Overview (a.k.a. TLDR)
- Different professors define the academic essay differently.
- Common elements:
- Thesis (main point)
- Supporting evidence (properly cited)
- Your academic essay is knowledge that you create for the learning community of which you’re a member (a.k.a. the academy).
As a student in Core classes, especially in COR 102, you can expect that at least some of the major work in the course will entail writing academic essays. That term, academic essay, might sound as if it’s referring to a specific writing genre. That’s because it is. An academic essay is not a short story, an electronic game design document, a lesson plan, or a scientific lab report. It’s something else. What exactly is it, though? That depends, to some extent, on how the professor who has asked you to write an academic essay has chosen to define it. As Kathy Duffin posits in this essay written for the Writing Center at Harvard University, while an academic essay may “vary in expression from discipline to discipline,” it “should should show us a mind developing a thesis, supporting that thesis with evidence, deftly anticipating objections or counterarguments, and maintaining the momentum of discovery.”
Even though Duffin’s essay is more than 20 years old, I still find her description interesting for a few reasons, one of which being the way that she has sandwiched, so to speak, some established content requirements of academic essays in between two broad intellectual functions of the academic essay. Here’s what I see:
When Duffin writes that an academic essay “should show us a mind,” she is identifying an important quality in many essay forms, not just academic essays: a sense of a mind at work. This is an important consideration, as it frames an academic essay as an attempt to understand something and to share that understanding. Essay is, in fact, also a verb; to essay is to try or attempt.
The established content requirements are as follows:
- a thesis (which Duffin describes also as a “purpose” and “motive”)
- evidence in support of the thesis, and
- an anticipation of objections or counterarguments
Duffin caps this all off with something about “maintaining the momentum of discovery.” Honestly, I’m not positive that I know what this means, but my guess is that it means an academic essay will construct and advance a new way of knowing the essay topic, a way that makes this process seem worth the writer’s and the reader’s time.
Again, your professor may or may not define academic essays as Duffin does. The only thing I would add to the above is a reminder that the academic essays you write in COR 102 and other courses represent knowledge that you’re creating within and for the academy—another word for Champlain College, an academic institution. You’re creating knowledge for a community of learners, a community of which you, your professor, and your peers are members. Keeping this conceptualization of your academic essay in mind may help you appreciate such other common elements of academic essays as voice, citations, and essay format.
Duffin, Kathy. “Overview of the Academic Essay.” Harvard College Writing Center, Harvard U., 1998, https://writingcenter.fas.harvard.edu/pages/overview-academic-essay Accessed 29 July 2020.