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Example of a Great Essay | Explanations, Tips & Tricks
Published on February 9, 2015 by Shane Bryson . Revised on December 6, 2021 by Shona McCombes.
This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .
Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .
As you read, hover over the highlighted parts to learn what they do and why they work.
An Appeal to the Senses: The Development of the Braille System in Nineteenth-Century France
The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.
In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.
Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.
Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.
Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.
While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).
Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.
The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).
Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.
Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://doi.org/10.1001/archophthalmol.2009.286.
Herron, M. (2009, May 6). Blind visionary. Retrieved from https://eandt.theiet.org/content/articles/2009/05/blind-visionary/.
Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://doi.org/10.1016/j.survophthal.2008.10.006.
Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://www.jstor.org/stable/40214926.
Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.
Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.
Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.
Frequently asked questions about writing an essay
An essay is a focused piece of writing that explains, argues, describes, or narrates.
In high school, you may have to write many different types of essays to develop your writing skills.
Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.
The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.
Your essay introduction should include three main things, in this order:
- An opening hook to catch the reader’s attention.
- Relevant background information that the reader needs to know.
- A thesis statement that presents your main point or argument.
The length of each part depends on the length and complexity of your essay .
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
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English Language Learners, Essay Example
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English language learners are faced with many challenges in the content area. Most of those challenges are faced in reading literature in English classes because literature is mostly based upon culture. When teachers expect students to have prior knowledge about genres, which is not always the case for non-native English speakers. In most cases they have had no experience with fairy tales, myths, legends, or tall tales that American students have. If the teacher fails to provide prior knowledge and build a background, ELL students will not understand the text. In many cases the students can read the words, but they do not understand the text. In preparation to become a teacher of students whose native language is not English, I know much hard work is ahead of me. The TESOL SPA sets guidelines that teachers must follow when working with these students. There are five domains: language, culture, instruction, assessment, and professionalism.
The first domain of the TESOL SPA is language. Every teacher has his/her own unique way of teaching a concept, but in order to remedy this language barrier the teaching of the English language must be done on one accord. Likewise, students need to be taught to read body language and facial features. This best way to do this is through real life situations and not by using rote memory and sentence completion. When real life situations are used, students are able to have hands on experience which is more beneficial. This correlates with NJPTS Standard One: Subject Matter Knowledge, students have a difficult time getting into a lesson if they cannot understand how it fits into their own life. Consequently, I will create lessons that will be meaningful and relevant to my students. Great teachers are able to engage students by connecting English grammar to other language’s similar grammatical aspects. I want to help my students make connections from their native language to English in order to purposefully make connection to their own lives.
The second domain of the TESOL SPA is culture. This is something that has been taking place in the schools a long time. During the 50s and 60s many African American students were placed in special education because of this language barrier. Sure, English was their first language, but the way they spoke it and the way their white counterparts spoke it was totally different. Even in today’s culture, ELL students have difficulty expressing themselves to people outside their own culture. As a result, they often have difficulty in school, especially when it comes to writing and speaking formally. I want to incorporate my students’ culture into my lessons. This goes along with NJPTS Standard Three: Diverse Learners . As a teacher, I will use differentiated learning to styles to include my ELL students in all lessons.
The third domain of the TESOL SPA discusses planning, implementing, and managing instruction. I will use strategic teaching methods to reach the needs of all my students. I will also use different methods of assessing learning other than just pencil and paper tests. Instruction should be based upon the needs of ELL students. I believe the best way to do this is by getting parents involved in student’s education. This can prove very difficult, especially when students reach middle school and high school. Parents of ELL students often face more barriers than non-ELL students when it comes to being involved. First of all, teachers need to get to know their parents. One can start with an orientation meeting at the beginning of the school year, and do a follow up home visit for those parents that couldn’t make it to the orientation. This is a chance for the teacher to get to know the child’s family and a chance for them to get to know the teacher. This helps families realize that teachers are real people. This also gives the teacher a chance to observe that home culture. This can be helpful when planning lessons that meet the needs of all students. Parents are more likely to get involved if they fell welcomed. When I plan my lessons I make sure that are standards based to ensure that I am reaching my students. Being a new teacher, I plan to collaborate with veteran teaches who have more experience working with ELL students. Collaboration between teachers has been proven to improve student success. Many teachers do not have the skills needed to adequately teach ELL students. This correlates with NJPTS Standard 4: Instructional Planning and Strategies, as a teacher I will spend adequate time planning my lessons. I will also use reflection time to make notes of what work well and what did not work. This will help me in the next week as I plan for my students. Vocabulary is one of the most important aspects of reading for ELL students. Often these students have a different concept of what the word means. There are many effective strategies to help build vocabulary levels for ELL students. The first step is to teach them site words. These are words that students will come in contact with in their daily curriculum.
The fourth domain of the TESOL SPA is assessment. I want to make sure that I assessment my ELL students fairly, but rigorously. I will use different formats to test what my students have learned. Students will be able to will be able to express what they have learned in different ways. This can include oral tests, drawings, and other forms of nontraditional testing. I will use different types of performance based assessments for my ELLs. I will use a portfolio assessment to monitor and ensure that students have meet goals I have set for them. This is a good way to allow students to track their progress as well. This meets the NJPTS Standard Five: Assessment, which states “Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of student”. This builds self-pride and helps to hold the students accountable for their learning as well.
The fifth domain of the TESOL SPA outlines professionalism. Here, I want to demonstrate a deep knowledge of historical data of what works well with ELL students. Learning is a lifelong process. In order to be a great teacher one has to continue in education. Standards change, strategies change, and other aspects of teaching on an almost continuous basis. To keep up with these changes I intend to be well read and further my education. NJPTS Standard Eight: Communication, Standard 9: Collaboration and Partnership, and Standard 10: Professional Development. Effective communication is necessary. Effective communication involves listening, non-verbal cues, managing stress, and being emotionally aware. Many people believe that communication is just speaking, but actually it is not. Listening is an important aspect of communicating. Teachers who are effective create environments which help to build a connection between the student and teacher. These types of environments make all feel safe and comfortable with speaking. Next, I know that communication can also be non-verbal. Often ELL students do not have knowledge of these cues. They cannot read body language and facial expressions. I plan to foster all aspects of communication within my classroom. I plan to attend seminars, workshops, and any other professional development programs in order to continue to be an advocate for ELLs.
Proposal for Knowledge and Skill Development
By developing this plan I have come up with a strategic way of educating my ELL students. In the future, I hope that I can be an asset to new teachers who are teaching ELL students. .I plan to continue to stay current with new theories and research regarding ESL education. All students learn differently. No two ELL students will learn at the same pace. I will various resources such as TESOL publications, NJEA publications to reach my students. I will also attend available workshops and conventions in my school, or in New Jersey. By doing this, I will be meeting the guidelines of TESOLSPA Standard 5: Professionalism, and NJPTS Standard 10: Professional Development.
I also plan to continue to further my education by continuing to take classes. My goal as an educator is not only to foster learning of content, but to also to help students to develop a deep love and respect for knowledge, others, their environment and the environments and cultures of their global neighbors. I hope to create an atmosphere where the voice of each student is heard; students should feel free to express themselves. For me, teaching provides an opportunity for constant learning and growth. One of my hopes as an educator is to instill a love of learning in my students as I share my own passion for learning with them. I will be able to show them this in my furthering education endeavors. Furthering my education will only make me a better teacher, which relates to TESOL SPA Domain 3: Instruction.
Lastly, I plan to learn another language. I have always wanted to learn to speak Spanish. I took Spanish classes in middle and high school, but never really but forth the effort to acquire the language. ELL students have inspired me to tackle the unknown. Hopefully, my ability to learn another language will inspire them to learn English. It will also benefit me in the classroom because I would be able to better translate and give my ELL students examples. This correlates with TESOL SPA Domain 2: Culture, which is a part of every person’s language. By understanding my students’ cultures, I will be able to better understand their language.
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Example Of Essay On Learning English
Type of paper: Essay
Topic: English , Language , Law , Alphabet , Learning , Speaker , Writing , Grammar
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As a native speaker of Arabic, learning to speak and write in English as my second language has been a very difficult task. While I love English, I think that its rules of grammar and pronunciation are very difficult for most newcomers. The main challenges I have faced in mastering the English language have been learning a new alphabet, and a new way to read and write. Whereas Arabic speakers write from right to left, English speakers write from left to right. In addition, there is a completely different alphabet, of 26 letters. Many times, when a person takes up a second language, they do not have to learn a new alphabet, or learn to read and write in the opposite direction. However, English is an exception. After learning the alphabet, I have discovered that the rules of grammar in English are extremely difficult to learn and master. For example, it poses a lot of difficulty making verbs agree with the subject in English, whereas Arabic is much simpler. While there are some similarities in the pronunciation of the Arabic letters, there are less to learn than in English, and the script is much easier to write for an experienced Arabic speaker, such as myself. Overall, English is a much more formal language than Arabic -- with many more stricter rules of writing. However, conversational English has been much easier to pick up, as I was already familiar with many English phrases, and I have many American, English-speaking friends. Thus, although some of my English may sound strange, I am much more confident in speaking English than in writing English. Many words and phrases of English are popular all over the world. However, many English speakers talk so fast that it is difficult to comprehend them. Overall, I view English as a very tough language to master. Its grammatical rules are very different, but it is easier to speak, in some instances, than my native language, Arabic. With more practice, I am certain that I can become a better writer and speaker of my second language, English.
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Example of a well-structured essay An Appeal to the Senses: The Development of the Braille System in Nineteenth-Century France The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France.
365 Essays for English Learners 1 America: Land of Opportunity 2 The Fourth of July 3 The U.S. Federal Government 4 Christmas: A Holiday of Traditions 5 New Year's Day: A Holiday of New Beginnings 6 Martin Luther King Jr Day: To Remember a Civil Rights Leader 7 Valentine's Day: A Holiday of Love and Friendship
Good Essay About Learning English Type of paper: Essay Topic: Obstacle Pages: 4 Words: 1200 Published: 03/27/2020 ORDER PAPER LIKE THIS Learning is one of the critical processes that every human being has to undergo in their lives. There are various lessons that one is required to learn in life.
Furthering my education will only make me a better teacher, which relates to TESOL SPA Domain 3: Instruction. Lastly, I plan to learn another language. I have always wanted to learn to speak Spanish. I took Spanish classes in middle and high school, but never really but forth the effort to acquire the language.
Example Of Essay On Learning English Type of paper: Essay Topic: English, Language, Law, Alphabet, Learning, Speaker, Writing, Grammar Pages: 2 Words: 350 Published: 11/10/2021 ORDER PAPER LIKE THIS As a native speaker of Arabic, learning to speak and write in English as my second language has been a very difficult task.