Essay 2: Reading With the Writer's Eye"

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WRITING THE ESSAY II: HOSPICING COLONIALITY. Today we are witnessing huge shifts in attitudes toward how we, collectively and individually, want to identify and claim ourselves. We are asking—some of us for the first time: Who am I? Who do I want to be? How do I rewrite my story? At this moment in time, we are deciding to reject the destructive and often divisive categories + oppressive histories of race, ethnicity, class, gender, and sexual orientation. We are now rewriting the (his)story, so to speak, and choosing to flood the world with new stories that reflect our evolution and desire to live our lives with authenticity + power. This first-year research seminar asks students to explore the ways postcolonial writers, and what we might call post-postcolonial writers, have always (and are) reimagining and rewriting their histories in the quest to reclaim their personal, cultural, and national identity. Students will have the opportunity to engage with this practice by conducting research, writing, workshopping, and revising their writing. We will read a variety of post-colonial writers and critics, which may include Chinua Achebe, Arundathi Roy, Jamaica Kincaid, Maxine Hong Kingston, Chimamanda Ngozi Adichie, Edward Said, Kamau Brathwaite, Kiese Laymon, Marlon James, Natalie Diaz, and others.

A fully functional artificial eye requires the melding of many different fields of knowledge, such as the ways in which neurological nerves interact with circuits, the precise robotics needed to install the functionality of a high-resolution camera into a small package, and the artificial intelligence required to understand the habits of a specific human being. I have begun to learn how to utilize artificial intelligence, and I know I will continue expanding my understanding of A.I. at the collegiate level by majoring in Computer Science.

WRITING THE ESSAY II: ANIMAL ENCOUNTERS. Though we, too, are animals, humans have often held themselves apart from–and understood themselves as superior to–nonhuman animals. This course adopts as its premise a stance against that anthropocentric worldview. We want to know not only what animals may tell us about humanness—but also what they may tell us about beyond-human experience. But we can’t ignore that our understanding is always already mediated by the human. In this class, our animal encounters are mediated by writers. We will examine how philosophers and scholars such as Jacques Derrida, Donna Haraway, and Sunaura Taylor have theorized humanness and animality with and against each other—and in relation to social categories such as race, disability, and gender. We’ll also look at how writers and other artists have explored the lived experiences and inner lives of animals: we’ll meet Alexis Pauline Gumbs’ sacred marine mammals; the famous polar Knut and his ancestors, as imagined by Yoko Tawada; and, via Virginia Woolf, a beloved cocker spaniel named Flush. Potential topics will include: interspecies entanglement; the ethics of pets; colonial anthropomorphism and indigenous and decolonial theories of the nonhuman; the racialization of animality; gender, sexuality, and animality; disability and animal liberation; and the art of becoming-animal. Writing the Essay II is a course in the research-based essay. Our form, then, is the essay, and our other subject is research: that is, the various methods that are available to us as writers and when, why, and how we might use them. We will practice library research, archival research, on-the-ground research, and performative/embodied forms of research. Students will produce several short methods-based assignments building to a longer researched essay.

Essay 2: Reading With the Writers Eye

You will want to write an essay about how you respond when you’re destabilized in these moments and what your actions look like when you don’t see an immediate resolution to your challenges.

WRITING THE ESSAY II: ANIMAL ENCOUNTERS. Though we, too, are animals, humans have often held themselves apart from–and understood themselves as superior to–nonhuman animals. This course adopts as its premise a stance against that anthropocentric worldview. We want to know not only what animals may tell us about humanness—but also what they may tell us about beyond-human experience. But we can’t ignore that our understanding is always already mediated by the human. In this class, our animal encounters are mediated by writers. We will examine how philosophers and scholars such as Jacques Derrida, Donna Haraway, and Sunaura Taylor have theorized humanness and animality with and against each other—and in relation to social categories such as race, disability, and gender. We’ll also look at how writers and other artists have explored the lived experiences and inner lives of animals: we’ll meet Alexis Pauline Gumbs’ sacred marine mammals; the famous polar Knut and his ancestors, as imagined by Yoko Tawada; and, via Virginia Woolf, a beloved cocker spaniel named Flush. Potential topics will include: interspecies entanglement; the ethics of pets; colonial anthropomorphism and indigenous and decolonial theories of the nonhuman; the racialization of animality; gender, sexuality, and animality; disability and animal liberation; and the art of becoming-animal. Writing the Essay II is a course in the research-based essay. Our form, then, is the essay, and our other subject is research: that is, the various methods that are available to us as writers and when, why, and how we might use them. We will practice library research, archival research, on-the-ground research, and performative/embodied forms of research. Students will produce several short methods-based assignments building to a longer researched essay.

This is one of those prompts we find “nutritional,” in large part because we’ve had some students who, before this prompt, had never thought before about what exactly “a successful college experience” would look like.

IELTS Essays have a specific format, structure, style and band score requirements. These model essays are at band 9 and illustrate how an IELTS writing task 2 essay should be written. Use them as a guide to creating an essay suitable for a high band score in IELTS. Remember, language only counts for about 50% of your marks, the rest is IELTS essay techniques.

Sample essay 2 with admissions feedback (article)

Practice essay questions to help you prepare ideas for topics in IELTS writing task 2. These questions have been written based on questions reported by IELTS students.

How to Write Common App Essay Prompt #2 | CollegeVine Blog

The most important writing tips for a strong IELTS essay in writing task 2. Learn about the recommended essay length, how to plan your essay, when to give your opinion and how to write an introduction etc. Some videos linked below are old, but still 100% relevant today. Click below:

IELTS Writing Task 2: Free Tips, Lessons & Model Essays

Success in IELTS writing task 2 is based on using the right techniques. These free tips, model essays, lessons, videos and information will help develop the skills for writing task 2. This page will teach you how to maximise your IELTS writing task 2 score. All lessons are on this page are for both GT and Academic writing task 2.

Sample essay 2 with admissions feedback

Therefore, at Carnegie Mellon, I look forward to learning in an environment conducive to group learning. The fact that the walls and windows of many buildings are whiteboards, and that students carry around markers to collaborate and share ideas is a learning method that I resonate with. The different perspectives I will gain through working in groups, and exploring interdisciplinary coursework will be invaluable towards my overall intellectual development.

Common App Essay Prompt 2 Example and Guide 2024-2025

Beauchamp, Tamara. “Evaluating Essay Organization and Transitions.” Humanities Core Handbook: Worldbuilding 2024-2025, Macmillan Hayden-McNeil, 2024, pp. 99–106.