What Is An Essay

The word essay derives from the French essay ('attempt'), from the verb essayer, 'to try' or 'to attempt'. The first author to describe his works as essays was the Frenchman Michel de Montaigne (1533-1592). Inspired in particular by the works of Plutarch, a translation of whose Oeuvres 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.

Notable essayists are legion. They include Virginia Woolf, Adrienne Rich, Alamgir Hashmi, Joan Didion, Susan Sontag, Natalia Ginzburg, Sara Suleri, Annie Dillard, Joseph Addison, Richard Steele, Charles Lamb, William Hazlitt, Thomas Babington Macaulay, Ralph Waldo Emerson, Walter Bagehot, George Orwell, John D'Agata, and E.B. White.

It is very difficult to define the genre of essay, but the following remarks by Aldous Huxley, regarded in his day as a leading practitioner of the genre, may be of interest:

"Like the novel, the essay is a literary device for saying almost everything about almost anything. By tradition, almost by definition, the essay is a short piece, and it is therefore impossible to give all things full play within the limits of a single essay. But a collection of essays can cover almost as much ground, and cover it almost as thoroughly, as can a long novel. Montaigne's Third Book is the equivalent, very nearly, of a good slice of the ComÐ"©die Humaine. Essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference. There is the pole of the personal and the autobiographical; there is the pole of the objective, the factual, the concrete-particular; and there is the pole of the abstract-universal. Most essayists are at home and at their best in the neighborhood of only one of the essay's three poles, or at the most only in the neighborhood of two of them. There are the predominantly personal essayists, who write fragments of reflective autobiography and who look at the world through the keyhole of anecdote and description. There are the predominantly objective essayists who do not speak directly of themselves, but turn their attention outward to some literary or scientific or political theme. Ð'... And how splendid, how truly oracular are the utterances of the great generalizers! Ð'... The most richly satisfying essays are those which 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" (Collected Essays, "Preface").

In recent times, essays have become a major part of a formal education. Secondary students are taught structured essay formats to improve their writing skills, and essays are often used by universities in selecting applicants (see admissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of material. Students are asked to explain, comment on, or asess a topic of study in the form of an essay.

Academic essays are usually more formal than literary ones. 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.

Many students' first exposure to the genre is the Five-paragraph essay, a highly structured form requiring an introduction presenting the thesis statement; three body paragraphs, each of which presents an idea to support the thesis together with supporting evidence and quotations; and a conclusion, which restates the thesis and summarizes the supporting points. The use of this format is controversial. Proponents argue that it teaches students how to organize their thoughts clearly in writing; opponents characterize its structure as rigid and repetitive.

Longer academic essays (often with a word limit of between 2,000 to 4,000 words) 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. Longer essays may also contain an introductory page in which words and phrases from the title are tightly defined. Most academic institutions will require that all substantial facts, quotations, and other supporting material used in an essay be referenced. Such references that appear throughout the text will refer to a bibliography at the end of the text. The reason for requiring references is that a teacher can then clearly distinguish