essay on english meaning

Montaigne's Autobiographical Essays "Although Michel de Montaigne, who fathered the modern essay in the 16th century, wrote autobiographically (like the essayists who claim to be his followers today), his autobiography was always in the service of larger existential discoveries. He was forever on the lookout for life lessons. If he recounted the sauces he had for dinner and the stones that weighted his kidney, it was to find an element of truth that we could put in our pockets and carry away, that he could put in his own pocket. After all, Philosophy — which is what he thought he practiced in his essays, as had his idols, Seneca and Cicero, before him — is about 'learning to live.' And here lies the problem with essayists today: not that they speak of themselves, but that they do so with no effort to make their experience relevant or useful to anyone else, with no effort to extract from it any generalizable insight into the human condition." (Cristina Nehring, "What’s Wrong With the American Essay." Truthdig, Nov. 29, 2007)

The Artful Formlessness of the Essay "[G]ood essays are works of literary art. Their supposed formlessness is more a strategy to disarm the reader with the appearance of unstudied spontaneity than a reality of composition. . . . "The essay form as a whole has long been associated with an experimental method. This idea goes back to Montaigne and his endlessly suggestive use of the term essai for his writing. To essay is to attempt, to test, to make a run at something without knowing whether you are going to succeed. The experimental association also derives from the other fountain-head of the essay, Francis Bacon , and his stress on the empirical inductive method, so useful in the development of the social sciences." (Phillip Lopate, "The Art of the Personal Essay". Anchor, 1994)

Articles vs. Essays "[W]hat finally distinguishes an essay from an article may just be the author's gumption, the extent to which personal voice, vision, and style are the prime movers and shapers, even though the authorial 'I' may be only a remote energy, nowhere visible but everywhere present." (Justin Kaplan, ed. "The Best American Essays: 1990". Ticknor & Fields, 1990) "I am predisposed to the essay with knowledge to impart — but, unlike journalism, which exists primarily to present facts, the essays transcend their data, or transmute it into personal meaning. The memorable essay, unlike the article, is not place or time-bound; it survives the occasion of its original composition. Indeed, in the most brilliant essays, language is not merely the medium of communication ; it is communication." (Joyce Carol Oates, quoted by Robert Atwan in "The Best American Essays, College Edition", 2nd ed. Houghton Mifflin, 1998) "I speak of a 'genuine' essay because fakes abound. Here the old-fashioned term poetaster may apply, if only obliquely. As the poetaster is to the poet — a lesser aspirant — so the average article is to the essay: a look-alike knockoff guaranteed not to wear well. An article is often gossip. An essay is reflection and insight. An article often has the temporary advantage of social heat — what's hot out there right now. An essay's heat is interior. An article can be timely, topical, engaged in the issues and personalities of the moment; it is likely to be stale within the month. In five years it may have acquired the quaint aura of a rotary phone. An article is usually Siamese-twinned to its date of birth. An essay defies its date of birth — and ours, too. (A necessary caveat: some genuine essays are popularly called 'articles' — but this is no more than an idle, though persistent, habit of speech. What's in a name? The ephemeral is the ephemeral. The enduring is the enduring.)" (Cynthia Ozick, "SHE: Portrait of the Essay as a Warm Body." The Atlantic Monthly, September 1998)

The Status of the Essay "Though the essay has been a popular form of writing in British and American periodicals since the 18th century, until recently its status in the literary canon has been, at best, uncertain. Relegated to the composition class, frequently dismissed as mere journalism, and generally ignored as an object for serious academic study, the essay has sat, in James Thurber's phrase, ' on the edge of the chair of Literature.' "In recent years, however, prompted by both a renewed interest in rhetoric and by poststructuralist redefinitions of literature itself, the essay — as well as such related forms of 'literary nonfiction' as biography , autobiography , and travel and nature writing — has begun to attract increasing critical attention and respect." (Richard Nordquist, "Essay," in "Encylopedia of American Literature", ed. S. R. Serafin. Continuum, 1999)

The Contemporary Essay "At present, the American magazine essay , both the long feature piece and the critical essay, is flourishing, in unlikely circumstances... "There are plenty of reasons for this. One is that magazines, big and small, are taking over some of the cultural and literary ground vacated by newspapers in their seemingly unstoppable evaporation. Another is that the contemporary essay has for some time now been gaining energy as an escape from, or rival to, the perceived conservatism of much mainstream fiction... "So the contemporary essay is often to be seen engaged in acts of apparent anti-novelization: in place of plot , there is drift or the fracture of numbered paragraphs; in place of a frozen verisimilitude, there may be a sly and knowing movement between reality and fictionality; in place of the impersonal author of standard-issue third-person realism, the authorial self pops in and out of the picture, with a liberty hard to pull off in fiction." (James Wood, "Reality Effects." The New Yorker, Dec. 19 & 26, 2011)

The Lighter Side of Essays: "The Breakfast Club" Essay Assignment "All right people, we're going to try something a little different today. We are going to write an essay of not less than a thousand words describing to me who you think you are. And when I say 'essay,' I mean 'essay,' not one word repeated a thousand times. Is that clear, Mr. Bender?" (Paul Gleason as Mr. Vernon) Saturday, March 24, 1984 Shermer High School Shermer, Illinois 60062 Dear Mr. Vernon, We accept the fact that we had to sacrifice a whole Saturday in detention for whatever it was we did wrong. What we did was wrong. But we think you're crazy to make us write this essay telling you who we think we are. What do you care? You see us as you want to see us — in the simplest terms, in the most convenient definitions. You see us as a brain, an athlete, a basket case, a princess and a criminal. Correct? That's the way we saw each other at seven o'clock this morning. We were brainwashed... But what we found out is that each one of us is a brain and an athlete and a basket case, a princess, and a criminal. Does that answer your question? Sincerely yours, The Breakfast Club (Anthony Michael Hall as Brian Johnson, "The Breakfast Club", 1985)

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Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

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The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

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Other forms: essays; essayed; essaying

A composition that is usually short and has a literary theme is called an essay . You should probably start writing your essay on "To Kill a Mockingbird" sometime before the bus ride to school the day it is due.

As a noun, an essay is also an attempt, especially a tentative initial one. Your essay to make friends at your new school would probably work better if you actually spoke to other students. As a verb, to essay is to make an attempt. If you essay to run for student council, you might lose to the girl who promises more recess, longer lunches, and less homework.

• noun an analytic or interpretive literary composition see more see less types: show 5 types... hide 5 types... composition , paper , report , theme an essay (especially one written as an assignment) disquisition an elaborate analytical or explanatory essay or discussion memoir an essay on a scientific or scholarly topic thanatopsis an essay expressing a view on the subject of death term paper a composition intended to indicate a student's progress during a school term type of: piece of writing , writing , written material the work of a writer; anything expressed in letters of the alphabet (especially when considered from the point of view of style and effect)
• verb make an effort or attempt “The infant had essayed a few wobbly steps” synonyms: assay , attempt , seek , try see more see less types: show 17 types... hide 17 types... pick up the gauntlet , take a dare be dared to do something and attempt it fight , struggle make a strenuous or labored effort give it a try , have a go make an attempt at something grope search blindly or uncertainly endeavor , endeavour , strive attempt by employing effort give it a try , give it a whirl try adventure , chance , gamble , hazard , risk , run a risk , take a chance , take chances take a risk in the hope of a favorable outcome lay on the line , put on the line , risk expose to a chance of loss or damage strive , struggle exert strenuous effort against opposition drive , labor , labour , push , tug strive and make an effort to reach a goal flounder behave awkwardly; have difficulties be at pains , take pains try very hard to do something buck to strive with determination go for broke risk everything in one big effort luck it , luck through act by relying on one's luck adventure , hazard , jeopardize , stake , venture put at risk bell the cat take a risk; perform a daring act type of: act , move perform an action, or work out or perform (an action)
• noun a tentative attempt see more see less type of: attempt , effort , endeavor , endeavour , try earnest and conscientious activity intended to do or accomplish something
• verb put to the test, as for its quality, or give experimental use to synonyms: examine , prove , test , try , try out see more see less types: control , verify check or regulate (a scientific experiment) by conducting a parallel experiment or comparing with another standard float circulate or discuss tentatively; test the waters with field-test test something under the conditions under which it will actually be used type of: evaluate , judge , pass judgment form a critical opinion of

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What does the noun essay mean?

There are 12 meanings listed in OED's entry for the noun essay , nine of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

essay has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun essay ?

How is the noun essay pronounced?

British english, u.s. english, where does the noun essay come from.

Earliest known use

The earliest known use of the noun essay is in the late 1500s.

OED's earliest evidence for essay is from 1597, in the writing of Francis Bacon, lord chancellor, politician, and philosopher.

It is also recorded as a verb from the Middle English period (1150—1500).

essay is a borrowing from French.

Etymons: French essai .

Nearby entries

• esrache, v. 1477
• esraj, n. 1921–
• ESRO, n. 1961–
• ess, n. 1540–
• -ess, suffix¹
• -ess, suffix²
• essamplerie, n. 1393
• essart, n. 1656–
• essart, v. 1675–
• essarting, n. a1821–
• essay, n. 1597–
• essay, v. 1483–
• essayal, n. 1837–
• essayer, n. 1611–
• essayette, n. 1877–
• essayfy, v. 1815–
• essay-hatch, n. 1721–
• essayical, adj. 1860–
• essaying, n. 1861–
• essaying, adj. 1641–
• essayish, adj. 1863–

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Meaning & use

Pronunciation, compounds & derived words, entry history for essay, n..

essay, n. was first published in 1891; not yet revised.

essay, n. was last modified in June 2024.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into essay, n. in June 2024.

Earlier versions of this entry were published in:

OED First Edition (1891)

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• View essay, n. in OED Second Edition

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Factsheet for essay, n., browse entry.

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I was upset my friend was getting married. Then I toppled her wedding cake

“Where does the cake go?” I asked a bow-tied bartender, my voice tight and panicked. I was in my best cocktail dress and heels, trying to keep my grip on a box roughly the size, and weight, of a bear cub.

I’d been late getting ready, late picking up the cake, and now I was late to my friend Stephanie’s wedding . I’d missed the ceremony completely and it was already cocktail hour. I just wanted to get the cake through the crowd and onto the dessert table before the bride noticed.

The bartender pointed me toward the reception tent on the other side of the winery. As I shuffled forward, I grumbled to myself: Why did I have to volunteer to transport the cake? Why, I wondered, was I going to this wedding at all?

Stephanie was my next-door neighbor. Her getting married meant she and her 4-year-old daughter were moving, which meant both my toddler and I were losing our best, and closest, friends. Of course, I knew I was supposed to be happy for Stephanie, who’d finally found true love. And on the outside, I was. I smiled, I celebrated, and I put on heels. But on the inside, I was drooping like a day-old bouquet.

When I eventually placed the box on the dessert table, I sighed with relief. I even gave a wink and two thumbs up to a waiter, who was putting out the last of the silverware. Finally, my task was complete. Maybe now I could find a glass of wine and try to enjoy myself.

But my joy turned to horror when I opened the box and found the cake, a two-tier confection with white buttercream frosting, decorated with greenery, was almost completely horizontal: smushed up against the side of its cardboard box.

I stood, frozen, staring at the cake. Frosting was everywhere, sections of yellow cake popping out. I had the scary thought that somehow, subconsciously, I might have done this on purpose.

It all started when Stephanie began dating her husband-to-be.

She and I sat on my front patio, sharing a bottle of wine and a cheese plate my husband had prepared for us. Our toddlers were taking turns going down a plastic slide.

“There’s just something about him,” my friend said. “I can see myself with him. I think he’s the one.”

I congratulated her, poured more wine, and assured her that her new boyfriend seemed like a great catch. I was genuinely happy for her.

As the months passed, when we’d chat over our garden wall or meet for toddler playdates, Stephanie would mention marriage more and more. I was excited, asking when she thought he was going to propose. I always told her how fun married life could be and was looking forward to watching her be a bride. But eventually, she started mentioning the new home she and her bigger family would need. He wanted more space than her two-bedroom townhome and she wanted a place where they could start fresh together. “Neither his place nor my place — our place,” she told me.

I hated the idea.

Ever since I’d moved into the neighborhood two years before, Stephanie and I had been fast friends. I could always depend on her if I needed a last-minute babysitter and she could always count on me to bring over pizza and dessert on days she had to work late. Whenever one of us unexpectedly ran out of baby wipes, the other was always ready to pass a package over the garden wall.

It meant so much to have a mom friend next door, especially when I felt unsure of my skills as a parent. Stephanie had a teenager as well, so as the more experienced parent, she’d give me valuable advice and introduce me to the best local toddler activities and classes. When I complained about a hard parenting day, she commiserated. It always made me feel better. She was one of the first people I told after I found out I was pregnant with my second, and there were many days when she came over to hold my newborn so I could shower or take a nap.

One day, Stephanie texted me a picture of an engagement ring. “He proposed! I can’t believe it,” she wrote.

I couldn’t believe it either, or maybe I didn’t want to.

After that, things moved fast. Wedding plans were made, a date was set, and soon, Stephanie started packing. Her fiancé had found them a beautiful home in the next city over.

I started dreading the wedding. Stephanie’s friendship had meant so much to me. Without her next door, I didn’t know what I’d do.

On the day of Stephanie’s wedding, I woke up feeling off. I was distracted, thinking about a close friend who had moved out of state in middle school and another friend who had transferred out of our college. People say they’ll keep in touch, but it’s always hard.

I stomped around all morning as I got ready, got the kids dressed and finally picked up the cake. It wasn’t until later that day, when I opened the cake box and found the frosting covering the inside of the box, that I finally snapped out of my mood.

My friend’s wedding cake was splattered like a pie in a “Looney Tunes” cartoon. And it was all my fault.

I was shocked. My friend’s wedding cake was splattered like a pie in a “Looney Tunes” cartoon. And it was all my fault. Had this happened when I turned off the freeway? Had I tilted it too much while walking through the venue? Did the air conditioning not reach my car’s hatchback, causing the cake to simply melt onto itself? I wasn’t sure.

I stood there, frustrated, sad and on the verge of tears. I’d missed my friend’s wedding ceremony, missed her finally saying “I do,” and now I was ruining the reception, delivering a mess of a cake. Stephanie had been there for me, supported and encouraged me often over the last two years, and I’d let her down on her big day. I wanted to step away from the table, get to my car and drive away as fast as I could. But I knew I had to, somehow, try to fix this.

The guests were still at cocktail hour, which meant Stephanie was busy taking photos on the other side of the venue. But I knew I was quickly running out of time.

I gently pulled the cake up and out of the box, letting the top half rest on my forearm as I kept the two layers somewhat together. When a waiter walked by, I shouted, “Get me a knife!” like a surgeon in a medical drama. He handed me a myriad of utensils and I got to work, trying to push the cake right-side up and level the frosting. Another woman, who I later learned was the caterer, offered a pitcher of water. “A wet knife will work better,” she said. She dipped a knife in the water and covered a patch of exposed cake with ease. “Don’t worry, I’ve seen a lot worse,” she said before getting back to preparing the buffet food. 

I was grateful for help from this apparent frosting whisperer, but from the smell of rosemary chicken she was now uncovering, I knew I was running out of time.

Now on my own, and with seconds to finish, I tried my best to smooth the final sections. I even stole greenery from the table centerpieces to cover the hopeless sections. In the end, I had frosting on my hands, on my dress and in my hair, and the cake still leaned slightly to one side — but I thought it looked OK. Almost normal.

When the first wedding guests started arriving at the reception tent, I took that as my cue to head to cocktail hour and find my husband and kids. Together, we walked to our table.

As we mixed in with the other guests, chatted with some of Stephanie’s other friends and eventually found our table, I kind of felt like that cake. I’d been a droopy mess before, but now I felt pieced together and ready for a party.

Sure, I was losing a great neighbor, but at the same time, there was so much to be thankful for, so much to celebrate. Of course I wanted to be there. I wanted to stand tall and celebrate my friend.

In the end, everyone seemed to enjoy the cake, even though it was a little off. When I took a break from dancing to get a slice, it was already gone.

I saw Stephanie outside the next morning. She was on her way to the airport, ready for her honeymoon. When I apologized for the cake, she just laughed and said it wasn’t a big deal. Still, I found myself apologizing again and again. I knew I was sorry about more than just the cake. “When you get back, let me know how I can help you finish packing,” I said, giving her a big hug.

In the past six months since Stephanie moved, I have to admit, we’ve only seen each other a handful of times. Maybe she and I will figure out how to keep in touch better than I have with other friends who have moved. Maybe we won’t. But I’m so lucky I had Stephanie for a next-door neighbor when I did. Now, we might not be as physically close, but I hope we’re friends for a long time.

And while Stephanie said the cake wasn’t a big deal, I still feel bad. Every so often, I wonder about my first thought when I first opened the box, if I really did wreck it on purpose. But the more I think about it, the more I’m sure it was an accident. Things happen: Cakes fall, we run late, friends move. We just have to try to do our best and, when we’re down, hope someone will help build us back up and smooth the edges.

Jillian Pretzel is a California-based writer and mom of two. You can find her on Instagram or at www.jillianpretzel.com .

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• Examples of Simple Sentences in English

What are Simple Sentences: Step-by-Step Guide

Understanding simple sentences is essential for learning the basics of writing and communication. A simple sentence is the most straightforward type of sentence , consisting of just one independent clause that expresses a complete thought. This page will introduce you to the definition of simple sentences, what are simple sentences, explain their structure, and provide clear examples of simple sentences to illustrate how they work. Whether you're a student looking to improve your writing or someone interested in refining your grammar skills, this guide will help you learn the fundamentals of simple sentences and apply them effectively in your writing.

Simple Sentences: Definition, Structure, and Examples

A simple sentence is a basic sentence structure that contains a single independent clause. An independent clause has a subject and a predicate, and expresses a complete thought on its own. Simple sentences are fundamental in writing and communication, providing clarity and directness.

Key Points:

Subject: The person or thing the sentence is about.

Predicate: The action or state of being related to the subject.

Complete Thought: The sentence must make sense by itself.

10 Simple Sentences Examples

1. The dog barks.

Subject: The dog

Predicate: barks

2. She enjoys reading.

Subject: She

Predicate: enjoys reading

3. The sun sets in the west.

Subject: The sun

Predicate: sets in the west

4. They went to the beach.

Subject: They

Predicate: went to the beach

5. He plays soccer every weekend.

Subject: He

Predicate: plays soccer every weekend

6. The cat slept peacefully.

Subject: The cat

Predicate: slept peacefully

7. She sings beautifully.

Predicate: sings beautifully

8. It started raining.

Subject: It

Predicate: started raining

9. The kids ate lunch.

Subject: The kids

Predicate: ate lunch

10. John writes in his journal.

Subject: John

Predicate: writes in his journal

Structure of Simple Sentences

Points to be Remembered

Simple Sentence: Contains only one independent clause.

Subject + Predicate: Must include both to form a complete thought.

No Subordinate Clauses: This does not include dependent or subordinate clauses .

Clarity: Offers clear and straightforward communication.

Common Mistakes to Avoid

Run-On Sentences : Ensure that each simple sentence expresses only one complete thought. Avoid combining multiple ideas without proper punctuation.

Incorrect : "I went to the store and bought some milk."

Correct : "I went to the store. I bought some milk."

Fragments : Make sure each simple sentence is a complete clause with both a subject and predicate.

Incorrect : "Because I was tired."

Correct : "I went to bed early because I was tired."

Test Your Knowledge

1. identify the simple sentence.

Which of the following is a simple sentence?

a) I went to the store, and I bought some milk.

b) She enjoys hiking in the mountains.

c) Although it was raining, we went for a walk.

d) He called his friend because he needed help.

2. Choose the Correct Definition

What is a simple sentence?

a) A sentence with more than one independent clause.

b) A sentence with one independent clause and one or more dependent clauses.

c) A sentence with only one independent clause that expresses a complete thought.

d) A sentence with multiple subjects and predicates combined.

3. Identify the Subject and Predicate

In the sentence "The dog barked loudly," what is the subject and what is the predicate?

a) Subject: The dog; Predicate: barked loudly

b) Subject: barked; Predicate: The dog loudly

c) Subject: loudly; Predicate: The dog barked

d) Subject: The dog barked; Predicate: loudly

4. Rewrite as a Simple Sentence

Rewrite the following complex sentence as a simple sentence: "She was late because she missed the bus."

a) She missed the bus. She was late.

b) She was late and missed the bus.

c) She missed the bus, which made her late.

d) She missed the bus.

5. Complete the Sentence

Complete the simple sentence: "Tom and Jerry ___."

a) Tom and Jerry are friends.

b) Tom and Jerry are friends because they like cartoons.

c) Tom and Jerry, who are characters, are friends.

d) Tom and Jerry are friends; they watch TV together.

Test Your Knowledge: Answers

Takeaways from this article.

Simple sentences are the foundation of effective writing.

They consist of a single independent clause with a clear subject and predicate.

Practising simple sentences helps improve clarity and precision in writing.

Understanding simple sentences is crucial for building more complex sentence structures later on.

FAQs on Examples of Simple Sentences in English

1. What is a simple sentence?

A simple sentence is a sentence that contains one independent clause, which means it has a subject and a predicate and expresses a complete thought on its own.

2. How can I identify a simple sentence?

A simple sentence has only one independent clause and no dependent clauses. It includes a subject and a predicate, and it expresses a complete idea. For example, "The dog barked."

3. Can a simple sentence have more than one subject or predicate?

Yes, a simple sentence can have a compound subject (e.g., "Tom and Jerry") or a compound predicate (e.g., "He sings and dances"), but it still contains only one independent clause.

4. What are some examples of simple sentences?

Examples include:

"She reads books."

"The cat sleeps."

"They went to the park."

"He plays the guitar."

5. What is the structure of a simple sentence?

A simple sentence structure typically follows the format: Subject + Predicate. The subject is who or what the sentence is about, and the predicate is the action or state of being.

6. Can simple sentences include adjectives or adverbs?

Yes, simple sentences can include adjectives (e.g., "The big dog barked.") and adverbs (e.g., "The dog barked loudly.") as long as they do not add dependent clauses.

7. How do simple sentences differ from compound and complex sentences?

Simple sentences have one independent clause, while compound sentences have two or more independent clauses joined by a conjunction, and complex sentences have one independent clause and one or more dependent clauses.

8. Are there any common mistakes to avoid with simple sentences?

Common mistakes include run-on sentences (joining two independent clauses without proper punctuation) and sentence fragments (incomplete sentences lacking a subject or predicate).

9. Can simple sentences be used in formal writing?

Yes, simple sentences are often used in formal writing for clarity and emphasis. They help in conveying clear and direct information.

10. How can I practise writing simple sentences?

You can practise writing sentences using different subjects and predicates, identifying simple sentences in reading materials, and breaking down complex sentences into simpler forms.

11. What is a compound subject?

A compound subject consists of two or more subjects joined by a conjunction, sharing the same predicate. For example, "Tom and Jerry play together."

12. What is a compound predicate?

A compound predicate consists of two or more actions or states being linked by a conjunction, all performed by the same subject. For example, "She sings and dances."

13. How can I improve my use of simple sentences in writing?

Focus on clarity and brevity. Ensure each sentence expresses one complete thought and is free from unnecessary complexity or additional clauses.

14. Can simple sentences be questions?

Yes, simple sentences can be questioned as long as they include only one independent clause. For example, "Are you coming?"

15. How do simple sentences contribute to effective communication?

Simple sentences enhance clarity by presenting ideas directly and concisely, making it easier for readers or listeners to understand the message.

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Independence Day 2024: Essay in English for Students to Celebrate 15 August

As independence day 2024 approaches, students are preparing to reflect on the significance of 15 august through essays. this short essay will help you express the importance of this historic day with clarity and pride..

Independence Day 2024 Essay in English

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