Critic essay example

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HOW TO WRITE A TEXT who do you contact Who is your text addressed to? Leader? All students scientists who come in contact with him afterwards? Ordinary untrained person? Will it be a book for the general public or a message for members of the academic council? Ponder these questions. This will determine the form of presentation and the degree of logical distinctness in your head. There is an erroneous idea: it is accepted to think that a popularizing text, where everything is explained, so that everyone can understand, requires less qualification than a special scientific report, full of formulas that only a select few can understand. This is not true.

Of course, the discovery of Einstein, that E mc 2, required more genius than the work on the best textbook of physics. But in principle, if not interpreted (even with excessive care), the terms used, if the reader is continually shoved with a scotch: “we are with you, clearly, we understand,” it seems that as an example to another, who highlights every reference and every link. Take great scientists or major critics, and you will see that, with very few exceptions, they are all transparent and do not disdain to thoroughly chew any thought. Let us say now that a diploma is an essay which, in its status, is addressed to the leader and to the opponent, but it can be used for reading and references by many readers, including experts in other fields of science.

Therefore, a philosophical diploma does not need to begin with an explanation of what philosophy is. In volcanological work there is no need to explain the concept of a volcano, but then everything that is at least a little more complicated than this level of evidence should provide the reader with any possible explanations and data. 166 First of all, all terminology is explained, minus the most basic and well-established vocabulary words. A diploma in formal logic can do without explaining the term “implication”, but in a diploma in narrow Lewis implication, it is better to say what the difference between material implication and narrow implication is. In a diploma essay on linguistics, you can introduce the concept of phonemes without comment, but if the diploma is devoted to phonemes in Jacobson, this term will need to be clarified.

Secondly, one cannot initially assume that the reader’s preparation is equal to your preparation. If you write a diploma about Voltaire, you can generally expect that the addressee imagines who he is; but the diploma dedicated to Felice Cavallotti, it is not unhelpful to begin with a certificate, however laconic, about when he lived, where he was born and from what he died. At the moment I have at my disposal two diplomas in the Faculty of Philology: according to Jovan Battiste Andreini and according to Pierre Remon de Saint-Aubin. I am ready to lay my head down, that by asking a hundred university professors, specialists in philosophy and literary history, about these half-forgotten writers, you can hardly expect a response from one or two.