements in one paragraph. However, all the elements addressed in the different paragraphs must contribute to the general argument of your analysis.

Conclusion

The rhetorical analysis conclusion should again state the reason for the essay. It would be best to point out how the argument has been developed and how it has influenced the target audience. The conclusion could also relate the text to present-day realities and concerns.

Your rhetorical analysis outline is crucial to the success of your essay, and as such, it should be the first thing you create before writing.

How to Write a Rhetorical Analysis

Rhetoric studies how writers and speakers use verbal and non-verbal signs to influence an audience. When analyzing a text rhetorically, you should pay attention to everything that surrounds the text. When developing rhetoric, you should consider some of these things:

  • Who is the author?
  • Where and when was the production made?
  • What inspired or instigated the author?
  • The purpose of the author for the production
  • The main focus of the speech or text – you should also see if the author is sticking to the main focus or branching off
  • The tone of the text- angry, sympathetic, personal, etc
  • The target audience
  • The evidence presented in the text

Rhetorics use claims, supports, and warrants as the basis for analysis. Claims are the facts or evidence that the author uses to convince the audience. The claims can either be stated plainly or implied.

On the other hand, supports are used to back up the claims. The support expressed by an author is like a consequence of the claim or fact, which establishes the claim.

The warrant in a text is the logic or assumption that links the support to the claim. Many times, the warrant in a text is not spelled out. Instead, the author usually assumes that the audience can infer from the claim and support the warrant.

Here is a free sample of a rhetorical analysis essay. So, have a look!

Rhetorical Analysis Essay

The tale of Little Red Riding Hood is known in countless versions and adaptations. While the tale takes its origin in the medieval peasant folklore, its first printed version, authored by Charles Perrault’s in the 17th century, flattened out many of its coarse authentic features, in an attempt to make the tale more refined and moralized. The later versions introduced further new details, changing the plot beyond recognition and conveying drastically different messages for the audience.

While “Little Red Cap” by Grimm Brothers is educational in its nature with emphasis being made on the negative consequences of the girl’s disobedience, the message of Goldflower and the Bear is more profound as it conveys the prevalence of intellect and courage over physical strength. The Story of Grandmother is filled with grotesque humor, which implies that the primary purpose of this version was to amuse readers rather than to teach or motivate them.

Little Red Cap by Grimm Brothers was published in the beginning of the 19th century. As stated by Shavit (327), the primary audience of the text was not children but the members of the literary elite, as reading folklore-based literature was in vogue at that time. In the subsequent editions, though, they were trying to make the tale more suitable for children, eliminating the details that could be perceived as offensive. Even though targeted at adults, Little Red Cap by Grimm Brothers is imbued with moralization, similarly to the Perrault’s version that they obviously relied upon. Another remarkable characteristic of the tale is the naivety of narration, intended to fit the story into the pattern of a folktale as distinct from the literary tale (Shavit 328). Grimm Brothers present Little Red Cap as a beautiful and adorable girl who is loved immensely by her mother and grandmother. The idyllic intrafamily relations are also manifest in the responsibility the heroes feel for the heath of the grandmother. Even though it requires covering a long distance, the mother asks the girl to carry wine and a piece of cake to the grandmother, hoping that “they will give her strength” (Grimm 14). As argued by Shavit, it was characteristic of the 19th century to attach large importance to strong family ties, while they were not highly valued a century earlier. The family bond also comes to the foreground in Goldflower and the Bear, where the girl thinks about saving her little brother first.

The mother gives detailed instructions for her daughter: “walk properly and don’t stray from the path”, “and when you enter the room, don’t forget to say good morning, and don’t go peeping in all corners of the room” (14). In response, Little Red Cap promises that she will follow the instruction. Mother’s admonishing her daughter reflects the importance of educating children and taking responsibility for their behavior, which became prevalent in the 19th century, while previously parents placed more emphasis on amusing children (Shavit 327). The role of the mother in the other two versions is relatively unimportant as the heroines do not receive any instructions from them.

When he meets Little Red Cap in the forest, the wolf urges the girl to look at the beautiful flowers around and thus deviate from the path until he eats the grandmother. The girl follows the lead of the wolf: her choice to pick flowers rather than to proceed with her task is a symbol of her agreement with the devilish being, whom she has shown the road to her grandmother (Zipes 37). In this episode, the wolf closely resembles the Biblical serpent that tempts Eve to try the fruits of the forbidden tree, despite God’s prohibition. Just like Eve’s eyes were opened and she saw how pleasant the fruits were, “Little Red Cap opened her eyes and saw how the sunbeams were dancing this way and that through the trees and how there were beautiful flowers all around” (Grimm 14). She justifies her imprudent choice by claiming that grandmother will be pleased with a fresh bouquet. Listening to the tempter, Little Red Cap chooses to disobey the instructions of her mother and thus she has to derive a lesson from the adverse consequences of her disobedience. In contrast, in Goldflower and the Bear and the Story of Grandmother, the heroine does not carry any guilt for the adverse events that happen to them.

It is remarkable that the Grimms’ version of the tale is totally deprived of all the erotic details and innuendos, characteristic for many other accounts, even for the highly moralistic version of Charles Perrault. However, in the psychoanalytic interpretation, it still bears sexual meaning to a large extent. Thus, Erich Fromm posed that the major theme of the tale was the adolescent’s encounter with adult sexuality (Darnton 281). Bruno Bettelheim claimed that Little Red Cap followed her oedipal desires, with the wolf representing her father and her id at the same time (283). However, these interpretations still remain highly controversial as they do not apply to more authentic versions of the tale.

It is notable that, despite its moralistic pathos, Little Red Cap has a happy ending, similarly to the Goldflower and the Bear and the Story of Grandmother. The belly of the wolf is cut open by the huntsman and his victims are successfully released. As observed by Zipes in the psychoanalytic vein, only a strong man’s hand could save the girl from her lustful desires (37). Even though the desires of the girl may not be of the sexual nature, she is still guilty in that she follows her emotions rather than reason, represented in the image of her admonishing mother. After this adventure, however, Little Red Cap makes appropriate conclusions and promises herself that she will never stray from the road. The alternative story presented by Grimm Brothers in the end serves to demonstrate what would have happened if the girl had behaved in a reasonable manner from the very start, showing how much more advantageous this manner of behavior is.

The Story of Grandmother was published by French folklorist Paul Delarue who claimed that is was an authentic version, faithful to the peasant oral tradition. It is likely that this version was widespread in France in the 17th and 18th centuries before Perrault polished it in his mimetically unforgettable variant (Zipes 33). The heroine of the Story does not wear a red hood, because this detail was introduced by Perrault at his own deliberation. The resemblance of the Story of Grandmother with the Grimms’ tale is restricted to the beginning, while the subsequent unfolding of the events is drastically different. In this version, the girl is also asked by her mother to bring a present to her granny, a loaf of fresh bread and a bottle of milk. Another important similarity with the Grimms’ version is that the girl engages in a conversation with the wolf, naively informing him about the path she is going to take. However, instead of trying to divert her, the wolf goes straight to the grandmother’s house where he kills the old lady and dresses up in her clothes. He makes the girl consume the blood and flesh of her granny in the guise of wine and bread. Moreover, he asks her to undress and go in the bed with him, which is an obvious sexual implication.

The dialogue that takes place between the wolf and the girl is much alike the Grimms’ version, though it points out some additional details of the wolf’s appearance (e.g. nostrils, shoulders, hairiness). When the girl asks the wolf about his large nostrils, he responds “The better to sniff my tobacco with, my child” (11), which is reflective of dwn-to-earth peasant humor. The request of the girl to go out to relieve herself and the talking cat who calls the girl “a slut” (10) are manifestations of grotesque, which would be considered improper for the high literary style, characteristic of the Brothers Grimm and Charles Perrault. In contrast to the passive heroine of the Grimms’ version, the girl in the Story of Grandmother does not hesitate to take action and manages to escape by using her cunning. The heroine of Goldflower and the Bear shows similar independence and smartness: moreover, she uses the identical trick of appealing to her physical needs in order to escape the bear.

The version rendered by Delarue thus presents a young peasant girl who is shrewd, courageous and is able to cope with difficulties without any help from the outside. The path of needles and the path of pins mentioned in the story are suggestive of the sewing ritual where the maturing woman was required to show that she could handle sewing accessories, replacing an older woman (Zipes 35). The mother does not play any notable role in the story: in contrast to the version of Grimm brothers, she does not admonish her daughter on the proper behavior. The educational motif is generally absent from the Story: instead of trying to instruct or advise their readers (as typical of Grimm brothers), the sole purpose of this version is to amuse the readers and demonstrate the independence and braveness of peasant girls in dealing with difficulties. The Story is more feminist in its tone than Little Red Cap because it suggests that women do not necessarily need strong male protection. Moreover, if the act of eating the girl can be considered as a symbol for rape, the Story of Grandmother does not imply that the women are responsible for their being raped, in contrast to the classical version of Grimm brothers where it is the girl’s disobedience that leads to her downfall (Zipes 37). References to cannibalism, smoking and physical needs make it clear that the audience for the tale was limited to adult readers, while Goldflower and the Bear was intended for children and the Grimms’ version was adapted for younger audience after some amendments.

Goldflower and the Bear, rendered by the Chinese writer Chiang Mi, presents an Asian perspective on the tale of Little Red Riding Hood. The heroine of the tale, Goldflower, is described as a “clever and brave” girl (Mi 19): therefore, the tale emphasizes the inner qualities of the girl, while Grimm brothers merely describe her as lovable and the Story of Grandmother does not provide any description at all. In contrast to other versions of the tale, Goldflower does not go anywhere, but stays at home with her grandmother and brother while her mother is away. She uses her cunning to save herself, though she primarily thinks about saving her brother. The remarkable similarity with the Story is that Goldflower uses her physical needs as an excuse to leave the Bear. However, her smartness and courage go much beyond this trick as she also climbs the tree, greases it and talks with bear without any fear. Using her obvious intellectual supremacy over the bear and her advantageous position, she laughs at him and finally kills him with the spear after much mockery. The actions of Goldflower are presented as a heroic deed, which deserve the praise of both her mother and the community.

Depicting a courageous girl who prevails over a frightful beast with her cunning, the Goldflower and the Bear suggests that smartness and braveness are more important than physical strength. The independence of the girl and the use of tricks to deceive the beast account for the tale’s close similarity with the Story of Grandmother. However, Goldflower and the Bear is even more feminist in its tone, because it shows the girl as absolutely unyielding to the seduction and powerful enough to triumph over the attacker. It creates a stark contrast with the version of Grimm brothers, where the girl is not only defenseless in front of the wolf, but also becomes the cause of her own misfortunes. These two versions present the behavior of the girl on the opposite ends of the spectrum: while Goldflower acts in a laudatory and heroic manner, the actions of Little Red Cap are shameful because she disobeys her mother. As contrasted with the other two versions, Goldflower and the Bear was targeted at children and sought to motivate them to fight their fears.

Little Red Riding Hood is an archetypal image, which has allowed for different and even opposite interpretations over the centuries. In the classical version of Grimm brothers, the girl is a powerless creature, who bears the guilt for her own downfall because she disregards reason and obedience. In the vein of the 19th century, the authors placed large emphasis on the need to educate children. In contrast to this version, the Story of Grandmother is devoid of any moralistic message and simply aims to amuse the readers with the depiction of shrewd peasant girl who can escape any dangers. Goldflower and the Bear invests the heroine with the largest power, smartness and independence, conveying to the readers that frightening situations can be overcome with cunning and courage. 

Works Cited

Brothers Grimm. “Little Red Cap”. The Classic Fairy Tales. Ed. Maria Tatar. New York: W.W. Norton & Company, Inc., 1999. Print.

Darnton, Robert. “Peasants tell tales: The meaning of Mother Goose”. The Classic Fairy Tales. Ed. Maria Tatar. New York: W.W. Norton & Company, Inc., 1999. Print.

Mi, Chiang. “Goldflower and the Bear.” The Classic Fairy Tales. Ed. Maria Tatar. New York: W.W. Norton & Company, Inc., 1999. Print.

Shavit, Zohar. “The concept of childhood and children’s folktales: Test case – Little Red Riding Hood”. The Classic Fairy Tales. Ed. Maria Tatar. New York: W.W. Norton & Company, Inc., 1999. Print.

“The story of grandmother”. The Classic Fairy Tales. Ed. Maria Tatar. New York: W.W. Norton & Company, Inc., 1999. Print.

Zipes, Jack David. Why Fairy Tales Stick: The Evolution and Relevance of a Genre. London: Taylor & Francis, 2006. Print.

Conclusion

A rhetorical analysis is not an argumentative essay because it does not agree or disagree with any argument. Instead, a rhetorical essay focuses on the different techniques deployed by an author to relay his message.

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How to Write a College Essay Outline: Guide & Template http://essayoutline.net/college.html http://essayoutline.net/college.html#respond Wed, 05 Jan 2022 12:17:30 +0000 http://essayoutline.net/?p=45 Every college student will have to write an essay at one point or the other – it is almost unavoidable and contributes to your overall evaluation as a student. This means that you must know how to write an essay as a student. However, writing an essay is less about writing and more about planning.

When writing a college format essay, you must ensure that you follow an outline. An outline makes it easy for students to organize their thoughts and helps them complete their essays in a shorter period.

Why Should You Create a College Outline?

A college essay outline provides a guideline for students to follow while writing an essay. It makes it easier for students to better understand the essay they are writing. An essay outline also allows students to present their opinions systematically.

A well-written essay makes it easier for the reader to understand the student’s perspective. And, generally, it is a prerequisite to write outstanding and captivating college essays (and all essays). In summary, essay outlines allow you to do your best and do it with ease.

How to Structure a College Essay

All essays are not the same. They address different topics and have different kinds of conclusions. However, all essays have the same structure. Whatever the type of essay you are writing, a college essay format must be divided into the following:

  1. Introduction: The introduction of your essay is your chance to magnetize your reader’s eyes and interest. A strong introduction will motivate your reader to read further into your essay. However, if your introduction is poorly written, no one will want to continue reading. You will have to write several essays when you are in school. Whatever the kind of essay you have to write, you must make sure that you start with a strong introduction. The main purpose of an introduction is to grab a reader’s attention. You need to ensure that your introduction serves that purpose. Another thing to be included in your college essay header is a thesis statement. This should inform your reader about what you will be discussing in the essay. Finally, the last part of your introduction will tell your reader what to expect from the body.
  2. Body: After getting your reader’s attention in the introduction, you can proceed to do the main business – the body. The body of your essay will contain a minimum of three paragraphs. Each of these paragraphs will talk about different ideas. You can write more or less than three ideas depending on how much information you have and your instructions. Make sure that you go into details in each of these paragraphs. Talk extensively about the idea that each paragraph covers—present facts, statistics, and any other information that you can use to support your ideas.
  3. Conclusion: This is the last and final part of your essay. At this point, you must have presented all your facts and impressed your reader with your ideas. The conclusion is usually the easiest part of the essay because it is a revision of all you have written. It is a summary of all that you have written in your body. It gives a rundown of all your ideas and gives a conclusion. A conclusion also reiterated the thesis statement in your introduction.

How to Write a College Essay Outline

If you are writing a college essay, you must make sure that it follows the structure given above. The outline is a more detailed structure of your essay. And an outline will depend on the kind of essay you are writing. Below is an example of a college essay outline:

The Introduction

  • Information to grab attention.
  • A brief insight into the main points of the essay.
  • A thesis statement

Body

  • Paragraph 1
    • Idea
    • Evidence (Facts, Statistics, and anything else to support the idea).
  • Paragraph 2
    • Idea
    • Evidence (Facts, Statistics, and anything else to support the idea).
  • Paragraph 3
    • Idea
    • Evidence (Facts, Statistics, and anything else to support the idea).

Conclusion

  • Reiterate the thesis statement
  • Reiterate the points in the body
  • Fade out

This example above represents a simple outline for a college format essay.

The format of your essay should also be a secondary part of your outline. You should get the writing format from your supervisor or lecturer. If you can’t get it from your supervisor, you can also check for the institution’s standard to know the format to follow. However, if you must do it on your own, use a legible font and make sure it is well-formatted.

If you want to make college essay more engaging, check out this essay sample to get inspired for your own writing:

College Essay

Growing up and having been born in the South American country of Venezuela, I understood the world as a delicate network of dirty streets and alleys. I could only relate to the crumbed up houses that were only a necessary need more than a luxury to us. The streets were filled with people who were only speaking in the Venezuelan dialect. I was known as the half generation since I had immigrated at an early age. I migrated to the U.S about one and a half years ago. My family was however left behind in Venezuela as I perused my education in the United States of America.

I have learnt a few traditions in the schools and school system for the period that I have been here. I could easily identify myself to a few social groups since I had an interest in learning the foreign culture that I had come across. Being from a Christian background, I understand he morals and values that should be held as a student. While in Venezuela, my family had moved from the large conservative community to the large cities where I realized an enormous significance in the diversity and I was able to appreciate the American multiracialism.

It has made me embrace different cultures and gain the ability to live with people from different backgrounds and cultures. I have been volunteering at a hospital here in America, and I have been able to interact with people from various nationalities, especially the doctors and nurses. I am now aware of the effects of different cultures that are around me. It has fascinated me by knowing how the American towns can be conventional and have different cultures all in one basket. In this exposure, I have been able to connect with other people freely and not forget who I am, a Venezuelan in the half generation.

Conclusion

It would be best to create an outline before you write any essay. You should not ignore or underestimate the importance of an outline when writing a college essay. An outline makes essay writing easier, faster, and more interesting.

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How to Nail a Persuasive Essay: Writing, Outline & Examples http://essayoutline.net/persuasive.html http://essayoutline.net/persuasive.html#respond Mon, 27 Dec 2021 13:27:30 +0000 http://essayoutline.net/?p=27 Persuasive essays are outstandingly unique because there are a lot of controversial topics online and in real life. Issues that people must pick one side. A good example will be the issue of vaccination against the coronavirus.

Several people, including celebrities, have opinions about whether the vaccines are authentic. Some people are even of the opinion that people should not get vaccinated. Other controversial issues include topics like the existence of aliens, underwater creatures, or Unidentified Flying Objects.

Essays that discuss controversial issues are called persuasive essays. This article teaches how to write a persuasive essay outline and provides unique examples of persuasive essays.

What is a Persuasive Essay?

If you still do not understand what a persuasive essay is, a similar example is a debate – you must have seen or participated in one before. Debates are fun; they involve interesting ideas flying around and meeting counter ideas. A persuasive essay structure allows a person to take a stance on an issue. The person (in this case, you) argues the stance with solid facts. These facts will make it possible to convince the reader why the stance is the right one.

A persuasive essay is used in the academic setting to coax readers to see things from a specific point of view. Writing a persuasive essay requires in-depth research. The research has to cover and counter all the possible points that can invalidate the argument. Here, the essayist must use the right words and well-backed proof to make the reader well-convinced.

The main aim of a persuasive essay is to make sure that the reader is convinced beyond doubt at the end of the essay. A persuasive essay structure will allow students to research, think, and come to a logical conclusion on an issue.

A persuasive essay is quite different from an argumentative essay. Both kinds of essays use facts to present an argument. However, a persuasive essay engages the reader’s emotions to convince them further.

A persuasive essay format varies from one institution or lecturer to another. But your persuasive essay format should contain readable fonts and well-aligned texts with clear spacing in the absence of none.

How to write a Persuasive Essay

A persuasive essay is not a project that should be rushed; you need to be careful when writing such kinds of essays. Here is a guide that you can follow to write a persuasive essay.

  1. Pick a side: Persuasive essays allow students to choose a stance and support it. You need to be clear on which side you are taking. You have two options, weigh them against each other and see which you are more inclined towards. You can also do soft research to make your decision.
  2. Do research: After picking a side, the next thing to do is research the side you have chosen. You want to build a strong argument, so you need valid information and backing. When conducting your research, you need to be careful m where you are getting your information from. Only pick resources from sources that are well-known and trustworthy. Then, gather every information required – statistics, facts, references, and so on – from these sources.
  3. Verify your information: You must verify the information you have chosen to use in your essay. If you use wrong information and you are caught, it nullifies everything else in the essay. Hence, confirm that your evidence is correct.
  4. Create an outline: An outline allows you to plan your essay. When you create an outline, you have a guide to follow when writing, and it becomes easier to express your opinions.
  5. Create a draft: A draft is your first shot at the essay. You can check persuasive essay samples to help you write your draft. Also, stick to your persuasive essay outline throughout the draft.
  6. Proofread: Proofreading is the best way to ensure that you have done a good job and avoided all kinds of errors. You get to spot any inaccuracy – grammatical or factual, in your text by proofreading your draft. Feel free to proofread it multiple times; you will surely find something to edit. Proofreading allows you to improve the quality of the essay.

Persuasive Essay Outline

Like any other kind of essay, a persuasive essay can be divided into three parts. These divisions include the introduction, the body, and the conclusion. Here is a persuasive essay outline template to help you write a perfect essay.

  1. The Introduction: Your essay should begin with a short and concise opening that grabs your reader’s attention. This part informs the readers about the topic and informs them of your stance.
  2. The Body: The body will contain several paragraphs, each addressing a separate piece of evidence. Ensure that you don’t bore your readers with too many statistics and facts. Try to make sure that your argument is an interesting read. Stick to at least three paragraphs for the body of your essay. In the last paragraph of your body, you can counter any of the possible arguments of your opponent.
  3. Conclusion: This is where you wrap up the points stated in your essay. Summarize all the evidence you have discussed and convince the reader why your stance is correct.

Here is a properly-written persuasive essay that can be used as an example for your writing:

Chocolate for Students

  1. Introduction

Researchers, parents, teachers, etc. have always been concerned with finding ways to give students a better educational experience. That is, a lot of time and resources have been allocated to studying how children learn, what causes poor test scores, why some have trouble focusing, why a few have behavioral issues. While this includes many different areas of research, some studies have indicated that consuming chocolate, specifically dark chocolate with high concentrations flavanols, may be a general solution. This is because chocolate provides several mental benefits that are likely to benefit students of all types in the classroom.

  1. Flavanols

Naturally occurring, flavanols are compounds found in plants that provide protective qualities for them. That is, they help the plants protect themselves in a variety of ways, many of which are still unknown. These can be found in a variety of foods, including some types of tea, apples, grapes, red wine, and cocoa, each one of which contains their own unique blend. In particular, cocoa contains the flavanols called catechins and tannins, which are also responsible for the bitter taste often found in cocoa products. Research has found that these flavanols provide many benefits when consumed, such as being a great source of antioxidants, helping to regulate blood sugar, lowering the risk of cardiovascular disease, maintaining a healthy heart, and many others (Lamport). For all these reasons, cocoa and other foods that contain flavanols have become extremely popular as people are buying them for their many health benefits.

  1. The Brain

More specifically, foods like dark chocolate, which is made from cocoa, contain extremely high percentages of flavanols, and researchers have found that it has many health benefits for the brain. First of all, researchers have found that it can increase blood flow to the brain, thus increasing the amount of oxygen and other nutrients that it gets. Second, some research has shown that it helps make the brain more sensitive to insulin, which has been found to be correlated with dementia. Fourth, many studies have shown that these flavanols result in higher levels of concentration, higher test scores, and increased memory retention for both the long and short term (Mastroiacovo). Therefore, as can be seen above, eating dark chocolate has many benefits for the brain. 

  1. Students

Many students have problems concentrating in class, perform poorly on tests, have behavioral issues that distract themselves and others around them, etc. Therefore, students should be given chocolate before class to fix these problems. In particular, one study gave students dark chocolate before a test and gave another similar group a placebo to determine if the dark chocolate had any effect. They found that the group that had been given the dark chocolate performed much better than the other group (Neshatdoust). This is because they were able to focus better and they were better able to recall information from their memories, thus demonstrating the effect it can have on students. That is, the researchers found a clear distinction between those that had flavanols and those that did not have them. Therefore, students need to be given chocolate before class, which will improve their performance.

  1. Conclusion

Overall, the chocolate, specifically dark chocolate, has been found to improve the performance of students. This is because dark chocolate contains a collection of flavanols that provided a variety of benefits for the brain. Specifically, it increases blood flow to all areas of the brain, which has been shown to increase the student’s long term and short term memory, increase their ability to focus, and reduces the likelihood of disrupting behavior. Another way is to encourage parents to send it to school with their children so that the children can take it periodically throughout the day. For older students, such as those in college, this information needs to be given to them during orientation, and reminders should be placed around campus. This way, students of all ages can begin taking it regularly and boosting their overall performance. Furthermore, when educating the students, parents, teachers, etc. about the benefits of giving chocolate to students it should be emphasized that the benefits only come from dark chocolate. That is, other types of chocolate, such as milk chocolate or white chocolate, do not contain flavanols, and, therefore, will not give the desired effects.

Works Cited

Lamport D. “The effect of flavanol-rich cocoa on cerebral perfusion in healthy older adults during conscious resting state: a placebo controlled, crossover, acute trial.” Psychopharmacology (Berl). 232.17 (2015): 3227-34.

Mastroiacovo D. “Cocoa flavanol consumption improves cognitive function, blood pressure control, and metabolic profile in elderly subjects: the Cocoa, Cognition, and Aging (CoCoA) Study–a randomized controlled trial.” Am J Clin Nutr. 101.3 (2015): 538-48.

Neshatdoust S. “High-flavonoid intake induces cognitive improvements linked to changes in serum brain-derived neurotrophic factor: Two randomised, controlled trials.” Nutr Healthy Aging. 4.1 (2016): 81-93.

With a good persuasive essay structure, you can be certain that your essay will be readable, convincing, and good enough to earn great grades.

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A Simple Guide to Writing a Great Informative Essay Outline http://essayoutline.net/informative.html http://essayoutline.net/informative.html#respond Mon, 27 Dec 2021 13:25:06 +0000 http://essayoutline.net/?p=25 As a student, there is a very high probability that you have written an informative essay before – it is very hard, maybe impossible, to avoid informative essays in school. However, since you cannot avoid it, it is in your best interest to find the best way to write it.

What is an Informative Essay?

An informative essay tackles a single objective and provides further information about it. To write one, you need to get the right facts to bolster your points. An informative essay presents facts rather than personal opinions. Hence, it would be best if you did extensive research when you are writing one.

In an informative essay, your readers are not concerned about your thoughts (they probably have theirs). What they want is reliable information and accurate details gotten from your research. After doing your research, the best way to create quality content is to have an informative essay outline.

How to Start an Informative Essay

Since it is an essay, you might as well just get to writing when you have all your points, right? No, that’s wrong. So, before you start writing, you need to create a plan or an outline for the essay. An informative essay outline is crucial to your content’s organization – making it easy for your readers to understand.

If you want to create an informative essay format, here are a few guidelines that will help you.

  1. Create a title: There is hardly any way for your reader to know how much information you have provided in your essay. The only way to make them want to read is by giving them a reason. Therefore, you need an attractive title to grab the attention of potential readers. One way to do this is to write down different ideas. Pen everything that comes to your mind and have a list of about five to fifteen titles. When you are done, find the topic that best represents the content of your essay. It must also have the potential to pique the curiosity of everyone who comes across it.
  2. Have a strong introduction: If you have been able to win your reader’s attention with your title, your introduction is next. You need to make them interested in reading the whole essay. One sure trick to writing a strong introduction is to present facts, statistics, anecdotes, or jaw-breaking news.
  3. Introductory statement: After the introduction, you need to complete the introductory part of your essay with a statement. This statement tells the readers what they should expect in the essay’s body.
  4. Present data and information throughout the body of the essay. After the introduction, you can go fully into the topic and discuss all you have gathered during your research.
  5. Conclude the essay with a summary of all that you have discussed in the body. You can also provide further recommendations for your readers.

These five steps briefly portray what an informative essay format should look like. However, before you write, you ought to have an outline.

How to Write an Informative Essay Outline

Even though they are of different types, all essays usually take the same format and have a similar outline. An essay will typically have at least five paragraphs. At least one paragraph for the introduction, three for the body, and one for the conclusion.

You need an outline to provide details about the introduction, body, and conclusion. These details will be your guide to creating a sterling essay. Your informative essay outline should have the following:

  1. An Introduction: In the introduction of the essay, you need to know what to add and how. Find credible information that will make people interested in what you have written. You can even provide a brief history of the topic, so your readers have background information.
  2. The Arguments: After the introduction and thesis statement, the next thing to do is provide facts. These facts must have been well researched to supply information about the topic you are writing about.
  3. Opposition: There will be alternative perspectives to the points expressed in the preceding part of your essay. Other people will have different views or theories about your essay topic. You will have to present the opposition claims to your readers to understand the topic better.
  4. Citation: You need to point your readers to the sources of your facts. Mention the names of people who have made contributions to the topic of the essay. You can also add pictures to provide more details on the topic.
  5. Conclusion: The end part of your essay will summarize all that you have explained in the essay. It should also give the reader the lessons from the essay.

Reading essay samples is an easy and legal way to save time and increase the quality of your own writing. Check out this great informative essay sample:

Insomnia

Insomnia is a chronic illness that is indicative of the difficulty to fall asleep, stay asleep, or both, even though, there is an opportunity for sleep. People with insomnia often wake up feeling as they didn’t become refreshed, and this leads to problems throughout the day. Energy levels, mood, mental and physical health, quality of life, and work performance can all be affected by insomnia. Insomnia can affect energy level and mood but also your health, work performance and quality of life.

Symptoms of insomnia include difficulty falling asleep, awakening throughout the night, awakening too early, tiredness or sleepiness throughout the day, irritability, depression and anxiety, difficulty paying attention or focusing on tasks, increased errors or accidents, tension headaches, gastrointestinal distress, and ongoing worries about sleep. Millions of people across the globe suffer the same consequences and symptoms of insomnia, but the reasons for the disease can be varying (Mayo Clinic Staff).

Many causes of insomnia are well known. Some of these causes include stress and anxiety regarding work, school, healthy or any circumstances. An active mind at night makes it difficult to relax the body and mind and can easily lead to an inability to sleep. Depression and other mental health problems can lead to insomnia as well. Medical conditions are common causes of insomnia as well. Some of these include chronic and constant pain, breathing problems, frequent urination. Arthritis, cancer, heart conditions, lung disease, gastroesophageal reflux disease, hyperthyroid, stroke, Parkinson’s and Alzheimer’s diseases can also cause insomnia. Changes in schedules can also disrupt the sleep cycle. Prescription medications, as well as caffeine, nicotine, alcohol and illegal drugs are known to affect insomnia too. But there are other, more surprising conditions, which can lead to insomnia as well (Mayo Clinic Staff).

Fatal familial insomnia (FFI) is an extremely rare disease of the brain which is inherited. It is caused by an inherited mutation of the protein PrPC, but there have been reports of spontaneous mutation. This spontaneous mutation is called fatal insomnia (sFI.) FFI and sFI have no known cure and as insomnia progresses into a worse situation will lead to hallucinations, delirium, confusion, and eventually death. People tend to survive an average of 18 months from the onset of symptoms.

The mutated protein has been found in only 40 families throughout the entire world, and about 100 people are affected. Of these, 5 families are Italian, 2 French, 1 Japanese, 4 American, 2 Australian, 8 German, 1 Austrian, and 2 British. The first man living in the Netherlands with FFI was recently found, and another family was added to the list. This gentleman was actually of Egyptian descent. As of July 2005, only nine cases of sFI were diagnosed (Gambetti).

Offspring get their genes from their parents. In situations where only one parent has the gene that leads to FFI, the children have a 50% risk of inheriting the disease and getting the disease. Any potential FFI patient should be tested in order to attempt to offset the start of symptoms and to prevent spreading the gene to children. Onset of the disease usually begins around middle age; such was the case for the first person found to have FFI, Giacomo (Medori, Tritschler and LeBlanc).

Giacomo was born in 1791 in a small town outside of Venice, Italy. Family members were characterized by physically impressive, broad shoulders and a powerful build. Even with a robust body he became ill in 1836, when he was 45 years old. He suffered from dementia and soon became bed ridden yet always awake until he succumbed to his illness. Before he fell ill, Giacomo had three children. These three had six children of their own. The Giacomo family grew and flourished. They would become prominent Italian doctors and businessmen. One of his descendants even owned 130 apartments in Venice. Even though the family was affluence, many relatives died young. Analysis of Parish records and death certificates noted deaths due to epilepsy and fever, nervous gastric fever, meningitis, presenile dementia, Economo’s disease, leukoencephalitis, ictus, alcoholic encephalopathy. While all of these different types of death are listed, the actual cause of death was fatal familial insomnia (Max).

FFI was first described in 1986. Researchers found that symptoms typically begin when the patient is in their early 50s. Suddenly, with no warning, the patient can no longer sleep through the night. Naps are impossible as well. The pupils become tiny, and men become impotent. Blood pressure and pulse increases and the body begins to sweat as all systems go into overdrive. As time passes, the disease progresses, the frustration for sleep becomes more intense. The body will never go into any more than a light stupor which provides no actual rest (Max).

It is at this time when the advancement of the disease affects balance and movement. Speech disappears, and it becomes too difficult to walk but the ability to think remains, basically trapping the patient within their own body. The patient will even become unable to write their thoughts down. Finally, after only about a year and a half, the body will succumb to the exhaustion and enter a coma-like state. Death soon follows (Max).

At least 30 descendants of Giacomo have died from FFI. As of 2001, there were at least 25 more Giacomo family members known to be carrying the gene. Most of these relatives still live in the Veneto region of Italy, and they have become cursed and stereotyped. Max mentions “Villagers speak of it behind the family’s back. Although the women tend to be beautiful and the family cultured and wealthy, finding spouses is difficult. The family cannot get life insurance. ”I tried to get insurance the other day,” said Elisabetta Roiter, Giacomo’s great-great-great-granddaughter, ”and after filling out the form, the woman in the office asked, ‘So, at what stage are you in the family disease?’ ”” (Max)

Regular sleep patterns include different stages in cyclical patterns, each lasting about 90 to 100 minutes long. First is Non-REM sleep stage 1 and 2 which correlate to light sleep. This is followed by Non-REM stages 3 and 4 which is deep slow wave sleep. REM sleep follows. FFI patients are unable to go past stage 1, and, therefore, their brain are not entirely at rest which is necessary to revive and rejuvenate. Reviving and repairing take place during these deeper stages of sleep. During slow wave sleep, the pituitary gland secretes more growth hormone. Because FFI prevents the person from restoring the body which takes place during sleep, the body will break down over time (Max).

In 1983 extensive research was capable by Dr. Roiter when a man named Silvano offered his assistance to the University of Bologna. He allowed doctors to record him and later, analyze his brain after his death. While this research did not create a treatment, it offered extensive understanding of the disease. No cure has been found, and gene therapy has proven unsuccessful. Treating the symptoms does provide some relief but does not delay the inevitable. Sleeping pills and barbiturates are unhealthy and studies even show that they may worsen the course of illness (Mayo Clinic Staff).

All people who suffer from insomnia experience the same symptoms including difficulty falling asleep, staying asleep, or both. These problems exist, even though, there is an opportunity for sleep. People with insomnia experience problems throughout the day as well. Their energy levels, mood, mental and physical health, quality of life, and work performance can be affected by insomnia and a lack of sleep. With insomnia, people usually wake up feeling unrefreshed, which takes a toll on their ability to function during the day. Millions of people across the globe suffer the same consequences and symptoms of insomnia, but the reasons for the disease can be varying. Many reasons for insomnia are well known such as stress, anxiety and chronic pain, but other causes are not as well known. FFI and sFI are two diseases which are caused by a gene which mutates a protein in the brain. This mutated protein leads to a fatal form of insomnia. FFI is a hereditary disease and affects about 40 families and 100 people worldwide. Giacomo, the first person to be described as having FFI died in 1836 at the age of 45. As with all other people with the disease, he was unable to enter the restorative phases of sleep and, therefore, his body was unable to rest and recuperate. Persons with this type of unusual insomnia are utterly incapable of sleep until the mind and body break down, and death results.

Works Cited

Gambetti, Pierluigi. “Fatal Insomnia.” May 2013. Merck Manuals. Web. 24 March 2015.

Max, TD. “3. CASE STUDY: FATAL FAMILIAL INSOMNIA; LOCATION: VENICE, ITALY; To Sleep No More.” The New York Times 6 May 2001. Print.

Mayo Clinic Staff. “Insomnia.” 4 April 2014. Mayo Clinic. Web. 24 March 2015.

Medori, Rossella, et al. “Fatal Familial Insomnia, a Prion Disease with a Mutation at Codon 178 of The Prion Protein Gene.” The New England Journal of Medicine 13 February 1992: 444-449. Print.

Conclusion

If you can follow the guidelines in this text, you will find it very easy to write an informative essay. Abraham Lincoln once mentioned that out of six hours to do a task, the first four will be spent preparing. If you can make your outline, you will spend less time writing your essay.

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