The Function of an Essay
Perhaps the most popular question I’m asked by my students is, “how do I write a good philosophy paper?” That’s an excellent question. So, in this series of posts I want to consider how design principles can help answer this question. I think by applying design principles, an undergraduate can improve their philosophical writing. Not though, that I am concerned here primarily with their philosophical writing, and not,
I take it that there is more than one design principle. For that reason, merely enumerating a list of principles will not do. Reason being that such a list will be arbitrary; why these particular principles and not others? So, before I outline each principle in subsequent posts, we need to think carefully about why certain principles should be considered design principles, and which ones should not. In other words, we need a theory of design.
My theory of design (for philosophy essays) is straightforward. Design principles should necessarily serve the function of philosophy essays. By ‘function’, I mean the purpose or goal of a philosophy essay (i.e., any philosophy essay). Any purported value that fulfils the function should be adopted as a design principle, and any purported value that fails to realize the function should be rejected (as a design principle). And, I assert, the function of a philosophy essay is simply this:
Essay-Function: Successfully communicate an idea to the reader.
The essay-function has slightly different applications depending upon the essayist (e.g., undergraduate, PhD candidate, professor, etc.). For the purposes of these entries, I will just consider the essay-function as it applies to undergraduates. The explication of the essay-function for undergraduates is as follows:
Undergraduate Essay-Function: Successfully communicate an idea (i.e., your position on the given essay topic) to the reader (i.e., your essay marker), such that the paper satisfies the essay topic criteria.
If an essay fails to accomplish its function, then it is, by my definition, a bad essay. So, if an undergraduate essay (i) does not engage with the essay topic, (ii) fails to explain and justify your position, and (iii) is not communicated to your marker, then that essay is suboptimal. So, how can an undergrad avoid (i), (ii), and (iii)? I shall address this question – and how design principles fit into this picture – in subsequent posts.