5The Disorganized Student
 

 


Definition Essay Format

In academic writing definitions are very important. Extended definitions are sometimes developed by the very expository techniques we are thinking about in this module—examples, comparison and contrast, classification, process, cause and effect. A paper that is an extended definition will look like a paper that is written to conform to a particular rhetorical format.

 
A logical definition has two parts: genus and species. No, writing definitions is not biology; it’s simply using words in precise and careful ways! The genus part of the definition states the class or category to which the item belongs. The species part shows how the particular item is different from other members of its class.  

Example of a genus-species definition:

A Shakespearean sonnet has fourteen iambic pentameter lines divided into three quatrains and a couplet. The rhyme scheme is usually abab cdcd efef gg. Each quatrain presents one idea; the rhymed couplet usually ties the whole composition together by succinctly stating the main idea.

Another way a definition paper might be used is to set (or define) a standard to which the writer then compares something.

Example: Define sonnet form and show how “On First Looking into Chapman’s Homer” by Keats conforms to the standard.

This type of paper can show the reader that the writer understands a particular concept; it can also explain a new idea so that the reader can understand. This would be a comparison/contrast paper.

Key Idea
A good definition is not circular; it would not do to say “a teacher is one who teaches.”

Possible Topics: 

1. Define a literary genre and measure a particular work against the definition.

2. Discuss characteristics of a particular group of people (Cherokees, Melungeons, Navy Seals, Old Testament prophets, etc.).

3. Define a particular organization or institution (Vanderbilt University, Microsoft, the United Nations).

4. Define a particular chemical (element, compound, or mixture).

 

 

 
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© 1999, 2000, 2002 Virginia Bower (Mars Hill College), Charlene Kiser (Milligan College), Kim McMurtry (Montreat College), Ellen Millsaps (Carson-Newman College), Katherine Vande Brake (King College). All rights reserved. This manual was made possible by a Culpeper grant from the Appalachian College Association; click here for information. If you encounter difficulties with these web pages, please notify kmcmurtry@montreat.edu.