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?