This section describes the different forms and styles of essay writing. These 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.
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.
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.
Expository An expository essay is used to inform, describe or explain a topic, using important facts to teach the reader about a topic. Mostly written in
third-person, using "it", "he", "she", "they," the expository essay uses formal language to discuss someone or something. Examples of expository essays are: a medical or biological condition, social or technological process, life or character of a famous person. The writing of an expository essay often consists of the following steps: organizing thoughts (
brainstorming), researching a topic, developing a
thesis statement, writing the introduction, writing the body of essay, and writing the conclusion. Expository essays are often assigned as a part of SAT and other standardized testing or as homework for high school and college students.
Descriptive 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. One university essay guide states that "descriptive writing says what happened or what another author has discussed; it provides an account of the topic".
Lyric essays are an important form of descriptive essays.
Dialectic 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.
Exemplification Essay on the Principle of Population 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.
Familiar 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. 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.
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.
Narrative 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.
Argumentative 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 an argumentative essay should be supported with sufficient evidence, relevant to the point.
Process A process essay is used for an explanation of making or breaking something. Often, it is written in chronological order or numerical order to show step-by-step processes. It has all the qualities of a
technical document with the only difference is that it is often written in
the descriptive mood, while a technical document is mostly in
the imperative mood.
Economic 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
Reflective 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.
Use of first-person pronouns in academic writing In academic and professional writing, first‑person pronouns function as a grammatical marker of the writer’s perspective and are used differently across disciplines. The Duke University Thompson Writing Program notes that decisions about using
I depend on "discipline, audience, and rhetorical purpose," reflecting varied conventions in fields that prefer either explicit author presence or more impersonal styles. Composition scholars also describe first‑person as part of how writers position themselves within a conversation; McKinney and Maddalena explain that academic writing "always involves a perspective." Classroom accounts, such as Parker's discussion of student writing practices, show how teachers address first‑person usage as part of broader instruction on voice and authorial stance. ==Academic==