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Why Do We Write? To be fully alive.

❶Every story matters to the person living it, and our job is to tell the universal stories, the stories that reveal the story of every person on the earth. But as I wrote the book, the protagonist, Malcolm Erskine, acquired exaggerated versions of the very things I dislike in myself.


Why is it Important to Write Essays?
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This was the "mid-list" author. Such people churned out books steadily and, while no single book made a lot of money, each book performed predictably well enough, and the publisher made a reasonable profit on that author and the author made a reasonable living.

So mid-listers kept writing because it was their job and it kept a roof over their head, if for no other reason. Alas, in these evil and declining days, publishers have eliminated the mid-list and such hardworking and generally happy professionals are no more. Except, perhaps, in the romance genre, about which I know nothing and will say less.

In the essay I referred to at the start, Orwell lists what he considers the four primary motivations for writing. However, his second motivation, Aesthetic enthusiasm , comes close.

He defines it as: Perception of beauty in the external world, or, on the other hand, in words and their right arrangement. Pleasure in the impact of one sound on another, in the firmness of good prose or the rhythm of a good story.

Desire to share an experience which one feels is valuable and ought not to be missed. Well, for me, anyway. But this essay is really about me. This is all about me, me, me. Because Orwell nabbed that title when I was only three years old, the scoundrel.

When I was twelve or so and living in South Africa, I took a woodworking course. The course was taught in a separate building that was remarkably well equipped, especially considering how other departments in the school were starved for funds and constantly had to make do. To my surprise, I loved the course - all the big power drills and saws, the stacks of aromatic lumber, the neatly stored arrays of hammers and screwdrivers, the planes and awls, the sound and feel and smell of the machine cutting through the wood in just the right way as I controlled its movement, even the sawdust.

I made a decorative dinner tray. It had curves in the wood, and I sanded it and stained it and did other magical carpenterish things to it that I no longer remember and could no longer duplicate. I took it home, and my mother displayed it proudly - a given, since I was her youngest child and only son, so her treatment of the tray says nothing about its quality.

But the points is that I still remember the delight of making it. From wood and glue and stain and nails, and using saws and files and brushes and hammers, I made something that had a special nature of its own.

It was a thing with its own character that transcended its components. This is more than saying, "The whole is more than its parts.

Years before that, we lived in a different area of South Africa where it was much wetter. The yard had some patches of muddy clay that were wonderfully sticky and hard - perfect for molding into shapes, in my opinion. The nose was easy; any small, round pebble would do. But the ears, which I molded out of the clay, were really tough. I never gave up on them, though. I went through a period of making lots of clay figures, which I then stored in my bedroom.

Those shapes, too, had a special nature to them, a solid, material reality that set them apart from, and above, the vague shapes I had imagined ahead of time and which I was trying to reproduce in solid form. All of this is a common childhood experience. Children of every type are drawn to the arts and have the urge to create.

For various reasons, the urge fades away or is suppressed in most of us. Some of us, though, are bedeviled by it for the rest of our lives. Above, I said that ideas arrive in multitudes and the problem for most writers is choosing which ideas to spend time working on.

What form those ideas take, how detailed they are, how they feel in the mind surely must vary greatly from one writer to another. In my case, the ideas are almost always gimmicks, as I call them.

What would happen if the sun vanished? Which became my novel Central Heat. What would it be like on a world where huge mines extended beneath much of the surface and most of the population spent their lives underground? Business Secrets from the Stars At that stage, the gimmicks are jostling around in my head with a bunch of other gimmicks.

I may like some of them more than others. I may feel that some seem more promising than others. None of them has any sense of texture or character or solidity. The next step comes when I decide to spend some time playing around with a particular gimmick. At that point, I start thinking about a plot. How does the sun vanish, and what happens to some specific individuals as a result? Why does our protagonist find himself in the underground mines, and what happens to him there?

What zany and satirical adventures befall the guy who writes the bestselling book of supposedly channeled business advice? These synopses tend to get long and detailed and include some scene descriptions. The aim is to end up with enough detail so that I can start writing the novel without worrying about running into major plot problems along the way.

And on those rare occasions undergrads do deign to compose their own essays, said exegetic masterpieces usually take them all of half an hour at 4 a. Rebecca Schuman is a St. Louis—based writer and the author of Schadenfreude, A Love Story. Nobody hates writing papers as much as college instructors hate grading papers and no, having a robot do it is not the answer.

Students of the world: You think it wastes 45 minutes of your sexting time to pluck out three quotes from The Sun Also Rises , summarize the same four plot points 50 times until you hit Page 5, and then crap out a two-sentence conclusion? That sliver of the student population that actually reads comments and wants to discuss them? I guarantee you that every professor you know has given an A to a B paper just to keep a grade-grubber off her junk.

Not talking to you, current students! Please do not email me. But the older I got, the more that sympathy dissipated: Mom, friends, educators, students: Effective writing skills help students express their ideas clearly and proficiently. According to Katherine Bergeron, Dean of College at Brown University, writing helps students explore topics, develop healthy thought processes, create persuasive arguments and communicate effectively.

Verbal expression is often spontaneous, but written words allow students to ponder ideas and express thoughts. Writing skills also help students organize their thoughts into well-defined, coherent explanations. A strong writer communicates with purpose. Most high school, college and graduate students are required to submit book reports, research papers, term papers, essays or theses, depending on their academic level, degree or course requirements.

Teachers expect students to produce well-constructed papers with introductions, conclusions and supportive details. Sentence fragments, run-on sentences, jumbled ideas, disorganized thoughts and poor grammar often result in low writing scores. According to Aims Community College, writing is an important skill in almost every career field or industry because nearly all professions require some form of writing on the job.

For example, physical therapists must write reports and document patient symptoms even though most of their job is hands-on.

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The Essay Writing Process The essay writing process is linked to learning; developing a sound essay writing technique enhances your learning. You may be used to thinking of academic essays as documents, pieces of writing, but it’s perhaps more useful to think of an essay as a process.

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If we look further in your education we will see, that except essays – there’s a lot of written assignments, which later on will need to be written. A short list of examples is: Term papers, research papers, course works, home works, dissertations, thesis papers etc.

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Why Do We Make Our Students Write Essays? Posted on April 13, by Jon David Groff under TQS Meaningful Learning Activities, TQS Moral/Ethical Framework, TQS Understand the Subject My blog post is a response to this blog post by the same title, written by Dr. Sarah Elaine Eaton, an educational leader, researcher, author, and professional speaker. Someone get a gun and shoot me. That’s a lot of competition. Seriously though, why do we write? Why are all of us pursuing writing in the face of the increasingly limited attention spans of the broader public?

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Custom writing essays can seem like a hard task but it is not. All you have to do is understand your subject matter and you are good to go. The problem with most students is that they do not have a grasp of what they study and therefore are unable to write a paper or . For most Chinese students studying in the US, the question ‘why do we write essays’ has become a concern with no clear reasons as to why this virtue is emphasized in college.