facts essay meaning

Essays | Definition, Types, Examples, & Facts About Them

Essays, a cornerstone of written expression, have long been revered for their ability to encapsulate a writer’s viewpoint, unleash persuasive arguments, and invite readers into a captivating realm of thought. As versatile as they are profound, essays hold the power to inform, persuade, and entertain, making them an invaluable medium of communication. In this illuminating exploration, we embark on a journey that unravels the essence of the essay, dissecting its multifaceted nature, exploring its diverse types, and uncovering the intricate tapestry of this popular form of written expression . Join us as we traverse the labyrinth of ideas, guided by the powerful words that shape our understanding and transform mere thoughts into transformative narratives.

What is an essay?

An essay, a literary composition that serves as a medium for expressing a writer’s thoughts, ideas, or arguments on a particular subject, holds a prominent position in the realm of written expression. Within the confines of its structure, the essay grants authors the opportunity to present their unique perspective and offer insightful analysis on topics of interest. Covering a wide range of subjects, including literature, history, science, philosophy, and more, essays embody the essence of communication, bridging the gap between writers and readers. Through the written word , essays become vehicles for conveying knowledge and sharing personal opinions, fostering an exchange of ideas that enriches our understanding of the world.

Types of essays

• Essays come in various forms, each with its own unique characteristics and purposes. Some of the common types of essays include argumentative essays, expository essays, narrative essays, and descriptive essays. Let’s explore each type in detail.
• Argumentative essays require the writer to present a strong argument and support it with credible evidence. The goal is to convince the reader to adopt a specific viewpoint or take a particular course of action.
• Expository essays aim to explain or describe a topic in a clear and concise manner. They provide information, facts, and analysis without expressing personal opinions.
• Narrative essays tell a story, often based on personal experiences or events. They engage the reader through vivid storytelling and evoke emotions while conveying a central message .
• Descriptive essays focus on painting a detailed picture of a person, place, object, or event. They use sensory language and vivid descriptions to create a vivid and engaging experience for the reader.
• In addition to these essay types, there are various other aspects related to writing and the writing process. Writing prompts can provide inspiration and ideas for writers who may be stuck or seeking new avenues to explore. They serve as a starting point to unleash creativity and engage in free writing exercises.
• Writing a book is a daunting yet rewarding endeavor for aspiring authors. It requires dedication, planning, and a clear understanding of the writing process. Writing prompts can also be beneficial in generating ideas for a book and overcoming writer’s block.
• Essay writing involves following a structured process that includes brainstorming, outlining, drafting, revising, and editing. It is important to develop strong writing skills to effectively communicate ideas and engage readers.
• Creative writing is an outlet for self-expression, allowing writers to explore their imagination and craft compelling stories. Writing prompts specifically designed for creative writing can spark inspiration and push writers to think outside the box.
• Content writing is a skill required in various professional settings, such as blogging, website content creation, and marketing. Writers in this field must have a strong command of language and the ability to adapt their writing style to different purposes and target audiences.
• There are numerous writing apps and websites available to assist writers in their creative process, providing tools for organization, brainstorming, and editing. These resources can enhance productivity and streamline the writing workflow.
• Whether writing fiction or nonfiction, short stories or novels, writers need to develop their skills and find their unique voice. Practice, dedication, and feedback from writing communities can contribute to the growth and improvement of a writer. Therefore, writing encompasses a vast array of forms and purposes. From argumentative and expository essays to narrative and descriptive essays, each type serves a distinct function. Writing prompts, the writing process, and various resources support writers in their creative endeavors. So, grab a pen, embrace your imagination, and let your words flow freely as you embark on your writing journey .

Examples of essays

To better comprehend the diverse facets of writing, let’s delve into a plethora of writing forms:

• Argumentative essay: “Should the Death Penalty Be Abolished?” This thought-provoking and contentious essay artfully presents compelling arguments concerning the ethical, legal, and societal implications surrounding the abolishment of the death penalty. By meticulously examining both sides of the debate, it invites readers to engage in critical thinking and fosters a profound discussion on this highly contested topic.
• Expository essay: “The History of the Essay” Embarking on a captivating journey through time, this expository essay meticulously traces the origins and evolution of the essay as a distinct literary form. It chronicles the contributions of influential essayists throughout the ages, delving into their profound impact on the development and transformation of this genre. By providing a comprehensive historical overview, this essay enlightens readers about the captivating evolution of essay writing.
• Narrative essay: “My First Day of School” With heartfelt sincerity, this deeply personal narrative essay artfully captures the writer’s vivid experiences and raw emotions during their momentous first day of school. It immerses readers in a poignant recollection of the writer’s excitement, nervousness, and eager anticipation, effortlessly conveying the universal significance of this memorable milestone in one’s life.
• Descriptive essay: “The Smell of Rain” Through skillful and evocative language, this descriptive essay skillfully harnesses the power of words to paint a vivid sensory experience for the reader. By masterfully portraying the unique aroma and ambiance that accompanies rainfall, it transports readers into a captivating scene, igniting their senses and eliciting a cascade of memories and emotions associated with the rain’s intoxicating scent.

Facts about essays

Here are some essential facts to know about essays:

• Essays, in their diverse forms, serve as a profound means of conveying viewpoints, capturing thoughts, and presenting compelling arguments on a myriad of topics. They offer a rich and expansive platform for individuals to express their perspectives, ideas, and emotions, engaging readers in an enlightening journey of exploration and discourse.
• When it comes to essays, their purpose extends beyond a mere conveyance of information. They possess the power to inform, persuade, and entertain, each essay crafted with a specific intention in mind. The chosen purpose guides the tone, style, and structure of the essay, shaping its form and impact on the reader.
• As we embark on an in-depth exploration of the art of essay writing, it becomes evident that essays are not limited to a singular template. They come in various shapes and sizes, each tailored to suit the specific needs and objectives of the author. From scholarly dissertations to personal reflections, from investigative reports to creative narratives, essays manifest in a multitude of forms, transcending the boundaries of conventional communication.
• Delving into the structure of an essay, we find a well-established framework that encompasses three fundamental components: the introduction, body, and conclusion. In the introductory section, a carefully crafted thesis statement emerges, serving as the cornerstone of the essay. This concise yet powerful statement encapsulates the core idea that will be expounded upon and explored throughout the essay, laying the groundwork for the ensuing discourse.
• Moving onward to the body of the essay, a wealth of supporting evidence and analysis takes center stage. This is where the author’s expertise, research, and critical thinking skills converge, unveiling a tapestry of compelling arguments, vivid examples, and thought-provoking insights. Each paragraph within the body delves into a specific aspect, presenting a coherent progression of ideas that reinforce the central thesis statement. By employing a variety of rhetorical devices, such as logical reasoning, persuasive appeals, and meticulous analysis, the author endeavors to captivate the reader’s attention and elicit a profound intellectual engagement.
• Finally, the essay culminates in its conclusion, a pivotal segment that synthesizes the main ideas and reaffirms the thesis statement. Here, the author skillfull y weaves together the threads of their arguments, providing a concise summary of the key points and leaving a lasting impression on the reader’s mind. The conclusion serves as the ultimate opportunity for the author to leave a thought-provoking parting note, leaving the reader with a sense of closure and a lingering contemplation of the essay’s significance.
• Now, as we embark on an exploration of various types of essays, we are presented with a myriad of opportunities to delve deeper into the art of expression and persuasion. Whether it is the argumentative essay, where the author passionately presents their stance on a controversial topic, skillfully navigating the intricate web of ethical, legal, and societal considerations, or the expository essay, where the author assumes the role of a knowledgeable guide, leading the reader through the rich tapestry of history and evolution of the essay as a literary form, each type offers a distinct flavor of engagement and intellectual stimulation.
• The narrative essay, with its captivating storytelling prowess, invites the reader into the intimate realm of personal experiences. Through vivid descriptions and heartfelt reflections, the writer transports the reader to pivotal moments, such as the exhilarating first day of school, where emotions run high and new beginnings unfold. These narratives weave together a tapestry of emotions, painting a vivid picture that resonates with readers on a deeply personal level.
• Meanwhile, the descriptive essay unleashes the power of sensory language, enveloping the reader in a sensory experience that transcends the boundaries of mere words. One such example is the evocative portrayal of the unique aroma and ethereal atmosphere that accompanies rainfall. Through skillful word choice and vibrant imagery , the writer recreates the essence of the rain’s scent, transporting the reader to a world where memories are revived and emotions are rekindled.
• As we conclude this exploration of essays, we are reminded of their immense potential to enlighten, provoke thought, and stir emotions. They serve as a testament to the power of language, allowing us to connect, communicate, and understand one another on a deeper level. So, whether it is the quest for knowledge, the pursuit of change, or the simple pleasure of immersing oneself in a captivating narrative, essays stand as timeless vehicles for human expression, shaping our collective understanding and fostering a world enriched by the power of words.

Essays offer a diverse range of literary expression, enabling writers to convey their thoughts and ideas effectively. From the persuasive arguments of argumentative essays to the informative nature of expository essays, the captivating narratives of narrative essays, and the vivid descriptions of descriptive essays, each genre brings its own distinct qualities and purposes. As writers, we have the power to choose the essay form that best suits our intentions , engaging readers and leaving a lasting impact. So, let your creativity flow and explore the world of essays, embracing the richness of each genre’s unique storytelling techniques and captivating readers with your words.

Also, essays are a versatile form of writing that can be used for a variety of purposes. By understanding the different types of essays and how to write them effectively, you can improve your writing skills and communicate your ideas more effectively. Remember to choose a topic of interest, conduct thorough research, organize your thoughts, and craft a clear and concise introduction. Support your arguments with evidence and personal experience, and conclude your essay by summarizing the main points and restating the thesis. Finally, proofread your work meticulously to ensure clarity and coherence. Embrace the power of essays as a medium to express your thoughts, inform others, and engage in meaningful discussions.

If you find yourself in need of assistance with your essays or seeking expert guidance, consider bringing your essays to GradeSmiths . With their team of experienced writers and editors, GradeSmiths can provide valuable feedback, editing services, and guidance to help you refine your essays to their fullest potential. Whether you need help with structure, grammar, or overall content, GradeSmiths can be a valuable resource on your writing journey .

So, as you embark on your essay-writing endeavors, remember the power and impact of this form of expression. Embrace the opportunity to share your ideas, educate others, and inspire thoughtful discussions. And when you require extra support, don’t hesitate to seek assistance from professionals like GradeSmiths. With their expertise, your essays can truly shine and make a lasting impression.

Happy writing and best of luck with your future essays!

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Introduction

Background on the Course

CO300 as a University Core Course

Short Description of the Course

Course Objectives

General Overview

Alternative Approaches and Assignments

(Possible) Differences between COCC150 and CO300

What CO300 Students Are Like

And You Thought...

Beginning with Critical Reading

Opportunities for Innovation

Portfolio Grading as an Option

Teaching in the computer classroom

Finally. . .

Classroom materials

Audience awareness and rhetorical contexts

Critical thinking and reading

Focusing and narrowing topics

Mid-course, group, and supplemental evaluations

More detailed explanation of Rogerian argument and Toulmin analysis

Policy statements and syllabi

Portfolio explanations, checklists, and postscripts

Presenting evidence and organizing arguments/counter-arguments

Research and documentation

Writing assignment sheets

Assignments for portfolio 1

Assignments for portfolio 2

Assignments for portfolio 3

Workshopping and workshop sheets

On workshopping generally

Workshop sheets for portfolio 1

Workshop sheets for portfolio 2

Workshop sheets for portfolio 3

Workshop sheets for general purposes

Sample materials grouped by instructor

Distinguishing Fact, Opinion, Belief, and Prejudice

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2.4: Fact or Opinion

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• Cheryl Lowry
• The Ohio State University via Ohio State University Libraries

Fact or Opinion

An author’s purpose can influence the kind of information he or she choses to include.

Thinking about the reason an author produced a source can be helpful to you because that reason was what dictated the kind of information he/she chose to include. Depending on that purpose, the author may have chosen to include factual, analytical, and objective information. Or, instead, it may have suited his/her purpose to include information that was subjective and therefore less factual and analytical. The author’s reason for producing the source also determined whether he or she included more than one perspective or just his/her own.

Authors typically want to do at least one of the following:

• Inform and educate
• Sell services or products or

Combined Purposes

Sometimes authors have a combination of purposes, as when a marketer decides he can sell more smart phones with an informative sales video that also entertains us. The same is true when a singer writes and performs a song that entertains us but that she intends to make available for sale. Other examples of authors having multiple purposes occur in most scholarly writing.

In those cases, authors certainly want to inform and educate their audiences. But they also want to persuade their audiences that what they are reporting and/or postulating is a true description of a situation, event, or phenomenon or a valid argument that their audience must take a particular action. In this blend of scholarly author’s purposes, the intent to educate and inform is considered to trump the intent to persuade.

Why Intent Matters

Authors’ intent usually matters in how useful their information can be to your research project, depending on which information need you are trying to meet. For instance, when you’re looking for sources that will help you actually decide your answer to your research question or evidence for your answer that you will share with your audience, you will want the author’s main purpose to have been to inform or educate his/her audience. That’s because, with that intent, he/she is likely to have used:

• Facts where possible.
• Multiple perspectives instead of just his/her own.
• Little subjective information.
• Seemingly unbiased, objective language that cites where he/she got the information.

The reason you want that kind of resource when trying to answer your research question or explaining that answer is that all of those characteristics will lend credibility to the argument you are making with your project. Both you and your audience will simply find it easier to believe—will have more confidence in the argument being made—when you include those types of sources.

Sources whose authors intend only to persuade others won’t meet your information need for an answer to your research question or evidence with which to convince your audience. That’s because they don’t always confine themselves to facts. Instead, they tell us their opinions without backing them up with evidence. If you used those sources, your readers will notice and not believe your argument.

Fact vs. Opinion vs. Objective vs. Subjective

Need to brush up on the differences between fact, objective information, subjective information, and opinion?

Fact – Facts are useful to inform or make an argument.

• The United States was established in 1776.
• The pH levels in acids are lower than pH levels in alkalines.
• Beethoven had a reputation as a virtuoso pianist.

Opinion – Opinions are useful to persuade, but careful readers and listeners will notice and demand evidence to back them up.

• That was a good movie.
• Strawberries taste better blueberries.
• George Clooney is the sexiest actor alive.
• The death penalty is wrong.
• Beethoven’s reputation as a virtuoso pianist is overrated.

Objective – Objective information reflects a research finding or multiple perspectives that are not biased.

• “Several studies show that an active lifestyle reduces the risk of heart disease and diabetes.”
• “Studies from the Brown University Medical School show that twenty-somethings eat 25 percent more fast-food meals at this age than they did as teenagers.”

Subjective – Subjective information presents one person or organization’s perspective or interpretation. Subjective information can be meant to distort, or it can reflect educated and informed thinking. All opinions are subjective, but some are backed up with facts more than others.

• “The simple truth is this: As human beings, we were meant to move.”
• “In their thirties, women should stock up on calcium to ensure strong, dense bones and to ward off osteoporosis later in life.”*

*In this quote, it’s mostly the “should” that makes it subjective. The objective version of the last quote would read: “Studies have shown that women who begin taking calcium in their 30s show stronger bone density and fewer repercussions of osteoporosis than women who did not take calcium at all.” But perhaps there are other data showing complications from taking calcium. That’s why drawing the conclusion that requires a “should” makes the statement subjective.

Activity: Fact, Opinion, Objective, or Subjective?

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2-Types of Sources

3. Fact or Opinion

Thinking about the reason an author created a source can be helpful to you because that reason was what dictated the kind of information he/she chose to include. Depending on that purpose, the author may have chosen to include factual, analytical, and objective information. Or, instead, it may have suited his/her purpose to include information that was subjective and therefore less factual and analytical. The author’s reason for producing the source also determined whether he or she included more than one perspective or just his/her own.

Authors typically want to do at least one of the following:

• Inform and educate
• Sell services or products

Combined Purposes

Sometimes authors have a combination of purposes, as when a marketer decides he can sell more smartphones with an informative sales video that also entertains us. The same is true when a singer writes and performs a song that entertains us but that she intends to make available for sale. Other examples of authors having multiple purposes occur in most scholarly writing.

In those cases, authors certainly want to inform and educate their audiences. But they also want to persuade their audiences that what they are reporting and/or postulating is a true description of a situation, event, or phenomenon or a valid argument that their audience must take a particular action. In this blend of scholarly authors’ purposes, the intent to educate and inform is considered to trump the intent to persuade

Why Intent Matters

Authors’ intent usually matters in how useful their information can be to your research project, depending on which information need you are trying to meet. For instance, when you’re looking for sources that will help you actually decide your answer to your research question or evidence for your answer that you will share with your audience, you will want the author’s main purpose to have been to inform or educate his/her audience. That’s because, with that intent, he/she is likely to have used:

• Facts where possible.
• Multiple perspectives instead of just his/her own.
• Little subjective information.
• Seemingly unbiased, objective language that cites where he/she got the information.

The reason you want that kind of source when trying to answer your research question or explaining that answer is that all of those characteristics will lend credibility to the argument you are making with your project. Both you and your audience will simply find it easier to believe—will have more confidence in the argument being made—when you include those types of sources.

Sources whose authors intend only to persuade others won’t meet your information need for an answer to your research question or evidence with which to convince your audience. That’s because they don’t always confine themselves to facts. Instead, they tell us their opinions without backing them up with evidence. If you used those sources, your readers would notice and would be less likely to believe your argument.

Fact vs. Opinion vs. Objective vs. Subjective

Need to brush up on the differences between fact, objective information, subjective information, and opinion?

Fact – Facts are useful to inform or make an argument.

• The United States was established in 1776.
• The pH levels in acids are lower than the pH levels in alkalines.
• Beethoven had a reputation as a virtuoso pianist.

Opinion – Opinions are useful to persuade, but careful readers and listeners will notice and demand evidence to back them up.

• That was a good movie.
• Strawberries taste better than blueberries.
• Timothee Chalamet is the sexiest actor alive.
• The death penalty is wrong.
• Beethoven’s reputation as a virtuoso pianist is overrated.

Objective – Objective information reflects a research finding or multiple perspectives that are not biased.

• “Several studies show that an active lifestyle reduces the risk of heart disease and diabetes.”
• “Studies from the Brown University Medical School show that twenty-somethings eat 25 percent more fast-food meals at this age than they did as teenagers.”

Subjective – Subjective information presents one person or organization’s perspective or interpretation. Subjective information can be meant to distort, or it can reflect educated and informed thinking. All opinions are subjective, but some are backed up with facts more than others.

• “The simple truth is this: As human beings, we were meant to move.”
• “In their thirties, women should stock up on calcium to ensure strong, dense bones and to ward off osteoporosis later in life.” *

*In this quote, it’s mostly the “should” that makes it subjective. The objective version of that quote would read something like: “Studies have shown that women who begin taking calcium in their 30s show stronger bone density and fewer repercussions of osteoporosis than women who did not take calcium at all.” But perhaps there are other data showing complications from taking calcium. That’s why drawing the conclusion that requires a “should” makes the statement subjective.

Choosing & Using Sources: A Guide to Academic Research Copyright © 2015 by Teaching & Learning, Ohio State University Libraries is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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III. Rhetorical Situation

3.10 Facts and Opinions

Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson

Facts are statements that can be definitely proven using objective data. The statement that is a fact is absolutely valid. In other words, the statement can be pronounced as true or false. For example, 2 + 2 = 4. This expression identifies a true statement, or a fact, because it can be proved with objective data.

Opinions are personal views, or judgments. An opinion is what an individual believes about a particular subject. However, an opinion in argumentation must have legitimate backing; adequate evidence and credibility should support the opinion. Consider the credibility of expert opinions. Experts in a given field have the knowledge and credentials to make their opinion meaningful to a larger audience; this credibility is sometimes called “ethos” and is one way that we make our arguments persuasive. For example, you seek the opinion of your dentist when it comes to the health of your gums, and you seek the opinion of your mechanic when it comes to the maintenance of your car. Both have knowledge and credentials in those respective fields, which is why their opinions matter to you. But the authority of your dentist may be greatly diminished should they offer an opinion about your car, and vice versa. In writing, you want to strike a balance between credible facts and authoritative opinions. Relying on one or the other will likely lose more of your audience than it gains.

This section contains material from:

Crowther, Kathryn, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson. Successful College Composition . 2nd edition. Book 8. Georgia: English Open Textbooks, 2016. http://oer.galileo.usg.edu/english-textbooks/8 . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Impartiality or fairness; dispassionate or detached. Also refers to the goal, aim, or intention that someone or a group of people hope to achieve.

3.10 Facts and Opinions Copyright © 2022 by Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; and Kirk Swenson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

The Fact/Opinion Distinction

John Corvino argues that the claim "That's just your opinion" is pernicious and should be consigned to the flames.

When debating ethics and other controversial topics, one frequently hears the claim “That’s just your opinion.” It is a pernicious claim, devoid of clear meaning, and it should be consigned to the flames – or so I shall argue here.

In calling something an opinion, one presumably wants to contrast it with something that is not an opinion, and the obvious candidate for the contrast class is “fact”. Philosophers might be tempted to draw this contrast by identifying facts as states of affairs – occurrences that are there in the world regardless of what anyone may think about them – and identifying opinions as beliefs (or some other mental state) about states of affairs. According to this approach, we can separate facts from opinions by using what Perry Weddle has called the “Whose?” test: It always makes sense to ask “Whose opinion is it?” but never “Whose fact is it?”

But this way of drawing the contrast merely pushes the problem back further. For among the beliefs that people have about the world, there are some that people tend to put in the “fact” column and some that they tend to put in the “opinion” column. That is, they contrast factual beliefs from opinions (opinion beliefs), and it is quite appropriate to ask “Whose belief?” in either case. The same goes for expressions of belief: We can talk about statements of fact vs. statements of opinion , or factual claims vs. opinion claims , and so forth, and all of these are in the mouths of subjects.

Suppose, then, we narrow our inquiry to statements, so that when we ask, “What is the difference between facts and opinions?” what we’re really asking is “What is the difference between statements of fact and statements of opinion ?”

This seems like it should be an easy question, but it actually tends to stump most people on the street. Mind you, they have no trouble in offering examples of either, or in categorising others’ examples. So for instance, given

they’ll say that the A statements are facts and the B statements are opinions. When asked to explain the principle of distinction between the two, however – the rule that tells us how to assign statements to one category or the other – they often get tongue-tied.

Some have tried to explain the distinction to me by arguing that facts are true . This answer is not at all helpful, since opinions are typically put forth as true, and some factual claims turn out to be false. For example, most people would say that it’s true that genocide is wrong, and there may or may not be beer in my refrigerator. The fact/opinion distinction varies independently of the true/false distinction.

Others say that factual statements are “concrete” rather than “abstract”, but that answer would render all mathematical statements non-factual, since mathematics involves abstract concepts (e.g. numbers). Neither does it help, at least at first glance, to say that facts are “objective” (rather than “subjective”), since at least some statements in the “opinion” column involve matters that would be true (or false) regardless of what any particular subject believes. For example, whether or not God created the earth is an objective matter, albeit a controversial and difficult-to-prove one. If it happened, it happened whether anyone believes it or not. Ditto if it didn’t happen. (I’ll say more about the subjective/objective distinction later on.)

Perhaps the last example suggests a better answer: the difference between facts and opinions is that factual statements are uncontroversial. But this answer doesn’t seem right either, since it would make it audience-relative whether something is a fact: for example, “the earth revolves around the sun” would be a fact for modern Europeans but not for medieval ones; “God created the earth” would be a fact for believers but not for sceptics; “The earth is flat” would be a fact for Flat-Earthers but not for the rest of us. How useful would the fact/opinion distinction be if any statement could count as either one, depending on who hears it?

If everyday observers are confused about the distinction, “experts” fare little better. Curious as to the standard explanation, I Googled “facts vs. opinions”. (This is not how to conduct serious philosophical research, but it can be a useful way of gauging common thoughts on a subject.) Here’s the first result I received, from a “Critical Thinking Across the Curriculum Project” website:

“Fact: statement of actuality or occurrence. A fact is based on direct evidence, actual experience, or observation.

“Opinion: statement of belief or feeling. It shows one’s feelings about a subject. Solid opinions, while based on facts, are someone’s views on a subject and not facts themselves.”

This way of drawing the distinction makes “The earth revolves around the sun” an opinion – or at least, not a fact – since no one directly observes it happening (not even astronauts!). It also jumbles together occurrences (what we earlier called “states of affairs”), statements about occurrences, and the evidence for those statements.

Perhaps more confusing is its labelling opinions as “statement(s) of belief.” As we’ve been using the terms, all statements express beliefs, and our task is to determine which of them express factual beliefs and which express opinions.

So I looked further. Here are the second and third results from my quick internet search, from an “Education Oasis” and “Enchanted Learning” website, respectively:

“A fact is a statement that can be proven true.”

“An opinion expresses someone’s belief, feeling, view, idea, or judgment about something or someone.”

“Facts are statements that can be shown to be true or can be proved, or something that really happened. You can look up facts in an encyclopedia or other reference, or see them for yourself. For example, it is a fact that broccoli is good for you (you can look this up in books about healthy diets).

“Opinions express how a person feels about something – opinions do not have to be based upon logical reasoning. For example, it is an opinion that broccoli tastes good (or bad).”

Both of these connect fact with provability. But in common parlance, “provability” seems audience-relative as well: While one person might find Anselm’s ontological argument to be a sufficient proof for God’s existence (thus rendering “God exists” a fact for that person ); others may not.

The Education Oasis site announces that “An opinion expresses someone’s belief ... about something.” So if I believe that there’s beer in my refrigerator, is that just an opinion? The Enchanted Learning site muddies the waters even further by claiming that you can look up facts in an encyclopaedia (always? but then were there no facts before books?), and by including an evaluative notion (“good for you”) among examples of facts.

If this is “Critical Thinking”, I’d hate to see what Sloppy Thinking looks like.

Let me offer a conjecture: the fact/opinion distinction is ambiguous, and in trying to explain it, people typically conflate it with other distinctions in the neighbourhood.

Let’s consider three of those other distinctions. Take, first, the familiar philosophical distinction between belief and reality . In common understanding, there’s a world (reality), and then there are our representations of that world (beliefs: sometimes true, sometimes not). I might believe that there’s beer in the refrigerator, whether or not there’s any there. I might believe that God created the earth, whether or not God did – indeed, whether or not God exists at all. Generally, we strive to make our beliefs as accurate as possible in representing reality, but that doesn’t remove the gap (some would say “gulf”) between the two.

The problem, obviously, is that attempts to bridge that gap always proceed via our own fallible cognitive capacities. Beliefs about reality are still beliefs, and some of them, despite our best efforts, turn out to be false. That’s true whether we’re talking about beliefs that usually show up in the “fact” column (“There’s beer in the refrigerator”) or in the “opinion” column (“God created the earth”). In other words, both facts and opinions can be either successful or unsuccessful in representing reality, and thus the fact/opinion distinction is not the same as the belief/reality distinction.

Second, consider the subjective/objective distinction. Something is subjective insofar as it is mind-dependent, objective insofar as it is mind-independent. Given this definition, all beliefs (qua beliefs) are subjective, because beliefs depend on minds. And since we’ve been treating both facts and opinions as statements of belief, facts and opinions are similarly subjective: In other words, we can always ask “Whose belief?” or “Whose statement?”

Of course, there are different kinds of beliefs and statements. Some are about objective matters, such as whether there is beer in the refrigerator. Others are about subjective matters, such as whether one would enjoy a Guinness more than a Corona. Perhaps the fact/opinion distinction tracks the distinction between statements with objective content (facts?) and those with subjective content (opinions?). But if so, we would need to revise what usually gets put in each column. In particular, the statement that “God created the earth” will need to move over to the “fact” column, since whether God created the earth is an objective matter – it happened (or not) independently of whether we believe it happened. The same is true for “God exists” – not an opinion, on this schema, but a factual claim (maybe true, maybe false).

It is also by no means obvious that “Genocide is wrong” should remain in the “opinion” column. While some philosophers hold that moral beliefs are subjective, many do not. Moreover, there is a strong commonsense intuition that genocide would be wrong whether anyone believes it’s wrong, suggesting that the claim is objective, not subjective. So while the subjective/objective distinction might be useful in explaining the fact/opinion distinction, adopting this approach would require us to revise our common thinking about facts and opinions. That’s not necessarily a bad thing, since – as we have seen – our common thinking about facts and opinions appears rather confused.

Finally, consider the descriptive/normative distinction. Descriptive statements describe or represent the world; normative statements evaluate it. For example: the statement that thousands were killed in Darfur is descriptive; the statement that such killing was wrong is normative.

The descriptive/normative distinction is sometimes called the fact/value distinction, which might lead it to be confused with the fact/opinion distinction. But it’s controversial whether all normative claims are matters of opinion. Moreover, many of the standard “opinion” examples are not normative: consider “God exists” or “A Democrat will win the presidency in 2016”. If the fact/opinion distinction were identical to the fact/value distinction, then once again we would need to revise our common thinking about facts and opinions.

Having teased apart these various distinctions, and looking back over the several attempts to explain the difference between fact and opinion, we might propose the following definitions:

o A statement of fact is one that has objective content and is well-supported by the available evidence.

o A statement of opinion is one whose content is either subjective or else not well supported by the available evidence.

These definitions have several advantages. First, they capture some of the concerns that lead people to insist on the fact/opinion distinction in the first place – in particular, the concern that claims not be accepted without good evidence. Second, they explain why some objective matters – in particular, controversial matters such God’s existence or predictions about the future – get placed in the category of opinion, despite their objective content. And third, they avoid the sloppiness of some of the earlier proposals. That said, they are still somewhat revisionist: They do not fully capture everyday usage (since everyday usage is messy and confused), but instead serve to refine that usage.

Why worry about the fact/opinion distinction? One reason is that precise thinking is valuable for its own sake. But there’s another, more pragmatic reason. Despite its unclear meaning , the claim “That’s just your opinion” has a clear use : It is a conversation-stopper. It’s a way of diminishing a claim, reducing it to a mere matter of taste which lies beyond dispute. ( De gustibus non est disputandum : there’s no disputing taste.)

Indeed, the “opinion” label is used not only to belittle others’ stances, but also to deflate one’s own. In recognising that a personal belief differs sharply from that of other individuals and cultures, one may conclude, “I guess that’s just my opinion – no better than anyone else’s.” This conclusion may stem from an admirable humility. On the other hand, it can have pernicious effects: it leads to a kind of wishy-washiness, wherein one refrains from standing up for one’s convictions for fear of imposing “mere opinions”. Such reticence conflicts with common sense: surely some opinions are more thoughtful, more informed, more coherent, and more important than others.

This diminishment is especially troubling in moral debates. Moral debates are practical – they’re debates about what to do – and they concern our values : things that matter to us. Either we send troops to Syria or we don’t. Either we allow same-sex couples to marry or we don’t. Either we lie to our parents about what happened to the car or we don’t. Categorising these issues as “matters of opinion” doesn’t make them any less urgent or vital.

I therefore propose that we abandon the ambiguous fact/opinion distinction, and especially the dismissive retort “That’s just your opinion.” We should focus instead on whether people can offer good reasons for the claims they make – reasons that might compel us to share their views. That’s my opinion, anyway. If you think yours is better, don’t merely say so: Say why .

John Corvino is Chair of the Philosophy Department at Wayne State University, the author of What's Wrong With Homosexuality? , and the co-author (with Maggie Gallagher) or Debating Same-Sex Marriage . Read more at www.johncorvino.com .

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What Are the Different Types and Characteristics of Essays?

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

The term essay comes from the French for "trial" or "attempt." French author Michel de Montaigne coined the term when he assigned the title Essais to his first publication in 1580. In "Montaigne: A Biography" (1984), Donald Frame notes that Montaigne "often used the verb essayer (in modern French, normally to try ) in ways close to his project, related to experience, with the sense of trying out or testing."

An essay is a short work of nonfiction , while a writer of essays is called an essayist. In writing instruction, essay is often used as another word for composition . In an essay, an authorial voice  (or narrator ) typically invites an implied reader  (the audience ) to accept as authentic a certain textual mode of experience. 

Definitions and Observations

• "[An essay is a] composition , usually in prose .., which may be of only a few hundred words (like Bacon's "Essays") or of book length (like Locke's "Essay Concerning Human Understanding") and which discusses, formally or informally, a topic or a variety of topics." (J.A. Cuddon, "Dictionary of Literary Terms". Basil, 1991)
• " Essays are how we speak to one another in print — caroming thoughts not merely in order to convey a certain packet of information, but with a special edge or bounce of personal character in a kind of public letter." (Edward Hoagland, Introduction, "The Best American Essays : 1999". Houghton, 1999)
• "[T]he essay traffics in fact and tells the truth, yet it seems to feel free to enliven, to shape, to embellish, to make use as necessary of elements of the imaginative and the fictive — thus its inclusion in that rather unfortunate current designation ' creative nonfiction .'" (G. Douglas Atkins, "Reading Essays: An Invitation". University of Georgia Press, 2007)

Montaigne's Autobiographical Essays "Although Michel de Montaigne, who fathered the modern essay in the 16th century, wrote autobiographically (like the essayists who claim to be his followers today), his autobiography was always in the service of larger existential discoveries. He was forever on the lookout for life lessons. If he recounted the sauces he had for dinner and the stones that weighted his kidney, it was to find an element of truth that we could put in our pockets and carry away, that he could put in his own pocket. After all, Philosophy — which is what he thought he practiced in his essays, as had his idols, Seneca and Cicero, before him — is about 'learning to live.' And here lies the problem with essayists today: not that they speak of themselves, but that they do so with no effort to make their experience relevant or useful to anyone else, with no effort to extract from it any generalizable insight into the human condition." (Cristina Nehring, "What’s Wrong With the American Essay." Truthdig, Nov. 29, 2007)

The Artful Formlessness of the Essay "[G]ood essays are works of literary art. Their supposed formlessness is more a strategy to disarm the reader with the appearance of unstudied spontaneity than a reality of composition. . . . "The essay form as a whole has long been associated with an experimental method. This idea goes back to Montaigne and his endlessly suggestive use of the term essai for his writing. To essay is to attempt, to test, to make a run at something without knowing whether you are going to succeed. The experimental association also derives from the other fountain-head of the essay, Francis Bacon , and his stress on the empirical inductive method, so useful in the development of the social sciences." (Phillip Lopate, "The Art of the Personal Essay". Anchor, 1994)

Articles vs. Essays "[W]hat finally distinguishes an essay from an article may just be the author's gumption, the extent to which personal voice, vision, and style are the prime movers and shapers, even though the authorial 'I' may be only a remote energy, nowhere visible but everywhere present." (Justin Kaplan, ed. "The Best American Essays: 1990". Ticknor & Fields, 1990) "I am predisposed to the essay with knowledge to impart — but, unlike journalism, which exists primarily to present facts, the essays transcend their data, or transmute it into personal meaning. The memorable essay, unlike the article, is not place or time-bound; it survives the occasion of its original composition. Indeed, in the most brilliant essays, language is not merely the medium of communication ; it is communication." (Joyce Carol Oates, quoted by Robert Atwan in "The Best American Essays, College Edition", 2nd ed. Houghton Mifflin, 1998) "I speak of a 'genuine' essay because fakes abound. Here the old-fashioned term poetaster may apply, if only obliquely. As the poetaster is to the poet — a lesser aspirant — so the average article is to the essay: a look-alike knockoff guaranteed not to wear well. An article is often gossip. An essay is reflection and insight. An article often has the temporary advantage of social heat — what's hot out there right now. An essay's heat is interior. An article can be timely, topical, engaged in the issues and personalities of the moment; it is likely to be stale within the month. In five years it may have acquired the quaint aura of a rotary phone. An article is usually Siamese-twinned to its date of birth. An essay defies its date of birth — and ours, too. (A necessary caveat: some genuine essays are popularly called 'articles' — but this is no more than an idle, though persistent, habit of speech. What's in a name? The ephemeral is the ephemeral. The enduring is the enduring.)" (Cynthia Ozick, "SHE: Portrait of the Essay as a Warm Body." The Atlantic Monthly, September 1998)

The Status of the Essay "Though the essay has been a popular form of writing in British and American periodicals since the 18th century, until recently its status in the literary canon has been, at best, uncertain. Relegated to the composition class, frequently dismissed as mere journalism, and generally ignored as an object for serious academic study, the essay has sat, in James Thurber's phrase, ' on the edge of the chair of Literature.' "In recent years, however, prompted by both a renewed interest in rhetoric and by poststructuralist redefinitions of literature itself, the essay — as well as such related forms of 'literary nonfiction' as biography , autobiography , and travel and nature writing — has begun to attract increasing critical attention and respect." (Richard Nordquist, "Essay," in "Encylopedia of American Literature", ed. S. R. Serafin. Continuum, 1999)

The Contemporary Essay "At present, the American magazine essay , both the long feature piece and the critical essay, is flourishing, in unlikely circumstances... "There are plenty of reasons for this. One is that magazines, big and small, are taking over some of the cultural and literary ground vacated by newspapers in their seemingly unstoppable evaporation. Another is that the contemporary essay has for some time now been gaining energy as an escape from, or rival to, the perceived conservatism of much mainstream fiction... "So the contemporary essay is often to be seen engaged in acts of apparent anti-novelization: in place of plot , there is drift or the fracture of numbered paragraphs; in place of a frozen verisimilitude, there may be a sly and knowing movement between reality and fictionality; in place of the impersonal author of standard-issue third-person realism, the authorial self pops in and out of the picture, with a liberty hard to pull off in fiction." (James Wood, "Reality Effects." The New Yorker, Dec. 19 & 26, 2011)

The Lighter Side of Essays: "The Breakfast Club" Essay Assignment "All right people, we're going to try something a little different today. We are going to write an essay of not less than a thousand words describing to me who you think you are. And when I say 'essay,' I mean 'essay,' not one word repeated a thousand times. Is that clear, Mr. Bender?" (Paul Gleason as Mr. Vernon) Saturday, March 24, 1984 Shermer High School Shermer, Illinois 60062 Dear Mr. Vernon, We accept the fact that we had to sacrifice a whole Saturday in detention for whatever it was we did wrong. What we did was wrong. But we think you're crazy to make us write this essay telling you who we think we are. What do you care? You see us as you want to see us — in the simplest terms, in the most convenient definitions. You see us as a brain, an athlete, a basket case, a princess and a criminal. Correct? That's the way we saw each other at seven o'clock this morning. We were brainwashed... But what we found out is that each one of us is a brain and an athlete and a basket case, a princess, and a criminal. Does that answer your question? Sincerely yours, The Breakfast Club (Anthony Michael Hall as Brian Johnson, "The Breakfast Club", 1985)

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Definition of fact

• materiality

Examples of fact in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'fact.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

borrowed from Latin factum "deed, action, real event," noun derivative from neuter of factus, past participle of facere "to make, bring about, perform, do," going back to a suffixed form *d h h 1 -k-i̯e- (with perfect fēcī from *d h eh 1 -k- ) of Indo-European *d h h 1 -, d h eh 1 - "put, place, make, do" — more at do entry 1

Note: The extension *-k- has been compared with the Greek extended aorist éthēka "I placed" (corresponding to present títhēmi "I set, put, placed"), apparently parallel to Latin jaciō, jacere "to throw" and Greek hêka "I threw" (see jet entry 3 ); though the identity of the two formatives has been disputed.

15th century, in the meaning defined at sense 4

Phrases Containing fact

• fact of life
• after - the - fact
• fact - check
• fact from fiction
• is that a fact?
• know for a fact
• accept the fact that
• fact finder
• the fact of the matter is
• in point of fact
• in actual fact
• matter - of - fact
• the fact is / remains
• as a matter of fact
• face the fact(s)
• was resigned to the fact

Articles Related to fact

Trending: Conway: 'Alternative Facts'

Lookups for 'fact' spiked after Kellyanne Conway described false statements as 'alternative facts'

Dictionary Entries Near fact

facsimilize

Cite this Entry

“Fact.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/fact. Accessed 30 Mar. 2024.

Kids Definition

Kids definition of fact, legal definition, legal definition of fact.

called also mediate fact , predicate fact

Latin factum deed, real happening, something done, from neuter of factus , past participle of facere to do, make

More from Merriam-Webster on fact

Nglish: Translation of fact for Spanish Speakers

Britannica English: Translation of fact for Arabic Speakers

Britannica.com: Encyclopedia article about fact

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What Is a Persuasive Essay?

Posted by 11trees | Types of Writing

A persuasive essay explains a specific topic and attempts to persuade the audience that your point of view is the most informed, logical and valid perspective on the topic. This genre is also known as the argumentative essay.

While an expository essay written for an exam or a standardized test may have a persuasive element, most persuasive or argumentative essays are written out of class and require extensive research. The research may include several kinds of sources:

• Articles from high-quality non-scholarly magazines or journals (for example, The Atlantic, Harpers, Scientific American, etc.)
• Scholarly or non-scholarly books
• Scholarly or technical journal articles
• Government agency websites
• Statistical analysis
• Interviews with experts

Persuasive essays use such research both to educate the audience about the topic and to supply evidence supporting the writer’s opinions.

The main goal of an argumentative paper is to persuade your audience that your view is among the most compelling opinions on the topic. You should attempt to persuade even those who start out strongly disagreeing with you. To do that, you need to show that you’re very well-informed about your topic.

What Are the Elements of a Persuasive Essay?

A persuasive essay does have certain baseline requirements that are standard in nearly every essay type:

• A clear thesis or controlling idea that establishes and sustains your focus.
• An opening paragraph that introduces the thesis.
• Body paragraphs that use specific research evidence to illustrate your informative or argumentative points.
• Smooth transitions that connect the ideas of adjoining paragraphs in specific, interesting ways.
• Use of counterarguments to summarize and refute opposing positions.
• A conclusion that emphasizes your central idea without being repetitive.

How Do You Write a Persuasive Essay?

One common formula for the persuasive paper is the 5-Paragraph Essay. If you don’t have much experience with essay writing, this is a good method to start with, since it’s basic and straightforward. The 5-Paragraph Essay incorporates the elements listed above in the following basic structure:

• Introductory paragraph with a clear, concise thesis.
• Three body paragraphs that offer evidence and analysis connecting that evidence to the thesis.
• A concluding paragraph that sums up the paper by reevaluating the thesis in light of the evidence discussed in the essay’s body.

While the 5-paragraph structure gives you a helpful formula to work with, it’s only one among many valid options, and its suitability will depend on other factors like the length and complexity of your essay. If you’re writing a paper that’s more than 3 or 4 pages long, it should be more than 5 paragraphs. In most cases, the structure of a longer essay will be similar to that of the 5-paragraph essay, with an introduction, a conclusion and body paragraphs performing the same basic functions—only the number of body paragraphs will increase. The length of the paragraphs may also increase slightly in proportion to the length of the essay.

Composing a Persuasive Essay: A Process Guide

Preliminary Steps

• Begin by reading the assignment carefully to make sure you understand it. Then find a topic that fits the assignment. It’s important that you narrow your topic so that it’s directly relevant to the assignment. But make sure your topic is not so narrow that it lacks significance. It’s best if you find a topic that you’re really interested in—this will make the work more enjoyable for you and will probably lead to higher quality research and writing.
• Before starting your research, make a list of facts—everything you already know about your topic. This list may be long or short depending on your level of knowledge.
• Make another list, this time of your ideas and opinions on the topic. Begin with the strongest opinions and list them in descending order according to your level of conviction.
• Ask yourself why you hold these opinions. It’s important to clarify your own views on the topic so you don’t get too overwhelmed by expert opinions when you begin your research. But you should also be open to changing these opinions if facts and logic warrant such change.
• Try to come up with an original, debatable perspective on your topic and write a tentative thesis statement that reflects your view concisely. Being original in this case doesn’t mean you have to come up with some earth-shattering revelation about human nature—it just means you should stay away from general, bland, or obvious ideas that most people would readily agree with.
• Familiarize yourself with the resources of your school’s library—the physical books and periodicals and the online databases. Describe your project ideas to a librarian and ask for recommendations on where to look for the resources you need.
• The main purpose of your research is to for you to become very well-informed about your topic. Immerse yourself in all the relevant factual data AND acquaint yourself with the most prominent, compelling opinions on the central issues.
• Look for sources that include unusual aspects of your topic, or unconventional perspectives on it—these may provide interesting, surprising angles from which to approach your argument.
• Read your sources critically and ask yourself what informs the various perspectives on your topic. Which sources seem best informed? Which use the most compelling logic? Which are guided more by ideology or assumptions than by credible evidence?
• Take notes on your sources as you read them. Summarize the parts of each source that are relevant to your thesis. In addition to the summary, write down your thoughts on the facts and opinions laid out in these sources. Critique the sources you disagree with. This note-taking will help you to process the research material and develop your perspective on the topic.

Composing and Revising

• Once you’ve compiled some research, revisit your tentative thesis statement and revise it according to what you’ve learned—see if you can make it more specific or original. Think of the thesis as your opening statement in a debate with people whose views oppose yours.
• Sift your research notes and sources for examples you can use to discuss conflicting opinions on your topic and to illustrate your own views. Each example should have some clear connection to your central idea.
• Your essay should devote one body paragraph to each of your major ideas and examples. So begin an outline by writing a topic sentence about each major example for each of your body paragraphs. Since the topic sentence will be part of each paragraph transition, it should make a clear, logical connection between your thesis and the evidence that paragraph will discuss.
• Complete your outline by thinking of an interesting, meaningful way to end the essay. Remember that the conclusion should sum up your central points without merely repeating what you’ve said earlier. You might suggest the larger implications of what the essay has discussed and analyzed. One way to do this is to offer a concise review of what you’ve covered combined with a reasonable forecast or recommendations for the future.
• You might want to experiment with writing the body paragraphs before you write your introduction. The details of analysis in the body of the paper often help you to determine more precisely how to word your thesis and the sentences that surround it.
• Define  your key terms or ideas.
• Describe  and  analyze  specific examples of your topic.
• Summarize  and  evaluate  contrasting opinions on your topic.
• Compare  and  contrast  your examples and their relation to your thesis.
• Connect  your examples explicitly to your central idea and to each other.
• Use plenty of quotations and paraphrase of your sources to support your analysis and argument. Integrate the quotes into your own sentences so the discussion reads more smoothly.
• Make sure you cite ALL information that comes from your sources, whether quotations or paraphrase. Use the citation format required by the class or the assignment—MLA, APA, etc. The Writers’ Toolkit citation tools will make the process easy for you by automating the format.
• Polish your essay through revision to make it artful, original, and interesting. Avoid clichéd language or the most obvious examples. You want your reader to learn something new and compelling, whether it’s an unusual fact or a novel perspective on your topic.

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Essay facts for kids

An essay is a written text . It is usually about the personal point of view of the author who wrote it. The definition of an essay is vague. Articles and short stories can be quite similar. Almost all modern essays are written in prose , but works in verse have been called essays (e.g. Alexander Pope 's An Essay on Criticism and An Essay on Man ). People that write essays are called essayists.

Most essays are short. This does not have to be the case. John Locke 's An Essay Concerning Human Understanding and Thomas Malthus 's An Essay on the Principle of Population are long essays.

Essays can have all sorts of purposes. For example, an essay can be very argumentative, it can talk about points for and against the essay question to give a balanced argument or opinion. Essay must be essential and give some new points about topics. Its must be useful to readers.

Argumentative Essay

Thesis essay, images for kids.

• argument led approach. An argumentative essay is a critical piece of writing, aimed at presenting objective view of a subject matter. It is narrowed down to a single topic.
• thesis led approach. A thesis statement based essay follows a thesis which supports a particular case.
• cause and effect,
• problem and solution,
• comparison and contrast,
• description,
• classification,
• argument and evidence,
• procedural sequence,
• chronological ordering.

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner. The structure of the argumentative essay is held together by coherence, logical arguments, evidential support, and a conclusion. Some examples of argument essay topics are 'Is polygamy evil or not?', 'Are US elections always fair?'

This is a genre of essay where a stance is presented in an essay using a thesis statement. A thesis statement is one or more sentence that expresses the main idea of a research paper or essay, such as an expository essay or argumentative essay. It makes a claim, directly answering a question. The thesis statement serves as a guide for the readers throughout the whole entire essay.

Essays of Michel de Montaigne

John Locke 's 1690 An Essay Concerning Human Understanding .

Malthus' Essay on the Principle of Population

University students , like these students doing research at a university library, are often assigned essays as a way to get them to analyze what they have read.

An 1895 cover of Harpers , a US magazine that prints a number of essays per issue.

"After School Play Interrupted by the Catch and Release of a Stingray" is a simple time-sequence photo essay.

• This page was last modified on 16 October 2023, at 16:53. Suggest an edit .

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Essay writing facts.

Written by Sunny

Modified & Updated: 30 Jan 2024

Reviewed by Sherman Smith

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You may have encountered instances where the instructions for writing a text are not clear requirements, but rather general recommendations. Fret not! There are actually essay writing services available designed to simplify the process while still ensuring your essay is interesting and understandable for the reader.

In addition to the basic rules from the essay writing platform and its writers, it is also worth considering the mistakes that often happen to novice authors. So, let’s start our list of facts with a question: Is it really possible to avoid essay mistakes and write a perfect essay? Well, you can find more tips from best essay writing service reddit . Now, let’s read on!

There are more pitfalls in essay writing than you’d expect.

In order to write a piece of good essay, here are several essential points to avoid in essay writing:

• Violation of the logic of the text – frequent jumping from thought to thought, breaking off thoughts, etc;
• Unreliable arguments;
• Lack of logic between different parts of the text;
• Complication of learning to put more thoughts in fewer words;
• Spelling and punctuation errors;
• Stylistic errors that essay writing service can fix;
• Profanity, slang, jargon;
• Clericalism
• Avoid hate speech and violence.

The introduction is a very important element of the essay.

This determines whether the reader should continue reading your essay. There are several approaches to starting an essay effectively:

• Standard (the most common): It is necessary to always answer six questions: who, what, when, where, why, and how. The answers to these questions allow the reader to understand what to expect.
• Unexpected: It can be anything, but the reader should be surprised or shocked.
• Effective: The image of the process itself, and the causes and consequences will follow. This approach is convenient for short essays you can get via college essay writing services.
• Authoritarian: This offers information in a commanding tone to create the impression of the author’s confidence.
• Informative: The reader immediately receives information about what will happen next in the essay.
• Quotative: A well-chosen quote immediately attracts the reader’s attention. (However, it is not recommended to use proverbs and clichés – it is banal).
• Dialogue: Such a beginning stimulates the reader as a participant in a dialogue. On the other hand, it can be just a stream of thoughts with rhetorical questions.

Don’t neglect the flow of your essay.

The sequence of events occurring in the essay is crucial. In other words, the flow of your essay. Don’t focus on time, though, the essay may turn out boring. Do not try to describe in detail everything that happened in a certain period.

Here are the main types of essays:

• Narrative: An action or story that lasts until the very end of the essay, which emphasizes qualities, capabilities, or knowledge related to the topic of your essay.
• Descriptive: A right characteristic feature of such an essay is the vivid imagery of the work. This should be paired with strong language, and interesting details to leave the reader impressed for a long time.
• Comparative: This technique is mainly used in relation to the issue that needs to be described, for example, an experience or a failure.
• Final components: The conclusion or last paragraph(s) should complete your thought and leave a vivid trace in your reader’s memory.

Avoid making unnecessary or careless mistakes.

How to write an essay right? Avoid unnecessary mistakes that even any online grammar checker can identify. Some common mistakes to avoid are:

• Use of a capital letter in complex proper names;
• Writing prefixes together and separately in adverbs formed from nouns with prepositions;
• Not/no distinction (not one else / no one else …);
• One punctuation mark is replaced by another;
• Omission of one of the punctuation marks or in violation of their sequence.

Write an argumentative essay with real arguments.

It is common that writers include fake arguments in their argumentative essays, just for the sake of it. In fact, it is very easy to come up with workarounds for them. So, how to write an argumentative essay without fake arguments?

• Having more than two examples will not bring you extra points.
• In addition to the characters of literary works, you can take examples from characters in movies, modern cartoons, or even games.
• The argument should REALLY explain your opinion while writing an argumentative essay, and you should convince with it, not just by mentioning it.

A free essay is an uncommon type of essay.

A free essay is a work in which the author shares his or her own opinion about a specific event, idea, or problem, focusing on his or her own emotions and feelings. The free text is based on the writer’s reflections caused by what he sees, hears, experiences, what touches his soul, what he wants and cannot find an answer to. The aim of a free essay is not to tell about the life situation, but to inform the readers about the ideas caused by it.

How to write a free essay?

A free essay is written in 10–15 minutes and usually has the following structure:

• Introduction, in which it is necessary to justify the choice of the topic, and correctly formulate the thesis.
• Main body, in which the opinion on the problem is developed and its argumentation is presented.
• Generalization of conclusions according to the topic.

Extra Tips: Seven Rules For Writing An Outstanding Essay

• Positive language: It is better to describe what is, not what is not.
• Linking words: They help readers transit smoothly from one part to the next.
• Different sentence structure: Reading sentences of the same structure is boring. Add some inversions. Write sentences of different lengths.
• Clear words: Understand the meaning of the words you use in the essay. You write to impress with content, not vocabulary. Sophistication is good, but in moderation.
• Different words: Use synonyms instead of repeating the same word several times.
• Conciseness: Short and sweet.
• Every word is important: Don’t repeat yourself; each sentence should have a unique meaning.

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Frequently asked questions

What is 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.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

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 .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

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.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The thesis statement should be placed at the end of your essay introduction .

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

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.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

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.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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 .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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5 facts about americans and sports.

Many Americans participate in sports in some way, whether they play, cheer on their favorite teams or gamble on outcomes.

Ahead of March Madness – the annual men’s and women’s college basketball tournaments – here are five facts about Americans’ experiences with and interest in sports, drawn from Pew Research Center surveys.

Ahead of this year’s NCAA Division I basketball tournaments, Pew Research Center explored Americans’ experiences with and interest in sports.

This analysis is based on recent Center surveys. Links to these surveys, including information about the field dates, sample sizes and other methodological details, are available in the text.

About half of Americans (48%) say they took part in organized, competitive sports in high school or college, according to a February 2022 Center survey . This includes 39% who participated in high school, 2% who participated in college and 7% who participated at both levels.

Men are more likely than women to say they played high school or college sports (56% vs. 41%).

There are also notable age differences among women: Adults under 50 are more likely than their older counterparts to have played high school or college sports (48% vs. 33%). These age differences among women may be partly due to Title IX , which became law in 1972. The law prohibits schools that receive federal funding from discriminating based on sex – including in the athletic opportunities they provide.

Most Americans who played sports in high school or college say their athletic experiences improved their physical health and confidence, according to the same survey. Some 82% of adults who played sports say doing so had a very or somewhat positive impact on their physical health, including 46% who say it had a very positive impact. And 79% say playing sports had a positive impact on their confidence or self-esteem, with 38% saying it had a very positive impact.

A smaller share of these Americans say playing sports had a positive impact on their job or career opportunities. Still, the share who say this far outpaces the share who say it had a negative impact (44% vs. 3%).

In all three areas – physical health, confidence and job opportunities – former college athletes are more likely than former high school athletes to say that playing sports had a very positive impact.

Nearly four-in-ten Americans (38%) follow professional or college sports at least somewhat closely, according to a 2023 Center survey . This includes 16% who follow sports extremely or very closely. And 7% of U.S. adults are what might be called “superfans”: They follow sports extremely or very closely and talk about sports with other people at least daily.

About seven-in-ten Americans who follow sports at least somewhat closely say a major reason they do so is to cheer for a specific team or teams (71%) or to be entertained (69%). Much smaller shares say a major reason is to cheer for a specific player or players (32%), because someone in their family follows sports (23%), or for one of the other reasons included in the survey.

Still, a majority of Americans (62%) say they follow sports not too or not at all closely. Among this group, 69% say a major reason they don’t follow sports is that they’re just not interested.

When asked to choose one sport as “America’s sport,” more than half of U.S. adults (53%) choose football, according to the same survey . Another 27% say it’s baseball, while 8% pick basketball, 3% pick soccer, 3% choose auto racing and 1% choose hockey.

Football is the most common choice in every major demographic group, but there are some differences by race and ethnicity. For example, White Americans are more likely than those in other racial and ethnic groups to say baseball is America’s sport. Hispanic Americans are more likely than others to pick soccer, and Black and Asian Americans are more likely to choose basketball.

In a July 2022 Center survey , 19% of Americans said they had bet money on sports in the past year. This includes betting with friends and family, in person at a casino or other gambling venue, or online with a betting app. Men, adults under 50, and Black and Hispanic adults were particularly likely to say they’d bet on sports in the previous year.

The survey was conducted more than four years after the Supreme Court effectively  legalized commercial sports betting in the United States . Most adults (57%) said the legalization of sports betting in much of the country was neither a good nor bad thing for society, while 34% said it was a bad thing. Only 8% said it was a good thing.

Despite the widespread availability of commercial sports gambling today, betting rarely motivates people to follow sports , according to our 2023 survey. Among those who follow sports at least somewhat closely, 83% say betting is not a reason for doing so. Another 12% say betting is a minor reason they follow sports, and just 4% say it’s a major reason.

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Most Americans Favor Legalizing Marijuana for Medical, Recreational Use

By a wide margin, americans say football – not baseball – is ‘america’s sport’, among black adults, those with higher incomes are most likely to say they are happy, about 1 in 10 restaurants in the u.s. serve mexican food, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

What to know about the crisis of violence, politics and hunger engulfing Haiti

A long-simmering crisis over Haiti’s ability to govern itself, particularly after a series of natural disasters and an increasingly dire humanitarian emergency, has come to a head in the Caribbean nation, as its de facto president remains stranded in Puerto Rico and its people starve and live in fear of rampant violence. 

The chaos engulfing the country has been bubbling for more than a year, only for it to spill over on the global stage on Monday night, as Haiti’s unpopular prime minister, Ariel Henry, agreed to resign once a transitional government is brokered by other Caribbean nations and parties, including the U.S.

But the very idea of a transitional government brokered not by Haitians but by outsiders is one of the main reasons Haiti, a nation of 11 million, is on the brink, according to humanitarian workers and residents who have called for Haitian-led solutions. 

“What we’re seeing in Haiti has been building since the 2010 earthquake,” said Greg Beckett, an associate professor of anthropology at Western University in Canada. 

What is happening in Haiti and why?

In the power vacuum that followed the assassination of democratically elected President Jovenel Moïse in 2021, Henry, who was prime minister under Moïse, assumed power, with the support of several nations, including the U.S. 

When Haiti failed to hold elections multiple times — Henry said it was due to logistical problems or violence — protests rang out against him. By the time Henry announced last year that elections would be postponed again, to 2025, armed groups that were already active in Port-au-Prince, the capital, dialed up the violence.

Even before Moïse’s assassination, these militias and armed groups existed alongside politicians who used them to do their bidding, including everything from intimidating the opposition to collecting votes . With the dwindling of the country’s elected officials, though, many of these rebel forces have engaged in excessively violent acts, and have taken control of at least 80% of the capital, according to a United Nations estimate. 

Those groups, which include paramilitary and former police officers who pose as community leaders, have been responsible for the increase in killings, kidnappings and rapes since Moïse’s death, according to the Uppsala Conflict Data Program at Uppsala University in Sweden. According to a report from the U.N . released in January, more than 8,400 people were killed, injured or kidnapped in 2023, an increase of 122% increase from 2022.

“January and February have been the most violent months in the recent crisis, with thousands of people killed, or injured, or raped,” Beckett said.

Armed groups who had been calling for Henry’s resignation have already attacked airports, police stations, sea ports, the Central Bank and the country’s national soccer stadium. The situation reached critical mass earlier this month when the country’s two main prisons were raided , leading to the escape of about 4,000 prisoners. The beleaguered government called a 72-hour state of emergency, including a night-time curfew — but its authority had evaporated by then.

Aside from human-made catastrophes, Haiti still has not fully recovered from the devastating earthquake in 2010 that killed about 220,000 people and left 1.5 million homeless, many of them living in poorly built and exposed housing. More earthquakes, hurricanes and floods have followed, exacerbating efforts to rebuild infrastructure and a sense of national unity.

Since the earthquake, “there have been groups in Haiti trying to control that reconstruction process and the funding, the billions of dollars coming into the country to rebuild it,” said Beckett, who specializes in the Caribbean, particularly Haiti. 

Beckett said that control initially came from politicians and subsequently from armed groups supported by those politicians. Political “parties that controlled the government used the government for corruption to steal that money. We’re seeing the fallout from that.”

Many armed groups have formed in recent years claiming to be community groups carrying out essential work in underprivileged neighborhoods, but they have instead been accused of violence, even murder . One of the two main groups, G-9, is led by a former elite police officer, Jimmy Chérizier — also known as “Barbecue” — who has become the public face of the unrest and claimed credit for various attacks on public institutions. He has openly called for Henry to step down and called his campaign an “armed revolution.”

But caught in the crossfire are the residents of Haiti. In just one week, 15,000 people have been displaced from Port-au-Prince, according to a U.N. estimate. But people have been trying to flee the capital for well over a year, with one woman telling NBC News that she is currently hiding in a church with her three children and another family with eight children. The U.N. said about 160,000 people have left Port-au-Prince because of the swell of violence in the last several months. 

Deep poverty and famine are also a serious danger. Gangs have cut off access to the country’s largest port, Autorité Portuaire Nationale, and food could soon become scarce.

Haiti's uncertain future

A new transitional government may dismay the Haitians and their supporters who call for Haitian-led solutions to the crisis. 

But the creation of such a government would come after years of democratic disruption and the crumbling of Haiti’s political leadership. The country hasn’t held an election in eight years. 

Haitian advocates and scholars like Jemima Pierre, a professor at the University of British Columbia, Vancouver, say foreign intervention, including from the U.S., is partially to blame for Haiti’s turmoil. The U.S. has routinely sent thousands of troops to Haiti , intervened in its government and supported unpopular leaders like Henry.

“What you have over the last 20 years is the consistent dismantling of the Haitian state,” Pierre said. “What intervention means for Haiti, what it has always meant, is death and destruction.”

In fact, the country’s situation was so dire that Henry was forced to travel abroad in the hope of securing a U.N. peacekeeping deal. He went to Kenya, which agreed to send 1,000 troops to coordinate an East African and U.N.-backed alliance to help restore order in Haiti, but the plan is now on hold . Kenya agreed last October to send a U.N.-sanctioned security force to Haiti, but Kenya’s courts decided it was unconstitutional. The result has been Haiti fending for itself. 

“A force like Kenya, they don’t speak Kreyòl, they don’t speak French,” Pierre said. “The Kenyan police are known for human rights abuses . So what does it tell us as Haitians that the only thing that you see that we deserve are not schools, not reparations for the cholera the U.N. brought , but more military with the mandate to use all kinds of force on our population? That is unacceptable.”  

Henry was forced to announce his planned resignation from Puerto Rico, as threats of violence — and armed groups taking over the airports — have prevented him from returning to his country.  

Now that Henry is to stand down, it is far from clear what the armed groups will do or demand next, aside from the right to govern. 

“It’s the Haitian people who know what they’re going through. It’s the Haitian people who are going to take destiny into their own hands. Haitian people will choose who will govern them,” Chérizier said recently, according to The Associated Press .

Haitians and their supporters have put forth their own solutions over the years, holding that foreign intervention routinely ignores the voices and desires of Haitians. 

In 2021, both Haitian and non-Haitian church leaders, women’s rights groups, lawyers, humanitarian workers, the Voodoo Sector and more created the Commission to Search for a Haitian Solution to the Crisis . The commission has proposed the “ Montana Accord ,” outlining a two-year interim government with oversight committees tasked with restoring order, eradicating corruption and establishing fair elections. 

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CORRECTION (March 15, 2024, 9:58 a.m. ET): An earlier version of this article misstated which university Jemima Pierre is affiliated with. She is a professor at the University of British Columbia, Vancouver, not the University of California, Los Angeles, (or Columbia University, as an earlier correction misstated).

Patrick Smith is a London-based editor and reporter for NBC News Digital.

Char Adams is a reporter for NBC BLK who writes about race.

Baltimore bridge collapse: Everything we know about the disaster

Rescue teams are searching for survivors after the 1.6-mile long Francis Scott Key Bridge crashed into the Patapsco River at around 1.30am local time (5.30am UK time) on Tuesday.

Wednesday 27 March 2024 04:54, UK

A major bridge collapsed in the US city of Baltimore after it was hit by a 289m-long cargo ship.

Six people remain missing after two others were rescued from the water following the disaster in the early hours of Tuesday morning.

Here's everything we know about the incident so far.

What happened?

A large section of the 1.6 mile-long Francis Scott Key Bridge fell into the water after it was struck by a container ship, known as the Dali, at around 1.30am local time (5.30am UK time).

The vessel struck one of the bridge's supports, causing the whole structure to collapse, sending the road surface and steel beams crashing into the water.

Baltimore bridge latest: Follow live updates

The National Transportation Safety Board is leading the investigation into what happened, with its chair Jennifer Homendy saying at least six people are still missing.

Eight people were initially unaccounted for - with one described as being in a "very serious condition" in hospital. The other was not injured.

The six missing are believed to be part of a construction crew that was repairing potholes on the bridge, the Maryland Department of Transportation has said.

All 22 crew members on board the ship, including the two pilots, have been accounted for and there were no reports of injuries.

Read more: Biden promises to visit Baltimore 'as soon as possible' 'Huge implications' as collapse forces busy port to close Two possible causes for the catastrophe

What does the footage show?

Dramatic video shows the cargo vessel approaching the bridge before the structure collapses into the water.

Vehicles can be seen falling from the bridge.

An exact number has not been given, but Baltimore fire department's communications chief Kevin Cartwright said multiple vehicles were on the bridge when it was struck by the ship, one of which was the size of an HGV.

US president Joe Biden said in a news conference hours after the collapse that personnel on the ship were able to alert the Maryland Department of Transportation that they had lost control of their vessel.

Mr Biden added this "undoubtedly saved lives" at it meant local authorities were able to close the bridge before it was struck.

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What happened in the moments before the crash?

CCTV and marine tracking data shows the container ship lost power for about 60 seconds about four minutes before it hit the bridge. It appeared to adjust its course and start smoking before impact.

According to the timings on the CCTV, the vessel hit the structure at 1.28:44am - with the bridge collapsing four seconds later.

The operators of the Dali cargo ship issued a mayday call that the vessel had lost power moments before the crash, but the ship still headed toward the bridge at "a very, very rapid speed", Maryland Governor Wes Moore said.

The ship was moving at eight knots, which is roughly 9mph, when it hit the structure, the governor said.

What do we know about the ship?

The Singapore-flagged container ship, known as Dali, was headed to Colombo in Sri Lanka at the time of the collision.

Synergy Marine Group, the company which manages the ship, said it hit the bridge while under the control of two pilots.

The firm said the exact cause of the incident was yet to be determined.

The Dali was previously involved in a minor incident when it hit a quay at the Port of Antwerp in Belgium in 2016, according to Vessel Finder and maritime accident site Shipwrecklog.

An inspection of the Dali last June at a port in Chile identified a problem with the ship's "propulsion and auxiliary machinery", according to Equasis, a shipping information system.

The deficiency involved gauges and thermometers, but the website's online records did not elaborate.

The most recent inspection listed for the Dali was conducted by the US Coast Guard in New York on 13 September 2023. The "standard examination" did not identify any deficiencies, according to the Equasis data.

What do we know about the bridge itself?

Last June, federal inspectors rated the 47-year-old bridge to be in fair condition. But the structure did not appear to have pier protection to withstand the crash, experts said.

"If a bridge pier without adequate protection is hit by a ship of this size, there is very little that the bridge could do," according to Virginia Tech engineering professor Roberto Leon.

Built in 1977 and referred to locally as the Key Bridge, it was named after the author of the American national anthem.

Keep up with all the latest news from the UK and around the world by following Sky News

What impact could this collision have?

All ship traffic into and out of the Port of Baltimore has been suspended until further notice, though the port remains open to trucks, Maryland Transportation Secretary Paul Wiedefeld said.

Last year, the port handled a record 52.3m tons of foreign cargo worth $80bn (£63bn), according to the state. In addition to cargo, more than 444,000 passengers cruised out of the port in 2023.

The port is a major east coast hub for shipping. The bridge spans the Patapsco River, which massive cargo ships use to reach the Chesapeake Bay and then the Atlantic Ocean.

The Dali was headed from Baltimore to Colombo, Sri Lanka, and flying under a Singapore flag, according to data from Marine Traffic.

President Biden said that he plans to travel to Baltimore "as quickly as I can" and that he expects the federal government to pick up the entire cost of rebuilding the bridge.

Has this ever happened before?

From 1960 to 2015, there were 35 major bridge collapses worldwide due to ship or barge collisions, with a total of 342 people killed, according to a 2018 report from the World Association for Waterborne Transport Infrastructure.

Eighteen of those collapses happened in the United States.

Among them were a 2002 incident in which a barge struck the Interstate 40 bridge over the Arkansas River at Webbers Falls, Oklahoma, sending vehicles plunging into the water. Fourteen people died and 11 were injured.

In 2001, a tugboat and barge struck the Queen Isabella Causeway in Port Isabel, Texas, causing a section of the bridge to tumble 80 feet into the bay below. Eight people were killed.

In 1993, barges being pushed by a towboat in dense fog hit and displaced the Big Bayou Canot railroad bridge near Mobile, Alabama.

Minutes later, an Amtrak train with 220 people onboard reached the displaced bridge and derailed, killing 47 people and injuring 103 others.

Related Topics

• Baltimore bridge collapse
• United States

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Guest Essay

‘If You See a Fox and I’ve Died, It Will Be Me’

By Sarah Wildman

Ms. Wildman is a staff writer and editor in Opinion.

A block from my house at the edge of Washington, there is a winding park with a road running through it. One Sunday recently, walking my regular loop along the trail, I heard leaves rustling on the wooded hill above me. I often see deer here; this time it was a bright young fox.

She paused. We stood there for a moment, she and I, aware. I wanted desperately for her to come closer, to stay in her orbit a moment longer. I lingered long after she left.

Sometime in my daughter Orli’s last months of life, she told me, lightly, “If you see a fox and I’ve died, it will be me.” I had never seen a fox in my neighborhood. Over the past several months, I have seen maybe a half dozen, here and elsewhere. Each time, I try to quell my desire to shout out, to ask the animal to stay, to call it by her name. It feels crazy; it feels sane.

I had never believed in signs. Now I notice when an interview runs exactly 1 hour and 13 minutes or when the hour is exactly 1:13. Orli was born on Jan. 13. It means nothing; it means something. A double rainbow stretched over a farm in Maine represents more than beauty.

March 17 will be one year since Orli died in our house, in her room, in my arms; March 20 a year since her burial. (In a quirk of this year’s Jewish calendar, the date of her yahrzeit, or memorial date, is some weeks farther on.)

A year is a strange and terrible marker of time, simultaneously endless and instant. A year of loss is a new form of permanence: This is the life we lead. It will not change. A year furthers us on the long march toward our altered future. In the life of a child, a year is transformative. Her peers have molted in the year from 14 to 15. They no longer attend the same school; they have begun new sports, met new friends, moved forward, moved on.

There is an immutability to a year of grief, a sense of solidity to the loss, a movement from the surreality of her absence into a hardened space. It’s not as though I believe she might return, but in the year between her death and now, I remain connected to her presence. My partner, Ian, has spent part of this year adding tattoos to his arms, each an ode to Orli, permanent signifiers of permanent loss. My younger daughter, Hana, has written through her grief; she notes, often, the lack of insight her peers have into the depth of losing a sister. Meanwhile, I wonder if I should keep every item of clothing I can picture Orli in, I wonder what she would say about each movie I see, each book I read. I yearn for her commentary.

On Orli’s birthday, one of her long-distance friends wrote to me, “Whether you consent or not, I bring Orli along in every escapade,” in good decisions, in hidden poor ones. She understood the essence of being human is to be mischievous, of both choosing well and of making bad decisions. I never craved a perfect child, just a living one.

The day before our first birthday without Orli, Hana, Ian and I — walking from separate directions — came upon a fox idling on a street corner, as though waiting for us.

Most of this year I have worked to center memories of Orli’s better moments, the joy she infused in each minute she got to live. One month after her first brain tumor surgery, when she’d rebounded better than any of us could have hoped, we met old friends from Spain for dinner. As we ate, a sudden, drenching storm came up. Orli got up and ran into the warm rain with our friends’ children, dancing, thrilled. It was, she told me, a “bucket list moment.”

She seemed to realize, far earlier than I, she had to lean into each experience, to expand it, to let it fuel her for whatever came next. In her journal she worried she might not see ninth grade. She did not share that with her friends.

Each of us in our rump family has felt an almost visceral physicality of these past few weeks — the slide from her birthday toward this anniversary, the terrible knowledge that we each hold of the last moments of her life, the good minutes we had, the harder hours, the terror of those final days.

In her last week, one doctor cornered me at the hospital to tell me Orli shouldn’t be here anymore. It was not clear if he meant “here, still receiving palliative treatment,” or “here, on earth.” She was fading, I knew. But it felt an awful thing to say — unforgivable, really. I thought of Abraham arguing with God to save the wicked towns . I wanted to ask: But what if I get 15 good minutes with her each hour? Or five? Orli was adamant she did not want to die.

In Judaism a child who is an avel, or mourner, is to stop saying Mourner’s Kaddish for her parent at 11 months as she re-emerges into the community. But because parents who have lost a child have no obligation beyond the first 30 days, this marker holds no meaning. And because those who have lost children are, in many ways, forever seen as mourners, forever noted for their loss, we remain on the margin — in the community but not entirely of it. Once, early in Orli’s illness, on the same path where I saw the fox, I overheard a woman, just slightly still within my earshot, who passed me. “That’s Sarah Wildman, the woman whose daughter …”

I tend to walk alone on this path. Grief of this kind is simultaneously universal and unshareable; loneliness is its inherent point of reference. I cannot conceive that March 18 will be drastically different from March 17.

When 2023 turned to 2024, I thought: It is a terrible thing to buy a calendar for a year Orli will not see. Still, I put up a calendar in her old room, the same feminist calendar she chose each year. As February turned to March, I found the page hard to flip over. Until this point, I have been able to look at the photos in my phone and say: This time last year, we were at this concert, we were at this movie, we had this meal. Now those memories slide farther back. These days Ian often sits in her room, working. He likes to be near her, and so, most nights, in homage to her, I straighten up after him — he is a mess, she craved order. I do it for her, I do it for me.

In early September, not quite six months after Orli died, I interviewed the actor Rob Delaney, who wrote a bracing, visceral book about his young son Henry’s life and death from brain cancer. “You probably at this point regularly — what, every day? — are shocked by the fact that she’s gone. Right?” Mr. Delaney asked me halfway through our call. “For better or for worse — I guess for the survival of the species, it’s for the better — but the acute physical pain will not go away. But it’ll weave itself into your life in a way where threads of Orli will be in the tapestry of your life forever,” he said.

“And in a few years, you’re going to wrap yourself in the tapestry of your life and marvel at the beauty of the threads of Hana and Orli and Ian, and it’ll all be — you will metabolize her life and her death, in a way where you feel a thousand things.” One of those things will always be “disbelief and pain,” he said. “That won’t go away.”

In the first days of March, Hana and I went to speak at Orli’s old school at a Women’s History Month assembly held in her honor. Orli had an “intuitive sense of justice, about doing what’s right in the world, about showing up for her friends and herself,” I told sixth, seventh and eighth graders, aware some of them would have known Orli only as that girl who died.

It was Hana who spoke best. “Orli was like an emotion,” she told the assembled children, all older than she. “I think I will never get over her. It might get less hard, but I will never not be sad.”

It wasn’t until that night, in bed, that I wept. The teachers still knew her as she was, I realized. I craved their memories.

“How are you?” each of them asked, as people often do. “Aquí estoy,” I said, as I have come to say. I’m here.

Sarah Wildman is a staff editor and writer in Opinion. She is the author of “Paper Love: Searching for the Girl My Grandfather Left Behind.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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