Wednesday, March 25, 2015

Thematic Essay on Of Mice and Men

John Steinbeck's novel Of Mice and Men contains several worthy themes. One of the major themes of this novel is that high aspirations develop hope, friendship, determination and enable a person to strive with a sense of self-worth.

Of Mice and Men Essay

Candy's loss of his dog and his joining George and Lennie’s dream of owning land displays how a shared dream can breed hope and friendship. After the death of his dog, Candy experiences a deep sense of loss and feels empty. When Candy overhears George and Lennie discussing the possibility of owning a piece of land, Candy adopts the dream that George and Lennie share. George and Lennie allow Candy to share their dream, and Candy experiences hope. Importantly, Candy develops a friendship with George and Lennie. Candy confides about his inner feelings regarding his dog to George and begins a friendship. Candy’s actions convey the idea that shared dreams develop hope and friendship.

Another significant example that having a dream develops hope, friendship, and determination is George's and Lennie's dream of having their own place. This dream motivates Candy to strive toward contribute three hundred and fifty dollars to the cause, and George suddenly realizes that having their own place definite possibility. George resolves to save every cent possible to pay off the little ranch. With the knowledge that their dream can be realized, Lennie, Candy, and George become good friends and develop optimism about their future. Furthermore, they develop a determination to improve their situation in their present lives. George's and Lennie's dream of having their own place fosters hope, friendship, and especially a strong determination to make that dream a reality. This determination ultimately enables George, Lennie, and Candy to strive with a sense of self-worth and importance.

Steinbeck's novel clearly depicts the idea that hope, friendship, and determination some of life necessities. Having high aspirations serve as motivations for us to attain extraordinary goals and to feel a sense of accomplishment and self-worth.

Wednesday, March 11, 2015

In Montaigne's Essais, through the distinctive writing style, the subject matter, and the structure of the work, both as a whole, and in regards to the content of each chapter, it can be said that the image of a ‘nouvelle figure: un philosophe impremedité et fortuite’ is evident. However, by dealing with the chapters 'de l'amitié' and 'de l'institution des enfans', arguably the extent to which this claim is to be considered an entirely truthful or applicable description, when looking at the style, subject and structure, can be somewhat disputed.

Montaigne Essay

Structurally, the Essais, due to the frequent additions to manuscript editions, can be seen as indicative of a style that is indeed ‘impremedité et fortuite'. Terence Cave has argued that the way in which thoughts flow freely onto the pages of the Essais is a component that 'only develops gradually'. [CAVE p.17] However, this does not seem to be the case, as consistently throughout both chapters, sentences are constantly made to be fragmented. This is due to disjointed trains of thought, or comments that have been added in later editions, and so this element of Montaigne’s writing is immediately evident. This can indeed be thought to support Montaigne’s claims, as there is little that seems to be purposeful about this structure. However, though the structure is indeed sporadic, arguably it could have been a technique of Montaigne in order to deliberately create a work that appears 'fortuite'. Collins partly supports this interpretation, stating that the 'desultoriness' of the Essais is 'intentional and conscious on the part of their author'. [COLLINS p.102]. However, he later states that the 'author's arrangement... is purely arbitrary and accidental'. [COLLINS p.105] Considering each interpretation, the structure can be said to be consistently and deliberately fragmented, thus refuting Montaigne’s claims that his work as a philosopher is ‘impremedité et 'fortuite'.

When considering ‘de l’amitié’, the idea of Montaigne’s modesty and self-awareness contributes his idea of being ‘impremedité et fortuite’. The chapter’s introductory paragraph likens the Essais to ‘peintures’, claiming them to be ‘crotesque et corps monstreux’ [AM p.183). This works as a metaphor which informs the reader that Montaigne merely considers his work to be a gross collection of random thoughts, not a deliberate work of carefully written philosophy. The reasoning for this, as Cave explains, was related to Montaigne’s abandonment of his friend La Boitie’s poems, which would have formed the Essais' centrepiece, but instead left an ‘unfulfilled space where the “painting” was to have been. The “crotesques” now fill the whole book'. [CAVE, p.28] Yet, this explanation does not seem to do justice to the Essais. Montaigne is arguably over-critical of himself, due to his likening of the work to 'peintures', that is to say, a work that is considered merely in terms of aesthetics. However, it is more reasonable that the Essais, and more specifically chapters such as ‘de l’amitié’, which is so heavily influenced by personal reflection and emotion, and poetic musings such as, ‘par ce que c’estoit luy, par ce que c'estoit moy',[AM p. ] are closer to poetry than philosophy, and so not merely ‘crotesques’. Montaigne is evidently enamoured by La Boitie, ‘qui honorera tout le reste de cette besongne' [AM p.183] Thus, when considering such a work as philosophy, it is inevitable that it would appear to be that of a ‘nouvelle figure', and indeed a philosopher who is ‘impremedité et fortuite’, as he is not intent on deciphering friendship as an abstract concept, but in trying to describe and define his own, deeply complex, relationships. Similarly, when attempting this deciphering of his friendship with La Boitie, he attributes it to a ‘force inexplicable et fatale…par quelque ordonnance du ciel’ [AM p.188]. This language, evoking a sense of destiny or fate, without forethought or planning on Montaigne’s part, could support Montaigne’s claims of being 'fortuite'. If he believes this explanation for his friendship, it is fair to say that the chapter 'de l'amitié' reflects this.

In 'de l'institution des enfans', Montaigne considers more widely the discipline of philosophy, and of how philosophical ideas are created and appropriated. He considers the works of ancient philosophers, citing those who followed a rigorous, rational and ordered method of philosophical writing, yet as Montaigne’s own work is in complete contrast to this, he can indeed be seem to have accidentally, through experimenting with this new style, created himself as a ‘nouvelle figure’ of philosophy. Moreover, he criticises his contemporaries who are ‘semant des lieux entiers des anciens autheurs pour se faire honneur’ [EN p.194]. This is reinforced by the simple statement, ‘qui suit un autre, il ne suit rien’. [EN p.199] It is clear that Montaigne is not following the example of his philosophical predecessors, because of this disdain for those who do. Instead, it can be said that his pioneering style follows what he paraphrases from Plato, that ‘la fermeté, la foy, la sincerité estre la vraye philosophie, les autres sciences et qui visent ailleurs, n’estre que fard’(EN, p.200) . Ideas may be formulated from those of others, or happened upon through reflection, yet this is deemed irrelevant by Montaigne, ‘ce n’est plus selon Platon que selon moy, puis que luy et moi l’entendons et voyons de mesmes’,[EN p.199] as if both result in arriving at the same conclusion, it becomes the thinker’s idea, not the idea of the original philosopher. This is reflected by the metaphor of bees, a common metaphor of the time, whereby, 'les abeilles pillotent deça dela des fleurs, mais ells en font après le miel, qui est tout leur'. [EN p.199] This again reiterates the concept of taking an idea, digesting it and, having understood it, appropriating it as your own. In his determination not to follow his contemporaries' example, combined with a determination to present sincerity and a resolve that ideas may be formulated however the thinker deems it appropriate, Montaigne’s work in this chapter does indeed constitute a new, and so plausibly 'fortuite’, style of philosophy.

On balance, these chapters of Montaigne create a complex argument in terms of his claims as a ‘nouvelle figure: impremedité et foruite’. Though undoubtedly the pioneering style of his writing is disjointed, and indeed his train of thought throughout each chapter do not seem to follow any logical, linear direction, he can be considered a 'nouvelle figure' of philosophy, due to the very fact that this method had not previously been tried. Nevertheless, it is the concept of being 'impremedité et fortuite' that is problematic. His self-deprecation is often so hyperbolic that it seems not to be an honest claim of being 'crotesques', nor does it seem plausible that Montaigne is sincere when in the 'au lecteur' foreword, he claims, ‘je n’y ay eu nulle consideration de ton service, ny de ma gloire’ [OTHER EDITION, p.3].Instead, this modesty becomes ‘an effective means of persuasion’ [MCGOWAN, p.15]. Indeed, his subject matter, as discussed in regards to 'de l'amitié', allows for a disregard of both philosophical musing, and the established method of philosophical writing. Therefore, it seems most pertinent to argue that Montaigne may indeed be considered a ‘nouvelle figure’, and, to a lesser extent, 'impremedité et fortuite'. The chapters show him to have happened upon a ‘nouvelle’ methodology for philosophy, simply through following his own conviction, and in spite of his self-awareness and the fact that the book was, by its very nature, compiled on purpose, this is sufficient to support his claim.

Cave, Terence, How To Read Montaigne, (London: Granta Books, 2007)

Coleman, Dorothy Gabe, Montaigne's Essais, (London : Allen & Unwin, 1987)

Collins, W. Lucas, Montaigne, (Edinburgh: William Blackwood and Sons, 1879)

Glauser, Alfred, Montaigne Paradoxal, (Paris: A.G.Nizet, 1972)

McGowan, Margaret, Montaigne's Deceits: The Art of Persuasion in the Essais, (London: University of London Press Ltd, 1974)

Moser, Patrick, 'Montaigne's Literary Patrons: The Case of La Boetie', The Sixteenth Century Journal, 31 (2000)

Norton, Glyn P., Montaigne and the Introspective Mind, (Paris: Mouton, 1975)

Monday, February 16, 2015

Analytical writing can be hard, especially if you have little or no experience with this writing style. The following steps and examples will help you write your analytical essay successfully.

Analytical Essay Structure

In general, analysis essays focus on certain issues, opinions or problems, providing an in-depth analysis. To do an analytical project, divide your subject into parts, evaluate them and give evidence to justify your position.

How to Write an Analytical Essay

The following are the main parts to be included into this type of assignment:

  • Introduction should give general information on the subject, including broad context and potential value of findings.
  • A thesis statement should be the narrowest part of the introduction. Include your overall position in a condensed form here.
  • The main body consists of weighty arguments and evidence supporting them. Every new paragraph explores a new argument.
  • The conclusion briefly repeats the main claim and central arguments used in the paper.

Thesis Examples for Analytical Essays

Here are some samples of thesis statements which could become the central elements of your analytical projects:

  1. The leadership qualities of a manager, including those of a clear vision, inspiring people and taking the responsibility for the result, are of paramount importance for effective crisis management and the company success.
  2. The spread of the awareness on the causes and effects of the global warming among the population can have positive effects on personal behaviors.
  3. The experience of Justin Bieber reveals the potential benefits and risks of using a personality of a celebrity for marketing of a product or service.
  4. The phenomenon of inappropriate body image perception and unhealthy eating habits in adolescents is interrelated with the unhealthy beauty standards promoted by the popular culture.
  5. The findings of recent studies have shown that violent computer games have no to little effects on teenagers’ behaviors, no matter how much time is spent in video game reality.

Analytical Essays: 10 Dos and Don'ts

To do your analytical projects right, you may want to consider the following 5 recommendations:

  1. Use evidence from primary and secondary sources.
  2. Consider possible counterarguments.
  3. Discuss practical implications.
  4. Add relevant examples to make it more persuasive.
  5. Include transitions between different parts to make it flow.

The 5 most common mistakes to avoid are the following:

  1. Including too much summary.
  2. Choosing a too broad topic.
  3. Neglecting logical structure.
  4. Sticking to one or a few arguments.
  5. Using the first person "I" or "we".

So, good luck with your analytical thinking essays.

Thursday, February 5, 2015

Critical Thinking Essay: Ingredients for Your Paper

Critical thinking should not be confused with negative thinking. All you need to write a critical thinking essay is to objectively evaluate the various aspects of theory or artwork under analysis. And here’s the easiest way to do it.

Critical Thinking Essay

Critical Thinking Essay Format

The first thing you should know is that this type of assignment has a number of format requirements:

  1. Outline your position in a thesis statement. Briefly state what you think of your topic. You may want to write or revise this part after you complete the rest of this project.
  2. Give a detailed argumentation for your position in the main body of your essay. Start a new paragraph to shed light on a new aspect. Here’s what these sections can discuss:
    • the structure of the work;
    • the combination of different elements;
    • the author’s style;
    • the connections with other works (articles, theories etc.);
    • special language devices or persuasion tactics used by the author.
  3. Repeat your major claim using different wording and briefly restate your arguments.

Topics for Your Critical Thinking Essay

If you need some decent ideas for your project, feel free to get started with any of the following questions:

  • What are the main strengths and weaknesses of the work under analysis?
  • What do I know of other works and achievements of this author?
  • What would I change in this work and why?
  • Can the historical context change understanding of this work?
  • Has this work had influence on any other works?
  • Does the author consider the possible counterarguments to his/her position?
  • Does the logical structure influence the readers' perception in any way?
  • What can be read ‘between the lines’ of the text? Is there any hidden meaning?
  • Which one (or a couple of) details change the meaning of the text in whole?

So, hopefully these prompts will help you start a sample based on critical thinking of your own. You already know how to start your paper. So, what are you waiting for?

Friday, January 23, 2015

The most difficult part of doing a critical analysis essay is thinking critically. It may seem that an article or a book by an outstanding author is close to perfection and you have nothing to say about it. However, critical analysis is not the same as criticism. Here's what you can do to cope with this task with minimum effort.

Critical Analysis Essay

Best Ways to Do a Critical Analysis Essay

Here's what critical analysis really means:

  • Interpretation;
  • discussion of different elements;
  • parallels with theory, other works, real life;
  • evaluation of author’s techniques and ideas.

So, you may pick a couple of these approaches or combine all of them to make your essay analytical and critical at the same time.

Questions for Your Critical Analysis Essay

If you get stuck with your critical analysis paper or you simply do not know how to start it, the following questions can be excellent starters:

  1. Is the author’s personal position clear from the work under analysis? How does the author express it?
  2. Are there any unfamiliar or vague concepts in the text? Did the author explain them properly?
  3. Are the author’s arguments persuasive?
  4. Does the author consider the counterarguments to his/her position? (If applicable)
  5. Can the author’s findings be used in practice?
  6. Are there any limitations to the author's investigation?

Critical Analysis Essay: Common Mistakes

Whereas you already have a pretty good idea of how to deal with this type of assignment, here’s how not to do it:

  1. Avoid bias – make sure to support your arguments with proper evidence from the text.
  2. Avoid too much criticism – give proper credit to the author’s achievements.
  3. Avoid arrogance – support your claims with excerpts from text and cite other sources.

So, good luck with your critical analysis project. Just write it! See you!

Friday, January 16, 2015

A literary analysis essay requires careful examination and evaluation of a piece of literature. All you need to do is to take a close look at the different elements of a literary text and author's strategies used in it. You’ll need to explain how you understand the work as a whole and how it makes you feel and why.

Literary Analysis Essay

A Literary Analysis Essay Questions to Answer

It's better to start analyzing literary text while you read. Be sure to make some notes, copy or underline the most meaningful parts of text. Become a thoughtful reader. Never stop asking yourself how the text makes you feel and why. Here are some important questions to tackle while you read:

  • Who are the main characters? Can they be divided into some groups?
  • Does the author use some narration tools (a frame story, flashbacks, plot twists, reliable or unreliable narrators etc.)?
  • Does the author include some figures of speech (allegories, metaphors, epithets, similes, parodies etc)?
  • How do you feel about the devices used by the author?
  • Does this work of literature give you some food for thought?
  • Do you see any connections with the other works of this author or real life?

A Literary Analysis Essay Outline

After you complete reading and answer those questions, you should have plenty of ideas and materials for your project. All you need to do at this point is to properly put your ideas in writing.

  1. Introduction is the first paragraph of literary analysis essays. It should contain some identifying material (the name of the author and work under analysis), the aspect you're going to discuss and a hook to make sure that your readers do not fall asleep (it can be a quote, a provoking question or a curious fact).
    Phrases to use: From the first pages/ lines.... The most fascinating thing about this work of literature...
  2. Thesis statement is the central message of your project condensed in only one sentence which is usually placed at the end of the introduction paragraph.
    Phrases to use: The main controversy... The author's core message expressed through...
  3. Main body paragraphs should present the main arguments defending the position expressed in the thesis statement. Don't hesitate to include the textual evidence and your own examples if appropriate.
    Phrases to use: The author shows the process... When this character first shows up in the book…Another example is...
  4. Conclusion is your last chance to convince your audience that your main claim makes sense. Make your project sound finite.
    Phrases to use: The overall impression from... The devices used by the author...

Don't forget to include a reference list into your literary analysis essay. Feel free to mention not only the primary source (the work of literature under analysis), but also some secondary sources (such as reviews and critical articles of other authors) in your bibliography.

Wednesday, January 14, 2015

An editorial entitled "Absence of Leadership" appeared in the New York Times on September 24, 2008. This editorial details the lack of leadership by then-President Bush and presidential candidates Barack Obama and John McCain. Specifically, the editorial delves into their lack of leadership regarding the current economic crises and passes judgment on each of the individuals. The editor, Gerald Marzorati, states that President Bush’s lack of leadership is a primary reason for the financial crisis, John McCain offers inconsistent leadership and ignorant solutions, and Barack Obama lacks the firmness and solidarity to offer concrete fixes. As a result, Marzorati concludes that all three men are ineffective leaders. These three separate conclusions become premises for the overarching argument that there is an absence of effective leadership to guide America through these difficult financial times.

1000 Word Essay

The focus of the entire editorial is effective leadership. Marzorati's view of an effective leader appears to consist of two criteria. A leader must be competent and able to understand the issues as well as instrumental and able to take action to implement needed changes. President Bush and Senator McCain, as detailed by Marzorati in the editorial, lack both competency and initiative. Senator Obama, on the other hand, only lacks the adequate initiative. Yet, it is resolved that all three lack the effective leadership for times of economic hardship.

The first major premise in the editorial's argument is the result of a conclusion regarding President Bush. The editor concludes that President Bush is not an effective leader, partly because he is not a competent leader. Marzorati concludes this because he views President Bush as one of the main reasons that the United States is currently in the midst of an economic crisis. The editor explicitly states, "[Bush's] contempt for regulation is a significant cause of the current mess" (Marzorati 1). This argument is founded in the premise that President Bush has contempt for regulation. From there, the editor implies that contempt for regulation leads to lax laws regarding regulation and that lax regulation laws are a significant cause for the economic downturn. The conclusion may be drawn that a President who provokes a significant downturn in the economy is not a competent leader. The reasoning is valid based on those given and implied premises. Furthermore, both the premises and the conclusion appear to be true. Outside research of the argument reveals that President Bush argued against substantial new regulations for financial markets in a November 2008 speech, saying, "It would be a terrible mistake to allow a few months of crisis to undermine 60 years of success" (Schoen 1). President Bush exhibits a history of opposing regulatory measures, thus affirming the accuracy of the premises. As a result of the argument’s validity, the conclusion that President Bush is not a competent leader during economic crises must also be true.

The other assertion regarding President Bush as formulated in "Absence of Leadership" concerns his minimal leadership in ushering our nation through the financial crisis. The editorial makes these assumptions clear, not as much through a formal argument, but rather through the language that it employs to characterize President Bush and his address to the nation regarding these trying situations. Phrases such as "superficial assurance", "eerily dispassionate primer", "shockingly weak performance", and “all he had to offer was fear itself" imply that President Bush is not of any assistance in the solution to this problem (Marzorati 1). Furthermore, his ignorance is deplored through spirited language by stating, "There was no acknowledgement of the shocking failure of government regulation, or that the country cannot afford more tax cuts for the very wealthy and budget-busting wars, or that spending at least $700 billion of taxpayers’ money to bail out Wall Street and the banks should be done carefully, transparently and with oversight by Congress and the courts" (Marzorati 1). Once again, President Bush's lack of leadership is implied. The major premise of the argument derived from this spirited language is that a good leader does not lead his country into a financial crisis and stand by to watch it happen. Marzorati asserts that President Bush has led America into the present economic crisis and has done nothing to aid in its recovery and, therefore, President Bush is a bad leader. Though the premises are believable and the reasoning is valid, it is not readily apparent that all likely relevant information was considered. An evident bias exists and the editor appears to solely utilize information that benefits his argument. The fact that there appears to be a biased author, though, does not necessarily diminish the argument’s validity or correctness. The supporting evidence of the argument should be verified, as with any other argument, to truly ascertain whether the premises are correct as well as to determine the cogency of the argument. In this case, further research verifies the quality of the argument. Investigating the facts to determine the quality the argument, one finds that President Bush, as late as February 2008, maintained, "the country is not in a recession" (Chadwick 1). Denying the existence of a recession was just the first of many observed steps in the mishandling of the economic crises by the Bush administration. This specific example, though, is solid evidence because a leader who does not recognize a problem cannot offer meaningful solutions to the problem. Though Marzorati's editorial contains forceful language and a perceived bias, there exists enough supporting evidence to deem the premises and conclusion as accurate. Based on Marzorati's logic, one must conclude that President Bush is an ineffective leader as a result of his incompetence and his inability to lead the country through the crises.

After concluding President Bush’s ineffectiveness, Marzorati looks to evaluate the leadership capabilities of the two then - Presidential candidates, Barack Obama and John McCain. The editor determines that John McCain's leadership is not satisfactory. He bases this conclusion upon two premises and one implied premise. He asserts that John McCain’s understanding of the economy is deficient and he also asserts that the Republican nominee's stances are inconsistent. Based upon the implied premise assumed by Marzorati that being an incompetent and inconsistent leader makes one a substandard leader, one must also concludes that John McCain is not a qualified leader for the present financial trials. The reasoning within this premise is once again valid. An inconsistent and incompetent individual is not a desirable leader. Therefore, it is a validargument. However, the truthfulness of the premises remains to be ascertained. The implied premise, as already mentioned, appears accurate. The evidence supplied to support the other two premises also appears to be correct. As shown inthe editorial, McCain's understanding of the economy as "strong", his constant changes of position regarding the bailout, and his lack of proposed regulation appear to reveal incompetency and inconsistency (Marzorati 1). However, as with his analysis of President Bush, the editor presents a bias. Marzorati's use of language suggests a dislike for Senator McCain. Phrases such as "ignoring the deep distress", "as if there were a mystery to be solved", and "not the slightest clue" attempt to ridicule McCain and put the reader in the same mindset as the editor (Marzorati 1). This perceived bias, however, does not necessarily diminish the quality of the argument. Senator McCain has been quoted as saying, "I'm going to be honest: I know a lot less about economics than I do about military and foreign policy issues. I still need to be educated" (Issenberg 1). On another occasion, Senator McCain stated, "The issue of economics is not something I’ve understood as well as I should, but I've got Greenspan’s book" (Smith 1). McCain's own documented words and actions reveal enough evidentiary support to resolve Marzorati’s conclusion as true and affirm the quality of the argument. As a result, it may be concluded that Senator McCain is not an effective leader during times of financial hardship.

Barack Obama’s leadership effectiveness is critiqued to finish the editorial. Marzorati concludes that Barack Obama would be a more competent leader than Bush or McCain, but still not an effective leader. The conclusion that Senator Obama would be a competent leader is based on the premise that Obama understands the financial problems and the steps required to fix them. The implied premise is that a leader who understands the problem and the solution is a competent leader. The editorial clearly details the ways in which Obama understands the crisis, thus affirming the quality of the argument.

The other conclusion regarding Barack Obama is that he is not an instrumental leader. The implied premise is that a candidate who does not offer "full prescriptions" is not instrumental (Marzorati 2). Marzorati claims that Obama is one of these candidates. This seems to be a valid argument to make. While based in opinion, a fully functional plan would make for a more effective leader. Further research affirms the quality of the premises. In September 2008, Senator Obama revealed, "he's not spelling out details of his own plans to avoid roiling the markets" (Glover 1). Even Barack Obama, as a result of his inability to call for instrumental changes, is deemed an in effective leader for these economic struggles.

Try introducing your thesis statement with the phrase 'this 1000 word essay will argue' or 'this 1000 word essay argues'.

Gerald Marzorati in "Absence of Leadership" details the shortcomings of President Bush and then-Presidential candidates John McCain and Barack Obama. The overarching conclusion is that there is an absence of effective leadership in America during this financial crisis. This claim is founded in the three premises that President Bush lacks effective leadership, John McCain lacks effective leadership, and Barack Obama lacks effective leadership. Based on the conclusions in this editorial, which have now become the premises of a larger conclusion, as well as the fact that these three men are the leaders of America, that reasoning appears valid. Though the language of the editorial implies bias, there is enough substantiation to declare that there truly is an absence of leadership.

Friday, January 2, 2015

Gun Control Essay: Good Ideas, Sources and Arguments

Did you know that at least 33 people die from firearms in America daily? Since 1982, there were more than 70 mass shootings in the States. It means that you can't feel safe neither in the cinema, nor in a shopping mall nor in the street.

Gun Control Essay

Does it mean that we need more guns so that citizens could defend themselves? Or, do we need to ban guns, so that people can feel safe?

This question you’ll need to make to write a gun control essay.

Gun Control Essay: Arguments For or Against

For stricter gun control Against stricter gun control
  • Guns in the home more often hurt family members than intruders. (Families that own at least one gun are at least three times more likely to have a homicide or a suicide compared to homes which have no guns).
  • More guns are equal to more violence. Guns are weapons of mass destruction.
  • The States with stricter gun control laws have fewer gun-related crimes.
  • The right to own guns is necessary for self-defense.
  • Guns don't kill, people do. Not easy success to guns, but a certain set of psychological characteristics can turn a person into a murderer.
  • According to the Second Amendment, owning a gun is a constitutional right of every American.

Gun Control Essay Introduction

One of the most important steps is to grab the readers' attention right from the start. It can be some striking stats, a quote or an interesting fact. Here are some good examples which could make a good introduction for an essay on gun control:

  1. 40 - 45% of households in America (47 – 53 million people) own a gun;
  2. Americans use guns to defend themselves or others at least 989, 883 times per year.
  3. 15 out of the 25 worst mass shootings in the last 50 years took place in the United States.
  4. Of the 11 deadliest shootings in the US, 5 have happened since 2007.
  5. 46, 313 Americans were killed with firearms since 2007 to 2011.
  6. Shootings aren't likely to substantially affect the public views of gun control.

Gun Control Essay Titles

One more important step to guarantee your success is to choose a catchy title for your essay on gun control.

Here are some pretty good options:

  • Guns Don't Kill, People Do.
  • Gun control: Reducing crime or making people unable to defend themselves?
  • We don't need more gun control laws. We do need more education and less publicity to criminals.
  • The media makes gun-related crimes seem an easy route to fame.
  • Gun laws make sure that only criminals have guns.

So, hopefully, these stats and figures will help you write a gun control essay everyone will love.