Wikipedia Tamil Essays About Education

This page in a nutshell: When students edit Wikipedia as part of an assignment, it should improve Wikipedia – without any serious violations of content norms. This page contains advice to all parties involved.

Student assignments can help improve Wikipedia, but they can also cause the encyclopedia more harm than good when not directed properly.[1] Even experienced Wikipedia editors who are classroom instructors have had mixed experiences.[2] Despite the difficulties, successful assignments and classrooms do exist, and this information page is intended to point the way to achieving good outcomes. A successful assignment requires careful crafting and its grading system will be in accordance with Wikipedia needs and Wikipedia norms (known as policies and guidelines). If you have any questions about anything related to student assignments, please ask at the education noticeboard.

Instructors are expected to have a good working knowledge of Wikipedia, and should be willing to help address core content policy violations in student work. The Wikimedia Foundation (WMF) supports a global Wikipedia Education Program that can be contacted through their page on the Outreach Wiki and has resources for many countries. The program's purpose is to help instructors and students learn about Wikipedia and avoid common pitfalls. There is also a separate Wiki Education Foundation (WikiEd) that offers support for classes held at institutions in the United States and Canada. Either the Education Program or WikiEd (depending on the country where the course is based) should always be contacted prior to starting classes.[3] Each assignment should have a course page, so editors can direct constructive feedback to the right place. The user pages of students should link to the course page and any draft. Instructors should be identified at the course page, and their user page should provide contact details (or the option to receive email through Wikipedia should be enabled). If issues such as copyright infringement develop, rapid contact with the instructor can be necessary in order to resolve issues before they negatively affect students' experiences.

Established editors should welcome student editors, and students should learn to communicate via the normal Wikipedia channels, such as on article talk pages and user talk pages. If editors contact an instructor, they should try to be helpful. Likewise, if an instructor receives constructive feedback on a classroom assignment, they should be responsive. Improving medicine and health topics often requires particularly careful use of sources. Specific examples of best practices are also shown below.


Good assignments are based on a knowledge of Wikipedia's norms (known as policies and guidelines). When knowledgeable instructors, competent students, and editors collaborate based on those norms, an assignment has a good chance of succeeding. Learning these norms must therefore be one element of any assignment. To keep things on the right track, a grading system and assignment that are aligned with these norms are necessary. Students should be willing to put in the effort to leave a quality contribution.

Students and instructors participating in assignments can feel overwhelmed by multiple policies and guidelines, style preferences, some unpleasant Wikipedians, and coding complexities. Wikipedia can have a steep learning curve, especially when editing in controversial subject areas, or areas related to health, medicine, biology, or psychology (which have their own norms described below).

When experienced editors encounter the results of a poorly performed assignment, they can feel overwhelmed by an onslaught of multiple content or format issues in articles they care about. They might also feel as if they are acting as unpaid and unthanked teaching assistants. If an entire class has systematically failed to adhere to Wikipedia's content policies and guidelines, student work may be reverted or deleted, and it can drive away or discourage existing editors, especially when students do not use talk pages to reach consensus on disputed material.

Wikipedia takes pride in being "the encyclopedia that anyone can edit", and the Wikipedia community is based on volunteers who attempt to follow the norms of the site. When students edit to meet the requirements of a class (which might not align with the norms of Wikipedia), rather than out of a voluntary desire to execute Wikipedia's mission, this dynamic changes. Because of this fact, Wikipedia justifiably expects instructors to take responsibility for their students' work,[4] both for the students' sake and for the good of the encyclopedia.

Student assignments should always be carried out using an Education Program course page. It is usually best to develop articles on the students' user pages, or as drafts. After evaluation, the articles may go on to become Wikipedia articles.

Course pages, user pages, and user names[edit]

Each class assignment should have a course page that identifies the user names of the instructor, the liaison to the class from the WikiEd staff, and the students, as well as which articles the students are planning to work on (even if they don't yet exist), and the locations of any draft versions (such as the user's sandbox). This course page is created via the Dashboard for the class. (Outside the US and Canada, please use this version.) It is especially important that there be a complete listing of all Wikipedia pages that students in the class will be editing. Course pages help editors track classroom progress and distinguish between classroom-specific and editor-specific issues, so that constructive feedback is targeted to the right place. Consequently, a class that does not have a course page may be seen by other editors as disruptive, and those editors may end up undoing the students' work. Each student editor should also have a link to their course page, the article(s) they plan to or are working on for the assignment, and any draft at the top of their user page (see example, complete with WP:Diffs to the relevant edits for the assignment). Instructors should make sure they can reply to their user talk pages, or either provide contact details or an enabled email address (which will not be disclosed unless you reply to received emails or use Wikipedia to send an email).

Some editors use their real life names as user names, to identify themselves on Wikipedia, whereas others choose never to reveal personal information. For each class project on Wikipedia, instructors should give thought as to whether or not students should edit under their real names. Some instructors have required their students to use their real names, so as to encourage taking responsibility for text and to mimic academic journals. Doing so can, however, unintentionally have a permanent impact on a student's reputation. If the student is perceived (correctly or incorrectly) by other editors as having plagiarized material or having engaged in other misconduct, there may be comments to that effect left on discussion pages that will be permanently accessible by Internet search engines. Instructors should think carefully about the irreversible effects such situations may have on their students' futures, and give consideration to allowing the use of screen pseudonyms. Further information can be found at Wikipedia:On privacy, confidentiality and discretion and Wikipedia:How to not get outed on Wikipedia.

Each student editor should register his or her own editor account. Under no circumstances should more than one student edit under the same account.


Advice for students[edit]

Further information: Wikipedia:Training/For students

First, welcome to Wikipedia! Wikipedia welcomes new editors, and we hope you will want to stick around after your class is over. Writing and editing here is an expression of encyclopedism using an open and free wiki.

You will find that editing Wikipedia will feel quite different than any other assignment you have done for school. When you do schoolwork, you produce work privately or with a team, and submit it to your instructor with your name on it, by a given deadline. Editing Wikipedia is nothing like that. Here, you will be contributing to an article that is publicly available and that has been created and maintained by members of a community of anonymous editors, any one of whom may change or even remove edits that you make to it, and none of whom have a deadline.

As soon as you start to edit Wikipedia, you become a Wikipedian, and you are obligated to follow all of the the same policies and guidelines that other editors must follow. These policies and guidelines were put in place by the editing community over the past 16 years, and they cover both content and editor behavior. Other members of the community will generally be forgiving as you start to learn how Wikipedia works, but you do not have special status in Wikipedia as a student. No person or entity (not even your class!) owns articles here, and everything you publish here instantly becomes freely-licensed to the public, which means that others are free to rewrite, reuse, or modify it for any legal purpose, as long as they credit the original source.

Wikipedia has its own core content policies, style, and editing structure. The traditional writing assignment of the essay (with its necessary point of view) is not suited for publication here because our encyclopedic style requires a neutral point of view.[5] Wikipedia is a tertiary source, so what you will write needs to be based mainly on secondary sources, and not on your own interpretations.[6]

Of particularly high importance, please read carefully what this page says about plagiarism and copyright infringement below, and please take it very seriously!

If you plan to edit an existing article but you want to practice with test edits first, then copy and paste the article into your sandbox for practice. You can also start new drafts there. Please be aware that it is a very bad idea to copy a large amount of text into a Wikipedia article all at once, especially at the end of the semester. Before placing such large edits into articles, please have your instructor review and approve the text. Also post at the article talk page well ahead of time, allowing established editors to look at your sandbox draft and give you feedback. Otherwise, you may find that your work will be deleted. You can request the deletion of your sandbox at any time. If you are starting a new article (which can appear as a red linklike this when linked or can be a redirect), then your topic should be notable (see the general notability guideline) and worthy of a separate page (see the reasons for merging). It's possible someone else wrote an article on the same subject that you plan on creating, so please check for alternate titles.[7]

Experienced editors might give you advice or might revert your contributions with an edit summary. Please consider their advice attentively; it usually will help your assignment be more successful. Be responsive if they start discussing your edits at a talk page (the article should be on your watchlist). If someone removes or changes your work, read their edit summary in the article's history. (Do not "edit war". See WP:3RR.) If you disagree with an edit, it might be best to open a discussion on the article's talk page, politely explaining why you believe your version is better. Please use policy and guideline-based arguments on the talk pages. Sometimes other editors may add a template pointing to a problem, rather than making any change to the article content.[8] These should not be removed without addressing the issue identified, but if you are unclear on what is needed or you disagree, starting a talk page discussion and pinging the editor who placed the template is appropriate.

Wikipedia is a collaborative environment that depends upon communication. If you think editors are being an impediment to fulfilling your assignment requirements, then please say so to the WikiEd liaison for your class (privately if helpful) or at the education noticeboard. You can also seek help using the {{help me}} template, or using {{admin help}} if you need assistance specifically from an administrator. Also please raise your concerns with WikiEd or at the noticeboard if you think your assignment is asking you to violate any Wikipedia norms, as article space content which is not policy-compliant will likely be quickly removed. Editors and WikiEd people can help by consulting with your instructor to optimize the assignment design. To receive help, you also can always ask a question at the help desk or Teahouse. We hope your experience will be pleasant. Happy editing!

Advice for instructors[edit]

Further information: Wikipedia:Training/For educators

Ideally, you already have some experience as a Wikipedia editor. If not, there are materials available and people willing to help you learn. Available people might include another instructor who has experience with Wikipedia assignments, the WikiEd liaison for your course, or Wikipedia editors at the Teahouse. Please ask at the education noticeboard if you would like assistance. All class instructors should follow the instructions for setting up a class project, and work via the Dashboard system. We recognize that you are an expert in your field, and in how to teach it. You may, with good reason, perceive Wikipedia as populated by editors who lack your experience and judgment, but please understand that many editors are also experienced academics, and any editor, expert or not, may cross paths with your students. Please do your due diligence to understand Wikipedia before you craft an assignment. We thank you in advance!

The volunteer community here can be very welcoming to new student editors, but they are also limited in their ability to deal with new issues that suddenly develop, as can happen when many students show up at the same time. Often, volunteers have a niche area they contribute to, which may coincide with your class assignment. Because there may be many eyes on the articles where students work, and because you cannot control what Wikipedia editors will do, or when they will show up to make edits of their own, careful attention to Wikipedia's policies and guidelines from the start of the course will improve your students' experiences – and may save you from aggravating and time-consuming incidents just at the time when you are submitting your grades.

Always use the Dashboard to create a course page for your class every time that you teach it, and please ensure that your class follows the above advice for course pages, user pages, and user names; please make these requirements to receive assignment credit. Your students should post a course assignment template on the article talk pages they plan to improve. When new articles are written, please ensure that your students also place that template on the article talk page.

Your assignment and grading rubric should reinforce (and certainly not contradict) Wikipedia's norms, and your class should seek to improve the encyclopedia.[9] Assignments sometimes include student comments about existing Wikipedia content, rather than changes to the articles themselves, or include comments on article changes made by other students. If so, those comments need to be in line with talk page guidelines, focusing on article content in a constructive and objective manner. Pointing out missing content (preferably with reliable sources) is welcome, as is noting areas where there is undue weight, inappropriate synthesis of sources, bias, etc. However, "reviews" in which students only praise each other, or comments that debate the topic and are not based on reliable sources, are inappropriate. Please consider carefully whether you are asking for edits or discussion that could be a problem in any of those ways; if so, those edits or discussions might be better suited to user space, student draft pages, or submitted off-site. If the assignment involves editing Wikipedia, compliance with Wikipedia's policies and guidelines is expected (though occasional lapses by newcomers are recognized as part of the learning experience), and non-compliant edits are likely to be reverted.

Please do not give students credit for writing an arbitrary quantity of words or bytes. Wikipedia should not contain unnecessary and off-topic material, because encyclopedias prize brevity. You should monitor the edits your students make, and especially take notice if other Wikipedia editors give feedback to your students, in which case you should make sure that your students respond.[8] Do not assume that Wikipedia editors will always fix the mistakes your students make, and do not assume that the fact that a student edit was not reverted means that other editors have accepted the edit. If something in your class assignment turns out not to work as well as you had hoped, please correct it before you repeat the assignment in a subsequent semester; repeatedly editing in unhelpful ways may be considered to be disruptive. Good article and DYK nominations are strongly discouraged for a number of reasons,[10] but allowing a small portion of the most dedicated students to attempt these outcomes, after careful review by the instructor, may be rewarding. Please keep in mind that with a Good article nomination, the nominator needs to be around, probably weeks later and after the end of the course, to deal with review suggestions.

Encourage your students to engage with basic Wikipedia processes and standards. Make sure they understand the advice above for students, perhaps by making this information page assigned reading for a quiz.[11] Make sure your students understand the differences between the style and content appropriate to term papers and other academic forms, and those appropriate to an encyclopedia, where original research is not permitted. (See core content policies, which is also linked to in the student section above.) Please ensure that your students understand that plagiarism and copyright infringement are not allowed.

Have students post specific suggestions for improvement directly on the talk pages of their peers' articles, and not offline. Incorporate responding to feedback into the grading rubric. Reward students who give good advice on Wikipedia. Reward students who seek out advice from experienced editors (such as at peer review) and then make improvements to the article based on that advice. If an active WikiProject exists around the content you'll be assigning your students to edit, encourage students to notify editors there. Penalize students who do not address the points that were raised by non-student editors.

Consider encouraging your students to work in a sandbox and know that it is an option to have their assignment graded there. In particular, please require students to obtain your approval before moving content from sandboxes into the main article space. Students should not abruptly move large amounts of text into articles without first having the material reviewed either by you or by experienced editors, because otherwise we may end up having to revert everything that the student has done. Articles that are already well-developed before your course starts are likely to be watched by many editors, and so your students may find more editors objecting to changes at such articles, particularly if the articles are already of good quality. It is often better to have students improve short articles that are only in the early stages of development. Please don't allow students to publish articles that do not improve Wikipedia. Base their course credit instead on the sandbox version, and not at the burden of the volunteer editing community. (Also, the articles for creation process is generally not compatible with class projects, and should be avoided.)

Thank you for introducing your students to Wikipedia, ensuring that they fit in well here, and helping them leave behind a positive contribution for many readers!

Advice for editors[edit]

Depending on how classes are organized, students may have different priorities than established editors do (class grades rather than improving Wikipedia; making a few changes and not coming back). Editors sometimes encounter large numbers of student edits in a short period of time, and can find it difficult to get students to pay attention to editorial advice. As always, WP:CIVIL, WP:AGF, and WP:BITE apply, but student editors should be treated in the same way any new editor is treated, without any special considerations that other editors do not receive.

If you see problem edits, explain your concerns on article or user talk pages. Make edits you consider appropriate, as you would in the case of other new editors. You are entitled to revert content or move it to the talk page, or to nominate for deletion if appropriate, especially when there are serious policy violations. (A student can always request that an administrator userify a deleted article.) Class projects never own the pages they are working on. Once you have politely expressed your concerns, you are not obligated to keep repeating the advice.

You are never obligated to be an unpaid teaching assistant. Please do not let student projects diminish your enjoyment of editing. Do not feel bad about reverting edits that justifiably should be reverted. Student grades are not your responsibility, nor is any other aspect of teaching the class, unless you personally choose to involve yourself. If you do not want to fix all of the problems on a page, feel free to leave it for other editors to do, rather than becoming stressed by the effort of doing it alone. There is no deadline, so consider adding Template:Cleanup or a similar template to the page. If students are not satisfactorily responsive to concerns, consider drawing the matter to the attention of the instructor. Be professional and polite, remembering that instructors are professionals. (If you know the educational institution, but cannot find the instructor or the course page, you may be able to find this information at Special:Institutions.) If you do not get a timely or satisfactory response, please report the matter to the education noticeboard.

You can point editors who appear to be new student editors in the right direction by using Template:Welcome student, or, in the case of content related to medicine or health, Template:Welcome medical student. Please note that these templates do not merely welcome students; they also point the students towards how to avoid common problems.

When students become interested in editing cooperatively, it can be a genuine pleasure to work with them. If you see a valuable student editor, please consider giving them The Excellent New Editor's Barnstar by placing on their talk page. Likewise, if you have reason to single a class out for praise, also consider posting at the noticeboard.


Choosing a topic[edit]

As you are getting to know your way around Wikipedia, and deciding which topic you want to write on, you will notice that wikilinking allows readers to easily access text in other articles by clicking on the link. Consider when adding text whether you are adding the content to the right article; if the content you want to add fits better in another article, readers can get there via a link. As an example, in the article Jumping Frenchmen of Maine some information about George Miller Beard and the startle response is needed so the reader can understand the topic, but detail about Beard and the startle response is expanded in the articles George Miller Beard and Startle response. Take care not to add content to the wrong article, as you may be duplicating work that has already been done, or you may be spending time generating content that will be moved or deleted if it's in the wrong article.

Be more cautious about removing existing content than adding it, and if you are removing more than a few lines it is a good idea to explain why on the talk page. Some students entirely replace the existing text and metadata such as categories; this is almost never a good idea, and is likely to lead to reversion of all of their edits.

Wikipedia has a large number of articles that are called stubs because they are very short and in need of expansion. Such pages are particularly good choices for class projects, because the addition of more material will be welcome. In contrast, adding material to an article that is already extensive in its coverage may lead to problems if the added material is not written and formatted exactly right, and student edits of such pages are more likely to be reverted by other editors. It is almost always better for students to expand short pages than to try to change long ones.

Some highly contentious topic areas (some dealing with political matters, current events, or religious conflicts, as well as various other controversial subjects) have been placed under special rules called Discretionary Sanctions that are intended to prevent disputes between editors. When such restrictions are in place, editors who violate the rules may be quickly blocked from editing, including student editors who may not recognize the intricacies of such rules. Class assignments should avoid these topic areas entirely.

If you are starting a new article, the subject needs to pass the test of notability. Judging whether your subject does so may be difficult, and you may need to make your case with other editors. In a new article more attention to following Wikipedia policies and conventions over matters such as layout and style is needed.

Plagiarism and copyright infringement[edit]

Students and other new editors sometimes mistakenly believe that as long as added text is cited to its source, copying that text (or closely paraphrasing it) is acceptable. It is not. Plagiarizing could earn you an "F" in the course or being thrown out of the university; copying too closely can also be copyright infringement. If you are editing under your real name, the plagiarism can follow you for life. Students should realize that a potentially large number of persons may be silently observing all edits on a Wikipedia page, and consequently there is actually a very high probability that someone will notice plagiarism.

Some established editors are reluctant to "blow the whistle" on student plagiarism because of the consequences that can result for the student, and believe that it is the professor's job to review articles for plagiarism and copyright infringement. However, it is just as probable that another editor will come along subsequently, and pursue the misconduct at any time, and so it is in the instructor's interest not to leave any problems unresolved.

The following pages are helpful reading:

Editing medicine and health topics[edit]

Main page: Wikipedia:WikiProject Medicine/How to edit

See also: User:Doc James/Students

Wikipedia has unique sourcing and style guidelines covering health information. Health and mental health-related content in any article (not just medicine, biology and psychology articles) must be supported by independent "secondary" sources, such as expert reviews in high-impact peer-reviewed journals, university-level textbooks, professional guidelines, etc. "Primary" sources, such as reports of randomised controlled trials, case reports and comparative studies (even if they are published in a peer-reviewed journal) are rarely adequate support for assertions in this field. If health-related information is not covered in current textbooks, professional guidelines or high-quality independent reviews, it is unlikely to be suitable for Wikipedia. The distinction between primary, secondary and tertiary sources is discussed at Primary, secondary and tertiary sources. For many journal articles, you can determine if a source is a secondary review or a primary study by looking up the article in PubMed's search engine. Please provide a PubMed identifier (PMID) with your journal citations, so other editors can help check your sourcing.

Students editing health-related content should read these pages that explain how to write and organize medical articles, how primary, secondary and tertiary sources are used in health-related content, and where to find ideal sources:

One way students can have a more rewarding Wikipedia experience in adding health information to an article is to begin by posting a list of sources they plan to use to the article's "talk page" (via the tab at the top of the article) before they start writing content from those sources; that will allow experienced editors to guide them towards optimal sources and comment on the appropriateness of the planned article expansion.

Examples of best practices[edit]

Examples of instructors leading assignments that are good models to learn from include Brianwc, who has successfully run a multi-semester program at a law school; jbmurray, who had students take articles up to good and featured status; and Biolprof, who had graduate students peer review each other's contributions multiple times, to help ensure that quality contributions were left behind.

An example of a thorough course page design can be seen at Saint Louis University: Signal Transduction. You can adapt it from this page. Another good example is North American Environmental History.

Any questions?[edit]

Please ask at the education noticeboard. Thanks!

See also[edit]


External links[edit]

Brochure in PDF form developed for the Wikipedia Education Program on how to use Wikipedia as a teaching tool in higher education classrooms
Video for new medical editors
  1. ^Volunteer editors are sometimes left with a mess and the burden of fixing poor-quality edits, merging content forks, and deleting articles.
  2. ^Jon Beasley-Murray, an academic and Wikipedian, has shared his views from 2012 on the use of Wikipedia in higher education, offered his advice from his early experiences, and more recently presented this paper at Wikimania 2015. His user page shows examples of his successful classes.

    This discussion from 2013 provides an example where a student assignment caused disruption and necessitated substantial clean up efforts from the Wikipedia community, and led to an academic deciding not to participate further in Wikipedia, a bad outcome from all perspectives.

    An unusually serious problem occurred in a 2017 course about controversial current events where, after multiple discussions across different noticeboards, conversations on article and user talk pages, and deletion discussions, editors and the instructor failed to reach an understanding about neutral article content and inapropriate advocacy. This article is, however, a good example where talk page discussions with students successfully led to policy-compliant content, but community consensus ultimately imposed a block on the instructor that included a ban on running future class projects. This was an extreme case, but it does demonstrate the problems that may develop when communication breaks down, and that the Wikipedia community can and will act to protect the integrity of the encyclopedia.

  3. ^Please consider delaying your Wikipedia assignment to next semester if you are not familiar with how things work. You and your students will benefit from good planning.
  4. ^See the essay WP:Assignments
  5. ^If a contribution here adopts the essay style it can be reverted, tagged with {{essay-like}}, or possibly deleted.
  6. ^Familiarize yourself with the core content policies and the guidelines and style preferences of Wikipedia articles in the subject area you want to edit to help insure your edits are accepted. Original research, the publishing of novel ideas, is not allowed. Everything on Wikipedia must be verifiable. See WP:FA for a collection of high-quality articles.
  7. ^Wikipedia discourages content forks.
  8. ^ abThere are various cleanup templates that can be applied to an article which identify specific areas needing attention. They may be added either as a form of communication with an individual editor, or to attract the attention of other editors or readers of the article. They should not be removed without the issues that were identified having been addressed, or without consensus that they are no longer needed.
  9. ^Wikipedia has a system for grading article quality which is used by the various WikiProjects (groups with interests in particular content areas). New articles can take a while to be assessed (at present, nearly 10% of Wikipedia's articles have no grading) and the timing of re-assessments following substantial editing is also unpredictable. To achieve any of the three highest grades (Feature Article (FA), Good Article (GA), and A-class) an article must be nominated and be supported by consensus following a formal evaluation by independent editor(s). The time frame involved is unpredictable and typically incompatible with the editing schedule of student assignments. Lower grades can be assigned or re-assessed by any editor but may not be accurate or reliable, especially when done by an inexperienced editor. These grades may be considered as a coarse filter of article quality, useful mainly within the editorial community. Consequently, they are ill-suited to an instructor's assessment of students' contributions, and article grades should not be employed as assignment goals. There is no benefit for students who are inexperienced editors in trying to assign grades on article talk pages, and any self-assessment task should not involve formally assigning Wikipedia article grades.
  10. ^Students may not sufficiently understand the quality expectations of those processes; student nominations may overwhelm those process pages; reviewers are sometimes reluctant to engage a nomination, or fail a nomination, when they know a student's grade may depend on the outcome; past cases of students pressuring reviewers to pass nominations have come to light; and the quality of the reviews and speed at which they are conducted can vary greatly.
  11. ^If you are concerned about page stability for quiz purposes, link them to this article with a permanent link to the current version by selecting it after clicking the "View history" tab at the top of the article.

For other uses, see Essay (disambiguation).

For a description of essays as used by Wikipedia editors, see Wikipedia:Essays.

"Essai" redirects here. For other uses, see Essai (disambiguation).

An essay is, generally, a piece of writing that gives the author's own argument — but the definition is vague, overlapping with those of a paper, an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Formal essays are characterized by "serious purpose, dignity, logical organization, length," whereas the informal essay is characterized by "the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, graceful style, rambling structure, unconventionality or novelty of theme," etc.[1]

Essays are commonly used as literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g., Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.

The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary filmmaking styles and focuses more on the evolution of a theme or idea. A photographic essay covers a topic with a linked series of photographs that may have accompanying text or captions.


An essay has been defined in a variety of ways. One definition is a "prose composition with a focused subject of discussion" or a "long, systematic discourse".[2] It is difficult to define the genre into which essays fall. Aldous Huxley, a leading essayist, gives guidance on the subject.[3] He notes that "the essay is a literary device for saying almost everything about almost anything", and adds that "by tradition, almost by definition, the essay is a short piece". Furthermore, Huxley argues that "essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference". These three poles (or worlds in which the essay may exist) are:

  • The personal and the autobiographical: The essayists that feel most comfortable in this pole "write fragments of reflective autobiography and look at the world through the keyhole of anecdote and description".
  • The objective, the factual, and the concrete particular: The essayists that write from this pole "do not speak directly of themselves, but turn their attention outward to some literary or scientific or political theme. Their art consists of setting forth, passing judgment upon, and drawing general conclusions from the relevant data".
  • The abstract-universal: In this pole "we find those essayists who do their work in the world of high abstractions", who are never personal and who seldom mention the particular facts of experience.

Huxley adds that the most satisfying essays "...make the best not of one, not of two, but of all the three worlds in which it is possible for the essay to exist."

The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his commonplacing.[4] Inspired in particular by the works of Plutarch, a translation of whose Œuvres Morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essays in 1572; the first edition, entitled Essais, was published in two volumes in 1580. For the rest of his life, he continued revising previously published essays and composing new ones. Francis Bacon's essays, published in book form in 1597, 1612, and 1625, were the first works in English that described themselves as essays. Ben Jonson first used the word essayist in English in 1609, according to the Oxford English Dictionary.



English essayists included Robert Burton (1577–1641) and Sir Thomas Browne (1605–1682). In France, Michel de Montaigne's three volume Essais in the mid 1500s contain over 100 examples widely regarded as the predecessor of the modern essay. In Italy, Baldassare Castiglione wrote about courtly manners in his essay Il Cortigiano. In the 17th century, the JesuitBaltasar Gracián wrote about the theme of wisdom.[5] During the Age of Enlightenment, essays were a favored tool of polemicists who aimed at convincing readers of their position; they also featured heavily in the rise of periodical literature, as seen in the works of Joseph Addison, Richard Steele and Samuel Johnson. In the 18th and 19th centuries, Edmund Burke and Samuel Taylor Coleridge wrote essays for the general public. The early 19th century, in particular, saw a proliferation of great essayists in English – William Hazlitt, Charles Lamb, Leigh Hunt and Thomas de Quincey all penned numerous essays on diverse subjects. In the 20th century, a number of essayists tried to explain the new movements in art and culture by using essays (e.g., T.S. Eliot). Whereas some essayists used essays for strident political themes, Robert Louis Stevenson and Willa Cather wrote lighter essays. Virginia Woolf, Edmund Wilson, and Charles du Bos wrote literary criticism essays.[5]


Main article: Zuihitsu

As with the novel, essays existed in Japan several centuries before they developed in Europe with a genre of essays known as zuihitsu — loosely connected essays and fragmented ideas. Zuihitsu have existed since almost the beginnings of Japanese literature. Many of the most noted early works of Japanese literature are in this genre. Notable examples include The Pillow Book (c. 1000), by court lady Sei Shōnagon, and Tsurezuregusa (1330), by particularly renowned Japanese Buddhist monk Yoshida Kenkō. Kenkō described his short writings similarly to Montaigne, referring to them as "nonsensical thoughts" written in "idle hours". Another noteworthy difference from Europe is that women have traditionally written in Japan, though the more formal, Chinese-influenced writings of male writers were more prized at the time.

Forms and styles

This section describes the different forms and styles of essay writing. These forms and styles are used by an array of authors, including university students and professional essayists.

Cause and effect

The defining features of a "cause and effect" essay are causal chains that connect from a cause to an effect, careful language, and chronological or emphatic order. A writer using this rhetorical method must consider the subject, determine the purpose, consider the audience, think critically about different causes or consequences, consider a thesis statement, arrange the parts, consider the language, and decide on a conclusion.[6]

Classification and division

Classification is the categorization of objects into a larger whole while division is the breaking of a larger whole into smaller parts.[7]

Compare and contrast

Compare and contrast essays are characterized by a basis for comparison, points of comparison, and analogies. It is grouped by the object (chunking) or by point (sequential). The comparison highlights the similarities between two or more similar objects while contrasting highlights the differences between two or more objects. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion. Compare and contrast is arranged emphatically.[8]


Descriptive writing is characterized by sensory details, which appeal to the physical senses, and details that appeal to a reader's emotional, physical, or intellectual sensibilities. Determining the purpose, considering the audience, creating a dominant impression, using descriptive language, and organizing the description are the rhetorical choices to consider when using a description. A description is usually arranged spatially but can also be chronological or emphatic. The focus of a description is the scene. Description uses tools such as denotative language, connotative language, figurative language, metaphor, and simile to arrive at a dominant impression.[9] One university essay guide states that "descriptive writing says what happened or what another author has discussed; it provides an account of the topic".[10]Lyric essays are an important form of descriptive essays.


In the dialectic form of the essay, which is commonly used in philosophy, the writer makes a thesis and argument, then objects to their own argument (with a counterargument), but then counters the counterargument with a final and novel argument. This form benefits from presenting a broader perspective while countering a possible flaw that some may present. This type is sometimes called an ethics paper.[11]


An exemplification essay is characterized by a generalization and relevant, representative, and believable examples including anecdotes. Writers need to consider their subject, determine their purpose, consider their audience, decide on specific examples, and arrange all the parts together when writing an exemplification essay.[12]


An essayist writes a familiar essay if speaking to a single reader, writing about both themselves, and about particular subjects. Anne Fadiman notes that "the genre's heyday was the early nineteenth century," and that its greatest exponent was Charles Lamb.[13] She also suggests that while critical essays have more brain than the heart, and personal essays have more heart than brain, familiar essays have equal measures of both.[14]

History (thesis)

A history essay sometimes referred to as a thesis essay describes an argument or claim about one or more historical events and supports that claim with evidence, arguments, and references. The text makes it clear to the reader why the argument or claim is as such.[15]


A narrative uses tools such as flashbacks, flash-forwards, and transitions that often build to a climax. The focus of a narrative is the plot. When creating a narrative, authors must determine their purpose, consider their audience, establish their point of view, use dialogue, and organize the narrative. A narrative is usually arranged chronologically.[16]


An argumentative essay is a critical piece of writing, aimed at presenting objective analysis of the subject matter, narrowed down to a single topic. The main idea of all the criticism is to provide an opinion either of positive or negative implication. As such, a critical essay requires research and analysis, strong internal logic and sharp structure. Its structure normally builds around introduction with a topic's relevance and a thesis statement, body paragraphs with arguments linking back to the main thesis, and conclusion. In addition, an argumentative essay may include a refutation section where conflicting ideas are acknowledged, described, and criticized. Each argument of argumentative essay should be supported with sufficient evidence, relevant to the point.


An economic essay can start with a thesis, or it can start with a theme. It can take a narrative course and a descriptive course. It can even become an argumentative essay if the author feels the need. After the introduction, the author has to do his/her best to expose the economic matter at hand, to analyze it, evaluate it, and draw a conclusion. If the essay takes more of a narrative form then the author has to expose each aspect of the economic puzzle in a way that makes it clear and understandable for the reader


A reflective essay is an analytical piece of writing in which the writer describes a real or imaginary scene, event, interaction, passing thought, memory, or form — adding a personal reflection on the meaning of the topic in the author's life. Thus, the focus is not merely descriptive. The writer doesn’t just describe the situation, but revisits the scene with more detail and emotion to examine what went well, or reveal a need for additional learning — and may relate what transpired to the rest of the author's life.

Other logical structures

The logical progression and organizational structure of an essay can take many forms. Understanding how the movement of thought is managed through an essay has a profound impact on its overall cogency and ability to impress. A number of alternative logical structures for essays have been visualized as diagrams, making them easy to implement or adapt in the construction of an argument.[17]


Main article: Free response

In countries like the United States and the United Kingdom, essays have become a major part of a formal education in the form of free response questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants (seeadmissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of the material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. In some courses, university students must complete one or more essays over several weeks or months. In addition, in fields such as the humanities and social sciences,[citation needed] mid-term and end of term examinations often require students to write a short essay in two or three hours.

In these countries, so-called academic essays also called papers, are usually more formal than literary ones.[citation needed] They may still allow the presentation of the writer's own views, but this is done in a logical and factual manner, with the use of the first person often discouraged. Longer academic essays (often with a word limit of between 2,000 and 5,000 words)[citation needed] are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review.[citation needed]

Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other supporting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.

One of the challenges facing universities is that in some cases, students may submit essays purchased from an essay mill (or "paper mill") as their own work. An "essay mill" is a ghostwriting service that sells pre-written essays to university and college students. Since plagiarism is a form of academic dishonesty or academic fraud, universities and colleges may investigate papers they suspect are from an essay mill by using plagiarism detection software, which compares essays against a database of known mill essays and by orally testing students on the contents of their papers.[18]

Magazine or newspaper

Main article: Long-form journalism

Essays often appear in magazines, especially magazines with an intellectual bent, such as The Atlantic and Harpers. Magazine and newspaper essays use many of the essay types described in the section on forms and styles (e.g., descriptive essays, narrative essays, etc.). Some newspapers also print essays in the op-ed section.


Employment essays detailing experience in a certain occupational field are required when applying for some jobs, especially government jobs in the United States. Essays known as Knowledge Skills and Executive Core Qualifications are required when applying to certain US federal government positions.

A KSA, or "Knowledge, Skills, and Abilities," is a series of narrative statements that are required when applying to Federal government job openings in the United States. KSAs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The knowledge, skills, and abilities necessary for the successful performance of a position are contained on each job vacancy announcement. KSAs are brief and focused essays about one's career and educational background that presumably qualify one to perform the duties of the position being applied for.

An Executive Core Qualification, or ECQ, is a narrative statement that is required when applying to Senior Executive Service positions within the US Federal government. Like the KSAs, ECQs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The Office of Personnel Management has established five executive core qualifications that all applicants seeking to enter the Senior Executive Service must demonstrate.

Non-literary types


A film essay (or "cinematic essay") consists of the evolution of a theme or an idea rather than a plot per se, or the film literally being a cinematic accompaniment to a narrator reading an essay.[citation needed] From another perspective, an essay film could be defined as a documentary film visual basis combined with a form of commentary that contains elements of self-portrait (rather than autobiography), where the signature (rather than the life story) of the filmmaker is apparent. The cinematic essay often blends documentary, fiction, and experimental film making using tones and editing styles.[19]

The genre is not well-defined but might include propaganda works of early Soviet parliamentarians like Dziga Vertov, present-day filmmakers including Chris Marker,[20]Michael Moore (Roger & Me (1989), Bowling for Columbine (2002) and Fahrenheit 9/11 (2004)), Errol Morris (The Thin Blue Line (1988)), Morgan Spurlock (Supersize Me: A Film of Epic Portions) and Agnès Varda. Jean-Luc Godard describes his recent work as "film-essays".[21] Two filmmakers whose work was the antecedent to the cinematic essay include Georges Méliès and Bertolt Brecht. Méliès made a short film (The Coronation of Edward VII (1902)) about the 1902 coronation of King Edward VII, which mixes actual footage with shots of a recreation of the event. Brecht was a playwright who experimented with film and incorporated film projections into some of his plays.[19]Orson Welles made an essay film in his own pioneering style, released in 1974, called F for Fake, which dealt specifically with art forger Elmyr de Hory and with the themes of deception, "fakery," and authenticity in general. These are often published online on video hosting services.[22][23]

David Winks Gray's article "The essay film in action" states that the "essay film became an identifiable form of filmmaking in the 1950s and '60s". He states that since that time, essay films have tended to be "on the margins" of the filmmaking the world. Essay films have a "peculiar searching, questioning tone ... between documentary and fiction" but without "fitting comfortably" into either genre. Gray notes that just like written essays, essay films "tend to marry the personal voice of a guiding narrator (often the director) with a wide swath of other voices".[24] The University of Wisconsin Cinematheque website echoes some of Gray's comments; it calls a film essay an "intimate and allusive" genre that "catches filmmakers in a pensive mood, ruminating on the margins between fiction and documentary" in a manner that is "refreshingly inventive, playful, and idiosyncratic".[25]


In the realm of music, composer Samuel Barber wrote a set of "Essays for Orchestra," relying on the form and content of the music to guide the listener's ear, rather than any extra-musical plot or story.


A photographic essay strives to cover a topic with a linked series of photographs. Photo essays range from purely photographic works to photographs with captions or small notes to full-text essays with a few or many accompanying photographs. Photo essays can be sequential in nature, intended to be viewed in a particular order — or they may consist of non-ordered photographs viewed all at once or in an order that the viewer chooses. All photo essays are collections of photographs, but not all collections of photographs are photo essays. Photo essays often address a certain issue or attempt to capture the character of places and events.

Visual arts

In the visual arts, an essay is a preliminary drawing or sketch that forms a basis for a final painting or sculpture, made as a test of the work's composition (this meaning of the term, like several of those following, comes from the word essayJA's meaning of "attempt" or "trial").

See also


  1. ^Holman, William (2003). A Handbook to Literature (9 ed.). New Jersey: Prentice Hall. p. 193. 
  2. ^Gale – Free Resources – Glossary – DEArchived 2010-04-25 at the Wayback Machine.. Retrieved March 23, 2011.
  3. ^Aldous Huxley, Collected Essays, "Preface".
  4. ^"Book Use Book Theory: 1500–1700: Commonplace Thinking". Archived from the original on 2013-08-01. Retrieved 2013-08-10. 
  5. ^ abessay (literature) – Britannica Online EncyclopediaArchived 2009-12-04 at the Wayback Machine.. Retrieved March 22, 2011.
  6. ^Chapter 7: Cause and Effect in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  7. ^Chapter 5: Classification and Division in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  8. ^Chapter 6: Comparison and Contrast in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  9. ^Chapter 2: Description in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  10. ^Section 2.1 of the Simon Fraser University CNS Essay Handbook. Available online at:
  11. ^"How to Write an Ethics Paper (with Pictures) - wikiHow". Archived from the original on 2016-08-28. Retrieved 2016-07-01. 
  12. ^Chapter 4: Exemplification in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  13. ^Fadiman, Anne. At Large and At Small: Familiar Essays. p. x. 
  14. ^Fadiman, At Large and At Small, xi.
  15. ^History Essay Format & Thesis Statement, (February 2010)
  16. ^Chapter 3 Narration in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
  17. ^"'Mission Possible' by Dr. Mario Petrucci"(PDF). Archived from the original on 2014-10-26. Retrieved 2014-10-25. 
  18. ^Khomami, Nadia (20 February 2017). "Plan to crack down on websites selling essays to students announced". The Guardian. Archived from the original on 27 April 2017. 
  19. ^ abCinematic Essay Film GenreArchived 2007-08-08 at the Wayback Machine.. Retrieved March 22, 2011.
  20. ^(registration required) Lim, Dennis (July 31, 2012). "Chris Marker, 91, Pioneer of the Essay Film"Archived 2012-08-03 at the Wayback Machine.. The New York Times. Retrieved July 31, 2012.
  21. ^Discussion of film essaysArchived 2007-08-08 at the Wayback Machine.. Chicago Media Works.
  22. ^Kaye, Jeremy (2016-01-17). "5 filmmakers that have mastered the art of the Video Essay". Medium. Archived from the original on 2017-08-30. Retrieved 2017-07-05. 
  23. ^Liptak, Andrew (2016-08-01). "This filmmaker deep-dives into what makes your favorite cartoons tick". The Verge. Archived from the original on 2017-08-30. Retrieved 2017-07-05. 
  24. ^Gray, David Winks (January 30, 2009). "The essay film in action". San Francisco Film Society. Archived from the original on March 15, 2009. 
  25. ^"Talking Pictures: The Art of the Essay Film". Retrieved March 22, 2011.

Further reading

  • Theodor W. Adorno, "The Essay as Form" in: Theodor W. Adorno, The Adorno Reader, Blackwell Publishers 2000.
  • Beaujour, Michel. Miroirs d'encre: Rhétorique de l'autoportrait'. Paris: Seuil, 1980. [Poetics of the Literary Self-Portrait. Trans. Yara Milos. New York: NYU Press, 1991].
  • Bensmaïa, Reda. The Barthes Effect: The Essay as Reflective Text. Trans. Pat Fedkiew. Minneapolis: Univ. of Minnesota Press, 1987.
  • D'Agata, John (Editor), The Lost Origins of the Essay. St Paul: Graywolf Press, 2009.
  • Giamatti, Louis. "The Cinematic Essay", in Godard and the Others: Essays in Cinematic Form. London, Tantivy Press, 1975.
  • Lopate, Phillip. "In Search of the Centaur: The Essay-Film", in Beyond Document: Essays on Nonfiction Film. Edited by Charles Warren, Wesleyan University Press, 1998. pp. 243–270.
  • Warburton, Nigel. The basics of essay writing. Routledge, 2006. ISBN 0-415-24000-X, ISBN 978-0-415-24000-0

External links

Wikimedia Commons has media related to Essays.
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.

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