Table of Essays—Accordingly the four classes of Essays may be tabulated thus:—

I.  Narrative Essays

(a) Historical events and legends.

(b) Incidents, stories, etc.

(c)  Biographies.

II Descriptive Essays -

(a) Animals, plants, fruits, minerals.

(b) Towns, ports, ships, buildings.

(c)  Countries, islands, mountains, seas .rivers.

(d) Aspects and phenomena of nature.

(e)  Manufactured articles.

III.  Reflective Essays

(a) Habits qualities, etc.

(b) Social, political, and domestic topics.

IV.  Expository Essays

(a) Institutions, industries, occupations, etc.

(b)  Scientific topics,

(c) Literary topics.

It should be remembered that the above classification does not pretend to be exact. Very often description, narration, and reflection may be combined in the same composition; the line that divides the descriptive essay from the expository, and the expository from the reflective, is sometimes harrow and diffi­cult to define, while, as we shall see later, it is possible for the same subject to be placed in any one of the four classes according to the point of view from which it is regarded.

Source:
Author: Webb, William Trego, 1847-
Subject: Essay; English language
Publisher: London, G. Routledge & sons, limited; New York, E.P. Dutton & co.
Language: English
Call number: PE1471 .W4 1920
Digitizing sponsor: MSN
Book contributor: Cornell University Library
Contributor usage rights: See terms
Collection: americana

Elaborate It
Grade Range 4th – 5th
Students read writing samples and discuss the differences between the writing with and without anecdotal examples. They write expository essays that include personal anecdotes.

Expository Writing

Grade Range 8th – 9th

Students will write expository essays. They are divided into groups of two and given an expository topic.
Could You Elaborate on That?

Grade Range 4th

Students engage in a lesson which teaches the parts of an expository essay and how to organize and write an expository piece from a given topic. After a lecture/demo, students utilize a worksheet imbedded in this plan which guides their writing.
Essays of Definition: Lively Writing through Professional Models

Grade Range 9th
Students examine a professional model of an essay of definition, analyze the effect of using anecdotes and cause/effect relationships to develop an essay of definition, and practice using anecdotes and cause/effect structures in their own writing.
Women in History: Research for Expository Writing

Grade Range 6th – 8th Rating

Students read an excerpt from Amelia Earhart’s autobiography, ‘The Fun of It’. They explore various nonfiction resources about her life and write a short newspaper article on a specific event from Earhart’s life and develop a longer piece of expository writing on the life of a different notable woman in history.
Step Up to Writing

Grade Range 9th – 12th

Students review the Step Up to Writing process to produce a publishable written product that demonstrates examineing of these concepts. They complete journal entries, short answer essays and they write in response to writing prompts. full review »

United We Stand

Grade Range 4th – 5th

Students recreate and simulate the secession of the South during the Civil War by having their class secede from the school. They write an essay comparing and contrasting the similarities and differences of everyday life before and after secession.

Uniforms vs. Fashion: Want to Take a Side?

Grade Range 7th

Students write a draft of a persuasive essay to the principal addressing the issue of whether or not Three Oaks Middle School should adopt uniforms. This lesson get your students motivated to try persuasive writing! full review »

THE ARGUMENT

Grade Range 6th – 8th

Students, after brainstorming, write an expository theme including to focus in on the paper, have plenty of supporting points, organization, conventions and to develop a well-integrated paper. In addition, they revise, proofread and edit his or her paper before submitting it for evaluation. full review »

The Foreman

Grade Range 9th – 11th

Students review the writing prompt and analyze the situation and come up with a solution to resolve the problem. They write an expository theme on a topic chosen by the teacher or selected through a class brainstorming activity.

Learn the things you need to know about essay writing, and even get your essay topics here. We looked high and low – talked to all the experts and here you will find the best essay topics, not just good essay topics, but the interesting essay topics that will get your paper the best grade possible. Regardless of what level you are working on everything from high school, college, university, or even master’s level; you will find these lists of popular essay topics are always perfect for your needs. Ideas for every subject – Archeology, Business, Fine Arts, History, or even Zoology.

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The Guide includes two essays written by students; the one below was written by Steve Lyne for English 122 at the University of Victoria. (You can also look at theother.)

Both are rather longer than is normally required, but they give some idea of ways of organizing, developing paragraphs, and providing support for arguments.

Hedda Gabler’s Last Dance

One of the social issues dealt with in Ibsen’s problem plays is the oppression of women by conventions limiting them to a domestic life. In Hedda Gabler the heroine struggles to satisfy her ambitious and independent intellect within the narrow role society allows her. Unable to be creative in the way she desires, Hedda’s passions become destructive both to others and herself.

Raised by a general (Ibsen 1444), Hedda has the character of a leader and is wholly unsuited to the role of “suburban housewife” (1461). Since she is unable to have the authority she craves, she exercises power by manipulating her husband George. She tells Thea, “I want the power to shape a man’s destiny” (1483). Hedda’s unsuitability for her domestic role is also shown by her impatience and evasiveness at any reference to her pregnancy. She confides to Judge Brack, “I’ve no leanings in that direction” (1471). Hedda desires intellectual creativity, not just the procreative power that binds her to a limited social function. But because her only means of exercising power is through a “credulous” husband (1490), Hedda envies Thea’s rich intellectual partnership with Eilert Loevborg (1484), which produces as their creative “child” a bold treatise on the future of society (1473-74, 1494). Hedda’s rivalry with Thea for power over Eilert is a conflict between Hedda’s dominating intellect (symbolized by her pistols) and the traditionally feminine power of beauty and love (symbolized by Thea’s long hair).

Because Hedda lacks Thea’s courage to leave her husband and risk ostracism, she tries to satisfy her intellect within society’s constraints. First she seeks power through wealth and social status, marrying George on the condition she can “keep open house” and have “a liveried footman” (1464). But George’s small means leave her frustrated by “wretched poverty” (1471), while her social aspirations oppress her with the fear of scandal. Secondly, Hedda achieves a balance of security and independence by marrying a dull academic, who is easily dominated and occupies himself “rooting around in libraries” (1466). But in doing so she shuts herself within a passionless marriage as tedious as a long train ride with a dull companion (1467-68). Finally, Hedda alleviates her boredom by turning to Judge Brack as a confidant: someone with whom she can flirt and speak openly as an equal. But Brack is not “a loyal friend” (1461); rather, just as Thea’s husband “finds [her] useful” to take care of him (1458), Brack exploits Hedda’s isolation and powerlessness for his own pleasure.

Hedda’s oppressed desires become destructive, first to Eilert and Thea, and then to herself. In addition to envying Thea for her creative union with Eilert, Hedda hates her for taming a man she idealizes as a rebel for his past licentiousness, defying social mores. After taunting the reformed Eilert into a night of debauchery, Hedda imagines him returning as a Dionysian hero:

I can see him. With a crown of vine-leaves in his hair. Burning and unashamed! . . .Then he’ll be himself again! He’ll be a free man for the rest of his days. (1483)

However, Eilert’s night of carousing ends sordidly in a brawl that ruins his reputation once again. Hedda then modifies her first ideal and urges him to defy life itself by suicide (1495). Her destructiveness to both Eilert’s and Thea’s creative potential is symbolized by her destruction of their manuscript: “I’m burning your child, Thea! You with your beautiful wavy hair! The child Eilert Loevborg gave you” (1496).

But Hedda’s actions ultimately destroy her own limited freedoms and creative potential, symbolized by her unwanted pregnancy. Brack disillusions Hedda about the beauty of Eilert’s death, revealing that her hero died meanly in another brothel fight rather than bravely defying a frustrated life (1504). Moreover, as a result of Eilert’s death, Hedda loses her few cherished freedoms. Her power over her husband is usurped, as Thea and George devote their lives to resurrecting Eilert’s manuscript from jumbled notes (1502-03); and Thea hopes to inspire George as she inspired Eilert (1506). Then Brack establishes power over Hedda through her fear of scandal, knowing that Eilert was shot with her pistol. With neither limited power nor illusions to sustain her, Hedda bows to Thea’s beautiful hair and, after playing a last dance on the piano, admits defeat: “Not free. Still not free! . . . From now on I’ll be quiet” (1506-07).

Hedda’s tragedy is that she is denied the freedom to realize her creative potential, and so have the self-esteem that comes from personal achievement. Her attempt to retain her independence within society prevents her, through fear of scandal, from marrying the man with whom she might have had a relationship both individually satisfying and mutually supportive. In Hedda’s suicide are seen the stifling of intellect and the emotional isolation caused by oppression, even within a commonplace bourgeois family where “People don’t do such things!” (1507).

Work Cited

Ibsen, Henrik. Hedda Gabler. The Norton Introduction to Literature. Trans. Michael Meyer. Third Edition. New York: Norton, 1981. 1443-1507.

http://web.uvic.ca/wguide/Pages/SampleEssaysLit.html

If you are having trouble tackling your essay topic then we want to offer you some extra help. Here are the various types of essays out there and examples of each. Find out about your type of essay:

1.  Analysis of a Book
2.  Argumentative Essays
3.  Expository Essays
4.  Analytical Essays
5.  Persuasive Essays
6.  Informal Essays
7.  Review Essays
8.  Research Papers
9.  Literature Essays
10. Narrative Essays
11. Descriptive Essays
12. Comparison Essays
13. Cause and Effect Essays
14. Process Essays
15. Philosophy Essays
16. Public Speech Writing
17. Technical Reports
18. Literature Reviews
19. Summaries
20. Rubrics
21. 5-Paragraph Essays
22. Critical Essays
23. Classification Essays
24. Feedback Essays
25. Instruction Essays

26. Observation Essays
27. Current Event Essays
28. Evaluation Essays
29. Paragraph Essays
30. Interview Essays
31. Creative Essays
32. Poetry Writing or Essays
33. Annotated Bibliographies
34. Lab Reports
35. Journal Writing
36. Pros and Cons Essays
37. Proposal Essays
38. Response or Reaction Essays
39. Personal Essays
40. Term Papers
41. Business Reports
42. Dissertations
43. Definition Essays
44. Inquiry Essays
45. Exploratory Essays
46. Deductive Essays
47. Expository Essays
48. Scholarship Essays
49. Timed Essays
50. Division and Classification Essays

The purpose of an expository essay is to present, completely and fairly, other people’s views or to report about an event or a situation. Expository writing, or exposition, presents a subject in detail, apart from criticism, argument, or development; i.e., the writer elucidates a subject by analyzing it. Such writing is discourse designed to convey information or explain what is difficult to understand. Exposition usually proceeds by the orderly analysis of parts and the use of familiar illustrations or analogies.

Such an analysis requires

1. reading with understanding the ideas developed in an article by clearly stating another’s thesis, outlining the facts used by the author to support that thesis, and the “values” underlying the ideas
2. putting what is read into a larger context by relating another’s article or book to other work in the field
3. clearly and effectively communicating this information to a defined audience. In other words, you must write clearly and fully enough for your readers to know how you have arrived at your analyses and conclusions. They should never have to guess what you mean; give your readers everything they need to know to follow your reasoning

This practice is not “just for students.” Accurate analysis is a fundamental professional activity in almost all careers. Like any other fundamental skill, it must be constantly practiced in order to maintain and improve it. Other goals, such as learning “time management” and note-taking, are also developed by this activity.

Do not be afraid to revise your essay! In fact, you will probably want to change it at least once; this is called “thinking through a ‘problem’” or “learning.”

The revisions will consist of the following:

1. finding the precise words to express your thoughts
2. correcting typographical, spelling, and grammatical errors
3. making sure that your paragraphs are “tight” and sequenced properly
4. making sure that the transition (“segue”) from one major topic to another makes sense

Expository essays also have a distinct format.

The thesis statement must be defined and narrow enough to be supported within the essay.

• Each supporting paragraph must have a distinct controlling topic and all other sentences must factually relate directly to it. The transition words or phrases are important as they help the reader follow along and reinforce the logic.
• Finally, the conclusion paragraph should originally restate the thesis and the main supporting ideas. Finish with the statement that reinforces your position in a meaningful and memorable way.
• Never introduce new material in the conclusion.

http://brightmindsnet.com/etypes/expository_essay.php