Friday, December 24, 2021

Explication essay example

Explication essay example



dramatizes presents illustrates characterizes underlines. Cite this Article Format. Critical Concepts: Exposition. But isn't that the job of "subject-matter courses"? Tips to keep in mind 1.





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Disclaimer: This paper has been submitted by a student, explication essay example. This is not a sample of the work written by professional academic writers. Any opinions, explication essay example, findings, conclusions or recommendations expressed in this work are those of the authors and do not necessarily reflect the views of StudySaurus. Georgia Douglas Johnson wrote Common Dust during the time of the Harlem Renaissance, which played a substantial part in social issues associated with African Americans, explication essay example, by using Jazz music as a explication essay example to gain social status among other races.


Georgia used a common problem to write her poem:. And who shall separate the dust What later we shall be: Whose keen discerning eye explication essay example scan And solve the mystery? The high, the low, the rich, the poor, The black, the white, explication essay example, the red, And all the chromatique between, Of whom shall it be said: Here lies the dust of Africa; Here are the sons of Rome; Here lies the one unlabelled, The world at large his home! Can one then separate the dust? Will mankind lie apart, When life explication essay example settled back again The same as from the start? To be able to fully understand the concept presented in the poem you must first examine the poetic devices used.


With this, you are able to understand the point the poet is trying to make. After World War I many was able to understand how much of an influence racism had on the people. Not only did racism affect African Americans, but also other races as well, though many were given similar rights after slavery they were explication essay example not equal to whites at this time. When using these words you are able to know the poet is creating a scene which the reader will be able to visualize. The meaning of these lines can be interpreted in many ways the first being where different races originate from and the second being how diverse each race is. This being said the poem as a whole can be interpreted in many ways as well, explication essay example. While reading the poem a few times the reader was able to piece together what each picture means.


This could explain why the poet chooses to refer to the problem of racism as a mystery which needs to be solved. The mystery may be the question of why racism came to be in the s. Having prior knowledge of the subject you are able to know explication essay example the poet chooses the words in the poem to mean different things which all leads back to her main point. Without going back and fully examine the poem you are left wondering why the poem is written in the way, is it? This is because of the fact Georgia knew a little too well about inequality presented in the s.


All of her prior poems talk about a growing problem herself and other go through on an everyday basis. Even with the boom of the Harlem Renaissance, these group of people was still hidden in the shadow of equality, explication essay example. The meaning of the last stanza defines how the poet feels about the growing problem she is seeing. stating that when the dust has settled and life is put back in motion will racism still have a place in America. Which proves the point of getting us to understand. The poem contains many forms of figurative language which was used to draw the reader in closely to understand the impact racism had on African Americans and other races in the s.


StudySaurus is run by two uni-students that still get a kick out of learning new things. We hope to share these experiences with you. Stuck on Your Essay? Search For Search. Home Knowledge Base Other Papers Poetry Explication Essay. Georgia used a common problem to write her poem: And who shall separate the dust What later we shall be: Whose keen discerning eye will scan And solve the mystery? Was this material helpful? Yes No, explication essay example. Leave A Comment? Cancel Reply. About StudySaurus Community. error: Content is protected!!





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See Examples and Observations below. Also, see:. Etymology From the Latin, "unfold, explain". Pronunciation: ek-sple-KAY-shun English ; ek-sple-ka-syon French. Share Flipboard Email. English English Grammar An Introduction to Punctuation Writing. By Richard Nordquist Richard Nordquist. Richard Nordquist is professor emeritus of rhetoric and English at Georgia Southern University and the author of several university-level grammar and composition textbooks. Learn about our Editorial Process. Featured Video. Cite this Article Format. Nordquist, Richard.


Definition and Examples of Explication Analysis. ç You then back this up with an example. ç You proceed to give an additional example. This one requires to be developed in steps, and you undertake each. You promise something more and anchor it in a specific fact. Then you provide a citation to anchor that characterization in turn. ç Now you set out to give still a third example. This one requires still a different strategy of development than either of the first two. Your second sentence in this section ups the ante, since it raises the anxiety in us that you may be wandering from the point or that we may not be getting your drift. This drives us forward to look for clues as to how this might be on-point after all.


ç You show us what ties all these together a disposition to feel envy. ç And then you show how this envy in turn can be turned to account on behalf of the thesis you started out the paragraph with. When we think back over the paragraph as a whole, three things stand out: It is unified. It is richly developed. It is coherent. Or will she drive over the cliff? Part of what serves this coherence is a pleasing overall strategy of deployment of the evidence that she has discovered she is able to give. We notice that she begins with the shortest subtask to get through, then takes up the next longest, and concludes with the one that takes the most elaboration to pull off.


Note, by the way, that there are some points here that Mary could have explicitly incorporated into her analysis. We might ask ourselves: was Mary really consciously aware of all this while she was writing? She may well have been. This is a pretty deft piece of writing, and there's no reason we shouldn't suppose that the author of it was not deliberately working with these factors in mind. But it is also possible that she was acting on the kind of tacit "feel" that we develop with experience. The organizational strategy works for any reader who is responding to the overall structure of the paragraph as a whole, and it's hard to imagine a writer being able to craft a paragraph like this without working from a sense of how the entire paragraph unrolls.


Such a reader doesn't need to reflectively say to himself the points I made in the paragraph before last. The "feel" of the paragraph can communicate those ideas to us "tacitly. But it is crucial that we be the kind of reader that can register such a progression small to large, obvious to subtle in the deployment of successive pieces of evidence on behalf of a claim. If we are the kind of reader who can only attend to one thing at a time, we are not yet ready even to register structure. Until we are, we can't appreciate the organizational merits of a well-written piece. Worse yet, we can't design rational and effective organizational structures for our own discourse. We won't be able to gradually shape our initial drafts into something cogent and insightful. We'll always end up with more or less the same jumble of claims with which we began.


More on this later on. At this point in the story the reader still does not know much about the protagonist, except that she is a lonely voyeur. She is as old as the other park-goers, her fur is a pitiful necklet, and she foregoes her usual Sunday slice of honeycake. The tears are obviously her own. ç This turns out to be an effective transition. And in each node between which the connection runs the writer provides the concrete details that establish her specific point. ç [Minor point of mechanics: when giving a parenthetic page reference for textual citation presented in quotation marks, the parenthetical material goes outside the terminal quotation mark. ç The writer now shifts to still another line of development: you spell out specific implications of what you have established.


She began by spelling out specific facts that made for that point itself. Work Cited. Mansfield, Katherine. Kennedy and Dana Gioia. New York: Longman, My comments on Mary's essay should drive home the point that "critical attention" in our sense of the term is not a matter of looking for flaws. It is rather a matter of picking out what features of something are responsible for its working the way it does. If something is not working well, we come to notice that, too, of course. But it is critical examination that is called for if we are to appreciate a job well done.


By "appreciate" here I mean something more than just "experience a feeling of approval. Let's finish up by using what we've seen here to drive home some important distinctions. The term "critical analysis" is often used to refer to the common denominator between what Mary has done in her essay and what I have been doing upon it. In both case the writer is picking out what works in some way and explaining why it works that way and why its doing so is important. But among ourselves we will foster clarity on an important point if we reserve the term "critical analysis" to refer to the sort of thing that Mary has been up to, and use some other term to refer to the kind of thing you have just seen me do. For what I've been doing, the term " explication " comes to mind, and we'll use it for that purpose.


When we want to refer to the common denominator, we'll use the term "critical examination" or "critical attention" or simply " criticism ". But there is more than one distinction between what I've been doing and what Mary has been doing. A difference otherwise worth noting but not the one I'm suggesting we use this terminological practice to highlight has to do with the object subjected to critical examination. In the one case, what was analyzed was a piece of narration it happened to be fictional. In the other, what was under commentary happened to be an essay.


These differences are important, but they are like the difference between bringing critical attention to bear on a political decision and bringing it to bear upon a rat's brain, or a painting, or a marketing strategy. In each case the things it makes sense to notice -- to select for attention -- and the kinds of functions one wants to explain are obviously different. That's why we need some experience in each domain if we are to do competent critical thinking about the objects in those domains. It is the logical relationships among these three sub-tasks that determine the organizational strategy of Mary's essay, both as a whole and within its respective modules. My overall structure thus has no inherent logic of its own.


But that would not have been a proper means to adopt for the end in view. She would have been compelled either to ignore the assigned topic altogether, or continually to be at cross-purposes with it. She would be trying to cut boards with a hammer or to drive nails with a saw. Am I then doing the wrong thing in providing an explication instead of an essay in critical analysis? Why is that? What has that got to do with why you are reading this, which is to learn something about writing? We can trouble-shoot any emerging draft we are writing so as to figure out how to make it work better — to bring it to the next stage, to tinker it into a superior draft. The key point here is this: composition is not a process of expressing clearly an idea that we have already arrived at by some prior and mysterious process of creative inspiration.

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