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Mathematics

Lillian is a creative essay writer with plenty of experience in this domain. Lillian joined us 9+ years back and has been playing a role in helping us to support students in their academics. With her long spell of writing experience, she has always managed to satisfy students and their cranky professors.

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A – Broad statement(s) consisting of general information relating to the topic. B – Narrower, specific statement(s), closing in on the main focus of the topic (includes thesis). C – Even narrower, statement(s), identifying key issues.

Learn more about writing essay introductions in the Essay writing resource website. The body paragraphs address each of the main points (or sub-topics) of your essay in the same order they were mentioned in your essay introduction. Each paragraph will be related to your essay’s central focus and thesis.

Before you start to write, draw a map of your ideas for the different paragraphs which support the thesis statement.
After you have made your map, write each body paragraph with a clear structure to describe, discuss and develop your topic.

Learn more about writing good essay body paragraphs from the Essay writing resource website. The conclusion paragraph is your last chance to impress your reader. You can either:

Start your conclusion with a phrase such as “In conclusion” or “To sum up” as this will indicate to your reader that you are finishing your essay.
Immediately begin with a summary of the main points, and then write an end statement. In this statement you can restate the thesis, make final comments that could be evaluative, or refer to the larger issues related to the larger context or background.

Learn more about writing good essay conclusions from the Essay writing resource website. You will need to provide a full list of references at the end of your essay. These will demonstrate that the opinions you expressed in your essay were informed from your reading. Make sure you acknowledge your sources using the correct referencing style.

What are common essay types?

At university you have to demonstrate the ability to write different types of essays. While all academic essays have the same basic structure (introduction, body paragraphs, conclusion), the purpose, style of delivery, and organisation of the ideas may vary.

Examples of common essay types

“A discussion essay discusses a range of evidence, views, theories, findings or approaches on a topic to develop a position through the essay. The conclusion usually states this position” Academic Writing at Auckland (AWA) .

See the discussion essay examples on the AWA site.

“An Analysis Essay critically analyses an object of study (a book extract, artwork, film, article, cultural artefact, event, example, situation…) through the lens of broader concepts (theories, themes, values, systems, processes…). It builds and supports a position and argument through this critical analysis and demonstrates understanding of both the object and the broader concepts” Academic Writing at Auckland (AWA) .

See the analysis essay examples on the AWA site.

Additional resources

The following resources provide you further information about essay writing and examples of essays in different disciplines:

write@uni: Examples of student writing
Academic Writing at Auckland

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Forms of writing

Essay writing.

Report writing
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Writing for business contexts
Writing a memorandum
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Essays are often used to demonstrate in-depth understanding of a particular topic. There are two main types of essays:

Descriptive – when you give a thorough description of a particular topic
Persuasive – when you present an argument and demonstrate that you have at least looked at both sides

1. Plan your essay

Deconstruct the question

A crucial first step is to understand exactly what the question requires of you. View the deconstructing a question resources .

Brainstorm an essay map

You will be asked to write an essay based on content you have learnt in class. Once you know exactly what the question is asking of you, do a quick brainstorm to map what you already know about the topic and what you need to find out.

Find and review information sources

Your lecturer will likely ask you to include course readings and to refer to additional readings. A good place to start is to refer to your course readings, revise these and see who the authors refer to in their reference list. You will also need to conduct a focused search for further information. View resources on finding quality sources of information .

Start writing

2. Write your essay

The Introduction

The Introduction sets the scene for the essay and gives the reader a clear idea of what they can expect. A good introduction briefly introduces the topic and gives signposts to the main points that the essay will address.

The Body consists of paragraphs that address your essay topic. Paragraphs should focus on one theme and they should be structured in a logical manner. View resources on writing paragraphs .

The Conclusion

The Conclusion summarises key points of the essay. A good conclusion doesn’t simply regurgitate content, rather it gives the reader a concise summary of the key points and a clear idea of your stance on the topic. The conclusion should not contain any new information.

3. Revise, edit and refine your essay

Check the essay question – does your essay address the question?
Check the marking criteria in the assignment rubric – if the lecturer wants you to address specific points, make sure you do so
Read it out loud – by reading your work out loud, you get a better sense of how the reader will interpret your work
Give it to someone to check for flow and to proof-read. If you’ve written a good essay it will make sense to someone who has no previous knowledge of the topic. This shows that your essay is clear and is structured in a way that develops understanding for the reader
Proof-read your work – make sure you proof-read your work to identify spelling and grammar errors
Check your referencing – make sure your work adheres to APA referencing standards

Further information

Massey University’s assignment planner will map a timeline to complete key essay writing steps
Use this list of linking words to help you link paragraphs and/or sentences within paragraphs
Refer to examples of essays on AWA .
Our resources on paraphrasing will help you incorporate evidence into your writing
Our resources on grammar will help you edit and refine your essay

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NZSA Writer Toolkit – The NZSA Writer Toolkit is our professional development offering, with multiple modules released. Our Writer Toolkit is an online learning platform that offers writers a wide range of low-cost or free modules on writing and the writing life by our leading authors and industry professionals. All sessions comprise of static content you can work through alone, or with your writing group or regional hub meeting. Each module contains notes, exercises, and suggestions for further reading on the topics. New Writer Toolkits are produced each year. Some modules are free to all, and members receive a free Writer Toolkit voucher with annual membership renewals.

NZSA Web Workshops – – a series of webinars to enable ongoing professional development. Online Two-hour interactive masterclasses. See the link for the latest workshops on offer. they fwriters and industry professionals offering virtual workshops on topics such as self-publishing, romance writing, poetry, structure, short stories, pitching, contract advice, dystopian writing and the business of writing. All NZSA Webworkshops are hosted on Zoom.

NZSA Roadshows – Regional Roadshows brings professional development to the regions. Each one-day conference offers local writers access to professional development, masterclasses, workshops and panel discussions taught by experienced writers from across Aotearoa. These events are organised in partnership with local NZSA branches to build collegiality, connection and new opportunities for professional development in local settings. The events are lively, inclusive, stimulating, and practical and offer something for writers across the spectrum. Sessions cover craft, publishing, marketing, and much more!

NZSA annual Mentorship and Assessment Programmes – Each year Creative NZ supports NZSA to run four mentorship and assessment programmes: The NZSA Mentor Programme , Complete MS Assessment programme, the NZSA Youth Mentorship programme and Startwrite quick assessment programme.

Te Papa Tupu – Māori Literature Trust – Te Papa Tupu is a highly contested writers incubator designed specifically for emerging Māori writers. Every two years, six writers are given the opportunity to be mentored by acclaimed authors and editors. Throughout the course of the programme, writers work with their mentors to develop their manuscripts for publication.

IPED – The Institute of Professional Editors Limited (IPEd) is the professional association for Australian and New Zealand editors. It exists to advance the profession of editing and to support and promote Australian and New Zealand editors.

Massey University – this university offers diverse 1-2 semester courses in writing which can be taken individually, or as part of a degree. Subjects include journalism, poetry, travel, creative and media script writing. Following this, the Masters in Creative Writing is available online with tutorage from established authors. It allows writers to focus on their own work, while improving their craft skills.

NZ Writers’ College – offers a variety of online writing courses with one-on-one tutoring from established writers. Courses cover journalism, creative writing, business and specialist areas such as editing and blogs.

NorthTec – offers three diploma levels online. Level 5 covers every genre of fiction or non-fiction writing you can think of, including writing for children in both Te Reo Maori and English, and also an editing paper for writers. Level 6 takes the student’s choice of genre to the next level, be it poetry, short stories, romance writing, science fiction, fantasy, women’s fiction, non-fiction, literary fiction, memoir or scripts, and includes business skills, epublishing and professional editing. Level 7 allows students to focus on their own work, improving their craft skills with mentorship from established authors. Previous students have completed graphic novels, novels, memoirs, family histories, Maori legends, historical fiction, short stories, travel pieces, and an interactive game.

The Creative Hub – Taught by some of New Zealand’s leading writers, most of the courses are venue only, but the two-month Introduction to Creative Writing has an online option.

The School for Young Writers – offers a wide range of correspondence courses and mentor programmes for writers 8-19 yrs.

Waiariki Institute of Technology – offers a range of courses from one semester to one year including business, Maori, scriptwriting, travel and a diverse selection of fiction options. There are also courses covering marketing, publishing and writing for the web.

Whitireia – offers courses in creative writing, journalism, publishing, and editing from diploma to bachelor level. Some can be completed part time. In 2023 they have added Micro-credentials in editing.

Write – Short, introductory level courses in grammar and general clarity for business situations

NorthTec – offers three diploma levels online. Level 5 covers every genre of fiction or non-fiction writing you can think of, including writing for children in both Te Reo Maori and English, and also an editing paper for writers. Level 6 takes the student’s choice of genre to the next level, be it poetry, short stories, romance writing, science fiction, fantasy, women’s fiction, non-fiction, literary fiction, memoir or scripts, and includes business skills, epublishing and professional editing. Level 7 allows students to focus on their own work, improving their craft skill with mentorship from established authors. Previous students have completed graphic novels, novels, memoirs, family histories, Maori legends, historical fiction, short stories, travel pieces and an interactive game.

AUT – Auckland University of Technology – provides a Bachelor of Arts in Creative Writing which explores a variety of genres, and also a Masters in either Creative Writing or Screenwriting. Tutors and mentors include James George and Siobhan Harvey.

Massey University – this university offers diverse 1-2 semester courses in writing which can be taken individually, or as part of a degree. Subjects include journalism, poetry, travel, creative and media script writing. The courses vary from campus to campus, but are all available online. This includes the Master in Creative Writing, which allows writers to focus on their own work, blending literature studies and craft skills with tutorage from established authors.

The Creative Hub – offers a range of writing related courses, from half day through to a thirty week course involving master classes from established writers. Courses include creative writing, self-publishing and fiction/memoirs.

University of Auckland – offers a range of English, drama, screen and creative writing courses. The Masters of Creative Writing, taught by Paula Morris, runs for a full university year during which writers work intensively on their own project. Limited to twelve participants, the MCW includes craft skills and exercises, weekly critique workshops, masterclasses with visiting established writers (previously including Eleanor Catton and Ben Okri), and seminars with representatives from the writing industry.

University of Waikato – has a range of writing major papers which include academic and creative writing with additional screen, media and theatre studies also available.

Waikato Institute of Technology (Wintec) – offers a range of writing papers at degree and postgraduate level. Level 6 and 7 papers can be taken as part of a Communications degree, or as a separate Certificate of Proficiency. These include: Creative Writing Workshop, Writing Project (both taught in evening), Screenwriting, Advanced Screenwriting, Feature Writing and Professional and Technical Communication (online). Wintec also offers the Level 5 National Diploma in Journalism, a Graduate Diploma in Communication (with a major in Professional Writing), and post-graduate Honours and Masters qualifications with an emphasis on research and generation of a major piece of work. Post-graduate publications have included edited creative anthologies, plays, memoir and family histories.

Central Districts

Massey University – this university offers diverse 1-2 semester courses in writing which can be taken individually, or as part of a degree. Subjects include journalism, poetry, travel, creative and media script writing. The courses vary from campus to campus, but are all available online. This includes the Master in Creative Writing, which allows writers to focus on their own specific project, whilst blending literature studies and craft skills with tutorage from established authors.

Western Institute of Technology – is situated in Taranaki and offers a National Diploma in Journalism.

Victoria University Wellington – this university has an established creative writing programme (Institute of Modern Letters) with a diverse selection of writing courses, from undergraduate level to PhD. Courses include poetry, short fiction, writing for children and Iowa workshops in poetry and prose. Tutors include Emily Perkins, Hinemoana Baker, David Armstrong and Ashleigh Young, among others.

Whitireia Community Polytechnic – has a range of full and part time courses in creative writing, also English skills and its National Diploma in Journalism. Writing for radio is included the Radio Journalism diploma. Write – has a variety of one-off writing workshops designed to help with writing for business, blogs and websites.

The School for Young Writers – offers a wide range of courses and programmes for writers 8-19 yrs. The school holds weekend, after school, and in school classes.

University of Canterbury – in addition to a range of courses in journalism, and a selection of creative writing papers (not available every year), this university has the Master in Fine Arts – Creative Writing. Here, writers undertake a single larger project as well as a substantial essay and oral exam.

Hagley Writers’ Institute – based in Christchurch, this offers a part-time year-long course for writers, working in both prose and poetry, with a portfolio submitted at the end of the year. Working in groups of ten, the classes meet on Saturdays for support, advice and critiquing with their tutor.

The Poetry Class – regular and bespoke short poetry classes in Christchurch and greater Canterbury, taught by Joanna Preston.

Otago/Southland

Otago University – A number of semester-long classes at undergraduate level are offered in Creative Writing.

Creative Writing Dunedin – a range of courses taught in small classes in Dunedin, from one-day Saturday courses to 8 to 10 week courses in Memoir, Fiction, Poetry and completing a Manuscript.

The Wanaka Autumn Art School – a 5-day annual writing course for beginner to more advanced fiction writers, currently tutored by Jillian Sullivan.

Online Courses (Australia)

OpenColleges – Providing specialised writing, editing and media-related training to aspiring authors, editors and journalists for more than a quarter of a century, the Australian College of Journalism can deliver the expert tuition required to polish your skills and acquire the commercial savvy you need to succeed.

About the Intermediate (Years 5 to 8) Writers Award

The Intermediate Writers Award is a unique non-fiction essay competition open to NZ Students, Years 5 to 8.

The Award is designed to offer a competitive and authentic opportunity for students to engage in purposeful writing.

The IWA promotes the idea of a writer’s voice/platform – whereby writers are:

1. Engaged in a nationwide conversation surrounding the essay starter; and

2. Composing arguments with a genuine audience in mind.

SCHOOLS - Why Register your Classes for IWA 2022

New zealand curriculum.

The IWA is planned against the New Zealand Curriculum. It is designed to replace a teacher-led writing unit. Our team is comprised of experienced teachers, educators and academics.

Resources | Teachers & Students

Teachers : A Unit Cover Plan linked to the NZC, Assessment Indicators Cover sheet and the Essay Starter. The Essay Starter is everything students need and includes the essay question, introductory reading material & guidelines for composition. It is designed to release teachers from the task of orientating students to the competition.

Imagine your School Winning

Your involvement in this competition signals to your students and your community that you recognise the importance of nurturing writing as a fundamental communication skill.

The top student and school will receive the prestigious IWA trophies as well as nationwide promotion of your success. There is promoted recognition and reward for the first three winners in each division. Our top three Year 7-8 winners are awarded $400 & gift voucher, $200 & gift voucher and $50 & gift voucher respectively. Our top three Year 5-6 winners are awarded $150 & gift voucher & gift pack, $50 & gift voucher & gift pack, $50 & gift voucher & gift pack respectively. Judges also award achievement certificates to highly commended and commended entries. All winning entries and highly commended entries recieve written feedback from the judging panel. Judges determine the number of highly commended and commended awards each year. Schools are encouraged to have their own internal competitions/prize givings.

STUDENTS - Why Enter IWA 2022

Win great prizes.

First Prize in the year 7-8 division is $400 plus a gift voucher, the author trophy and the school trophy. First Prize in the year 5-6 division is $150 plus a gift voucher and a gift pack. More prizes for 2nd to 3rd place in each division. Judges also award certificates of achievement to highly commended and commended entries.

Get Involved

The Essay Starter will encourage you to think and write about the issues that affect you – a young person living in New Zealand in 2022. Engage nationwide with your peers and give your writing a platform from which to be heard.

Positive Participation

Being part of the IWA is a great experience and it will be a fantastic inclusion in your C.V. Participation and/or success is noteworthy in academic and future careers.

Find your Voice

The IWA promotes social and political discussion regarding issues and experiences facing youth in the modern world.

Unique New Zealand Writing Competition

In our information based society, written language is rapidly evolving in both form and function.

The IWA recognises the evolution of communication mediums, purposes and audiences. It is the only writing competition in New Zealand that opens up an authentic opportunity and audience for writing to be experienced as a social process. It is uniquely nationwide and the first of its kind that requires the school to register instead of individual students. The deliberate connection of students and teachers on the one essay topic creates engagement and shared experience. It is this shared experience that creates the writer’s platform, and gives students a much needed avenue for their writing to find ‘voice.’

Our Process

Register – Schools enrol their classes, there are 3 options available. Low-cost entry.
Welcome Letter is sent out including a poster to promote the Award and your involvement in it.
Essay Starter (includes the essay question, reading material that orientates students to the topic and guidelines for composition).
Students are given class writing time to engage in the research and composition process.
The top three entries from each class are submitted to the national competition.
Entries may be submitted to the competition from September 1-30.
Judging panel sits October.
Winners notified in November-December.

Landfall Young Writers' Essay Competition

About the competition.

The Landfall Young Writers' Essay Competition is an annual award open to writers aged 16 to 25.

Essays should not exceed 1500 words.
The competition is judged by the editor of Landfall .
The winner will be announced and published in each May issue of Landfall .
The winner receives $500 and a year's subscription to Landfall .
The 2024 competition is now open and entries close on 31 March 2024.

Conditions of entry

Essays will be fully developed, independent works and will be no more than 1500 words long.
Essays will be on a topic of the author's choosing.
Essays will not have been published elsewhere.
Writers will be New Zealand citizens or New Zealand permanent residents aged between 16 and 25 years old in the year of competition. Entries must be accompanied by proof of age.
One entry per person will be accepted.
The judge will assess the merits of the essays and reserve the right not to award a prize. No correspondence with the judge will be entered into.
Landfall reserves the right to publish the winning entry, and other shortlisted entries, at the editor's discretion.
It is a condition of the competition that the winning writer's name and photograph may be used by Landfall for publicity purposes.

How to enter

Please email your entry as a Word document to [email protected] with 'Landfall Young Writers' Essay Competition' in the subject line.
Your name should NOT appear on the essay itself. Please include your name, address and telephone number, proof of age and a 30-word bio in your email.

Sanjay Raut, a prominent member of the opposition party Shiv Sena in Maharashtra, accused Pune police of serving pizza and burgers to the accused teenager after the crash, India Today reported.

“Police commissioner should be suspended. He tried to protect the accused. A young couple was killed and the accused was granted bail within two hours,” he told the ANI news agency.

“In the video, it can be seen that he was drunk, but his medical report was negative. Who is helping the accused? Who is this police commissioner? He should be removed or the people of Pune will come on the streets.”

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What Is a Capstone Project vs. Thesis

As students near the end of their academic journey, they encounter a crucial project called the capstone – a culmination of all they've learned. But what exactly is a capstone project?

This article aims to demystify capstone projects, explaining what they are, why they matter, and what you can expect when you embark on this final academic endeavor.

Capstone Project Meaning

A capstone project is a comprehensive, culminating academic endeavor undertaken by students typically in their final year of study.

It synthesizes their learning experiences, requiring students to apply the knowledge, skills, and competencies gained throughout their academic journey. A capstone project aims to address a real-world problem or explore a topic of interest in depth.

As interdisciplinary papers, capstone projects encourage critical thinking, problem-solving, and creativity. They allow students to showcase their mastery of their field of study and demonstrate their readiness for future academic or professional pursuits.

Now that we’ve defined what is a capstone project, let’s discuss its importance in the academic landscape. In case you have short-form compositions to handle, simply say, ‘ do my essay for me ,’ and our writers will take care of your workload.

Why Is a Capstone Project Important

A capstone project is crucial because it allows students to combine everything they've learned in school and apply it to real-life situations or big problems.

It's like the ultimate test of what they know and can do. By working on these projects, students get hands-on experience, learn to think critically and figure out how to solve tough problems.

Plus, it's a chance to show off their skills and prove they're ready for whatever comes next, whether that's starting a career or going on to more schooling.

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What Is the Purpose of a Capstone Project

Here are three key purposes of a capstone project:

Integration of Knowledge and Skills

Capstones often require students to draw upon the knowledge and skills they have acquired throughout their academic program. The importance of capstone project lies in helping students synthesize what they have learned and apply it to a real-world problem or project.

This integration helps students demonstrate their proficiency and readiness for graduation or entry into their chosen profession.

Culmination of Learning

Capstone projects culminate a student's academic journey, allowing them to apply theoretical knowledge to real-world scenarios.

tackling a significant project or problem, students demonstrate their understanding of concepts and their ability to translate them into practical solutions, reinforcing their learning journey.

Professional Development

Capstone projects allow students to develop skills relevant to their future careers. These projects can also be tangible examples of their capabilities to potential employers or graduate programs.

Whether it's conducting research, presenting findings, or collaborating with peers, students gain valuable experience that enhances their professional readiness.

Types of Capstone Projects

Capstones vary widely depending on the academic discipline, institution, and specific program requirements. Here are some common types:

What Is the Difference Between a Thesis and a Capstone Project

Here's a breakdown of the key differences between a thesis and a capstone project:

How to Write a Capstone Project

Let's dive into the specifics with actionable and meaningful steps for writing a capstone project:

1. Select a Pertinent Topic

Identify a topic that aligns with your academic interests, program requirements, and real-world relevance. Consider issues or challenges within your field that merit further exploration or solution.

Conduct thorough research to ensure the topic is both feasible and significant. Here are some brilliant capstone ideas for your inspiration.

2. Define Clear Objectives

Clearly articulate the objectives of your capstone project. What specific outcomes do you aim to achieve?

Whether it's solving a problem, answering a research question, or developing a product, ensure your objectives are specific, measurable, achievable, relevant, and time-bound (SMART).

3. Conduct Comprehensive Research

Dive deep into existing literature, theories, and empirical evidence related to your chosen topic. Identify gaps, controversies, or areas for further investigation.

Synthesize relevant findings and insights to inform the development of your project and provide a solid foundation for your analysis or implementation.

4. Develop a Structured Plan

What is a capstone project in college without a rigid structure? Outline a comprehensive plan for your capstone project, including key milestones, tasks, and deadlines.

Break down the project into manageable phases, such as literature review, data collection, analysis, and presentation. Establish clear criteria for success and regularly monitor progress to stay on track.

5. Implement Methodological Rigor

If your project involves research, ensure methodological rigor by selecting appropriate research methods, tools, and techniques.

Develop a detailed research design or project plan that addresses key methodological considerations, such as sampling, data collection, analysis, and validity. Adhere to ethical guidelines and best practices throughout the research process.

6. Analyze and Interpret Findings

Analyze your data or findings using appropriate analytical techniques and tools. Interpret the results in relation to your research questions or objectives, highlighting key patterns, trends, or insights.

Critically evaluate the significance and implications of your findings within the broader context of your field or industry.

7. Communicate Effectively

Present your capstone project clearly, concisely, and compellingly. Whether it's a written report, presentation, or multimedia deliverable, tailor your communication style to your target audience. Clearly articulate your research questions, methodology, findings, and conclusions.

Use visuals, examples, and real-world applications to enhance understanding and engagement. Be prepared to defend your project and answer questions from peers, faculty, or stakeholders.

In wrapping up, what is a capstone project? It’s like the grand finale of your academic journey, where all the knowledge and skills you've acquired come together in one big project.

It's not just about passing a test or getting a grade – it's about proving you've got what it takes to make a real difference in the world. So, if you ever need capstone project help , our writers will gladly lend you a hand in no time.

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What Is a Capstone Project in College?

How to do a capstone project, how long does a capstone project take to complete.

Annie Lambert

specializes in creating authoritative content on marketing, business, and finance, with a versatile ability to handle any essay type and dissertations. With a Master’s degree in Business Administration and a passion for social issues, her writing not only educates but also inspires action. On EssayPro blog, Annie delivers detailed guides and thought-provoking discussions on pressing economic and social topics. When not writing, she’s a guest speaker at various business seminars.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

T. (2023, June 16). What Is a Capstone Project? National University. https://www.nu.edu/blog/what-is-a-capstone-project/
Lukins, S. (2024, May 12). What is a capstone project? And why is it important? Top Universities. https://www.topuniversities.com/student-info/careers-advice-articles/what-capstone-project-why-it-important
Capstone Project vs. Thesis: What’s the Difference? (2021, December 9). UAGC. https://www.uagc.edu/blog/capstone-project-vs-thesis-whats-difference

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The Art of Allusion: Adding Depth to Writing

This essay is about the literary device of allusion, which is a reference to a person, place, event, or another work that relies on the reader’s familiarity to convey a deeper meaning. It explores how allusions add layers of understanding to writing, using examples from Shakespeare’s “Macbeth,” where Lady Macbeth alludes to Neptune to express her overwhelming guilt. The essay discusses how allusions are also used in modern literature, like Orwell’s “Animal Farm,” to symbolize historical events. Allusions enrich writing by tapping into shared cultural knowledge, enabling authors to evoke emotions and provide commentary. However, using them effectively requires understanding the audience’s familiarity with the reference. Allusions are prevalent in everyday language, literature, music, film, and art, creating connections across time and providing writers with a tool to communicate complex themes succinctly.

How it works

Indirect reference serves as a literary mechanism that imbues written compositions with augmented strata of significance. It entails alluding to a personage, locale, episode, or another literary oeuvre without explicit explication, banking on the reader’s acquaintance to discern the inferred import. By summoning communal or literary cognizance, allusions furnish a succinct modality of conveying a profound comprehension or sentiment that enriches the prose sans necessitating protracted expositions.

Authors spanning diverse genres harness allusions to captivate readers, imbuing their narratives with subtlety and reverberance.

A quintessential illustration resides in the works of Shakespeare. In “Macbeth,” as Lady Macbeth exclaims, “Will all great Neptune’s ocean wash this blood clean from my hand?” she invokes Neptune, the Roman deity of the sea, accentuating the enormity of her remorse. The audience instantaneously apprehends the acute and inescapable contrition gnawing at Lady Macbeth’s conscience for her complicity in regicide.

Likewise, contemporary wordsmiths employ allusions to convey intricate notions. In George Orwell’s “Animal Farm,” the narrative mirrors the Russian Revolution, with characters embodying historical personages such as Joseph Stalin. Orwell refrains from delineating the historical parallels explicitly, entrusting the reader to discern the analog between the ascent of the porcine hierarchy and Stalin’s autocracy.

Allusions transcend the confines of literature. Vernacular discourse abounds with them, encompassing realms from athletics and melody to cinema and chronicles. Ponder an individual characterized as possessing the “Midas touch,” an overt allusion to King Midas in Greek folklore, whose capacity to transmute all he touched into gold metamorphosed into an emblem of opulence and surfeit. Or when an individual evokes a “David versus Goliath” scenario, they reference the biblical tale of David vanquishing a vastly superior adversary, furnishing a metaphor for any underdog surmounting odds.

In addition to enriching text with strata of import, allusions serve to forge a shared cultural acumen or accentuate communal values. They forge a nexus between authors and readers, as well as between disparate works of art, by tapping into a collective imagination. When the allusion resonates, the reader becomes enmeshed in a broader dialogue, interlinking literature across epochs and geographies.

However, the effective utilization of allusions mandates meticulous consideration of the audience’s background and familiarity. An esoteric reference may fail to elicit the intended impact if it eludes recognition, potentially leaving the reader befuddled. Ergo, writers should elect allusions germane to their audience, enabling them to fully apprehend the deeper import of the reference.

Furthermore, allusions are not merely ornamental; they can also serve as vehicles for critique or contention against extant norms. Authors may subvert established references to proffer novel perspectives or censure social constructs. For instance, Margaret Atwood’s “The Handmaid’s Tale” alludes to biblical narratives like the chronicle of Rachel and Leah to lay bare how religious fanaticism could distort history and legitimize subjugation. Atwood employs allusion to comment on the nexus of religiosity and politics, prompting readers to engage critically with contemporary quandaries.

In contemporary culture, allusions thrive not only in literature but also in music, cinema, and art. Lyrics in hip-hop often reference fellow artists, historical epochs, or literature to furnish context or homage. In cinema, directors embed allusions to classic celluloid, literature, and historical episodes to infuse texture and engage cinephiles. Visual artisans, likewise, incorporate allusions into their oeuvres to imbue them with strata of import and convey commentary through imagery.

Ultimately, allusions facilitate the weaving of a broader tapestry, endowing writers with a sumptuous lexicon for probing themes, character motivations, and ethical quandaries. They furnish a means to infuse profundity with brevity, interlinking individual works with broader narratives and communal dialogues. By leaning on shared cognizance, allusions can elicit emotions, challenge presumptions, and beckon readers to plumb the depths of the reference’s import. It’s a literary craft that, when wielded discerningly, enriches both the prose and the reader’s immersion.

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The Art of Allusion: Adding Depth to Writing. (2024, May 21). Retrieved from https://papersowl.com/examples/the-art-of-allusion-adding-depth-to-writing/

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Pune Porsche crash: Why teen who killed 2 has been let off with writing an essay while father has been detained

A 17-year-old in Maharashtra’s Pune has been granted bail on the condition that he write a 300-word essay after allegedly driving drunk and killing two people. Two days after the incident, the juvenile’s father was detained as per the Motor Vehicles Act, 2019. The tragedy has sparked outrage, with many slamming the judiciary and the existing traffic laws read more

Picture this: you indulge in drink driving, and then allegedly run over two people, killing them. What would be your punishment by law? In case of a 17-year-old in Pune, he was granted bail for the incident on the condition that he writes an essay on the crash and works with the traffic police for 15 days.

While it may sound incredulous and unbelievable, it is, in fact, a shocking truth. A teen in Pune has been let off on bail on the condition that he work with Pune’s Yerwada traffic police, compose an essay on the accident, undergo treatment for alcohol dependency and then submit a report thereafter.

The incident has left many balking at the court’s decision. Pune’s Police has, in fact, said that the teen should be tried as an adult, adding that they would appeal to a higher court now.

And on Tuesday (21 May), the father of the accused teen has been detained in the crime.

We take a closer look at the entire incident, the laws involved and what society has to say about this.

The incident

In the wee hours of Sunday (19 May), Aneesh Awadhiya and his friend Ashwini Koshta, both 24, died when the motorbike they were on was hit by a Porsche allegedly driven by a 17-year-old in the Kalyani Nagar locality of Pune in the western state of Maharashtra. While Ashwini died on the spot, Aneesh was shifted to a city hospital, where he died soon after.

Investigating the matter, the Pune Police then arrested a 17-year-old, who they believed was behind the wheel of the luxury car when it hit the bike. Pune Commissioner of Police Amitesh Kumar said that the minor, belonging to a prominent realtor’s family, was celebrating his Class XII results at a local pub, where he was seen consuming alcohol before the crash.

While he was heading home from the bar, the teen lost control of the car and rammed into a motorcycle at the Kalyani Nagar junction around 2.30 am.

“Upon inquiry, the minor has said his father had handed over the grey Porsche to him despite knowing that he had no driver’s training and did not have a driver’s licence. He has also said his father allowed him to party with his friends and that his father was aware that he was consuming alcohol,” reads the FIR registered by Assistant Police Inspector Vishwanath Todkari at Yerwada Police Station, as per an Indian Express report.

Following the incident, Deputy Commissioner of Pune City Police Vijay Kumar Magar arrested the juvenile, after booking him for rash and negligent driving, as well as causing harm by endangering life or personal safety under IPC sections 304A, 279, 337, 338, and 427, in addition to relevant sections of the Maharashtra Motor Vehicle Act.

Teen granted bail, outrage ensues

After being apprehended, the 17-year-old was produced before the holiday court on Sunday afternoon where authorities sought his custody and permission to try him as an adult. However, the court refused and granted him bail within 14 hours of the crime under certain conditions.

The police stated that bail was granted as the court did not find the crime committed by the juvenile to be serious.

The teen’s lawyer, Prashant Patil, said the court granted bail on certain conditions. First, the teen would have to “work with traffic police of Yerwada for 15 days”. Secondly, he would have to pen a 300-word essay on the ‘effect of road accident and their solution’. As part of his bail conditions, the teen accused would also have to undergo treatment from a doctor to help him quit drinking and “take psychiatric counselling” and submit the report to the court.

After news broke of the bail conditions in the matter, outrage ensued, with many accusing the judge of going soft on the accused. Many expressed their contempt for the system on X; some calling the Indian judiciary “a joke”. Another wrote, “Hope the criminal writes a good essay to impress the honourable judge. Just can’t express how I feel about it.”

Family of the two victims also expressed anger at the court’s decision. Koshta’s family in Jabalpur in Madhya Pradesh said they were dismayed by the bail conditions. “We are in shock,” her uncle Jugal Kishor Koshta told NDTV . “It is condemnable that he should get bail. He and his parents should be investigated.”

Koshta’s other uncle told NDTV , “We want his bail cancelled and he should remain in police custody. Because of him, an innocent girl, who has seen nothing of life, died.”

Awadhiya’s family also echoed similar sentiments. Atmaram Awadhiya, the grandfather, said that the teen should not be granted bail. “Two people have died in this accident. This is completely wrong. We want strict punishment. The bail granted to the accused should be cancelled,” he was quoted as telling NDTV .

The victim’s uncle also chimed in, saying: “The accused, a minor, was drunk and was driving at 240 km per hour. He did not have a driving licence. This is murder, not accident.”

Following the outrage, Maharashtra’s deputy chief minister Devendra Fadnavis reached out to the Pune Police Commissioner Amitesh Kumar and asked him to ensure there was no soft-pedalling against the accused in the Porsche hit-and-run case. And following this, Commissioner Kumar said that they would appeal the order in a higher court. “We will not leave any stone unturned to prove that this is a heinous crime,” he was quoted as telling India Today .

#WATCH | Maharashtra: Visuals of the Porsche car and bike currently at Yerwada Police Station in Pune. Two people were killed when a speeding Porsche car hit them from behind on 19th May. The accused has been granted bail by the Juvenile Justice Board and his father was… https://t.co/HKj8uK4d9q pic.twitter.com/91SeqwfTeN — ANI (@ANI) May 21, 2024

Father detained

On Tuesday (21 May), the Pune Police detained the father of the teen accused from Maharashtra’s Chhatrapati Sambhajinagar, formerly known as Aurangabad, and will bring him back to the city for further probe.

The father, a prominent realtor in Pune, was on the run since the incident. He has now been booked under the provision of sections 75 and 77 of the Juvenile Justice Act on the charges of allowing his minor son to drive the Porsche and consume liquor. Section 75 deals with “wilful neglect of a child, or exposing a child to mental or physical illnesses,” while section 77 deals with supplying a child with intoxicating liquor or drugs.

According to the FIR lodged in connection with the incident, the man, despite knowing his son did not have a valid driving licence, gave him the car, thus endangering the latter’s life, and allowed him to party even as the father knew that he consumes liquor.

Apart from this, the Pune police have arrested Cosie restaurant owner Pralhad Bhutda and manager Sachin Katkar and Hotel Blak manager Sandip Sangle for allegedly serving alcohol to the juvenile, Additional Commissioner of Police (Crime) Shailesh Balkawade said.

What the law says

The accused teen has been charged under Section 304A of the IPC, which deals with causing death by negligence. Moreover, he has been charged with Section 279 of the IPC, which deals with rash driving.

But then why has his father been arrested? As per the Motor Vehicles (Amendment) Act, 2019, parents/guardians of juveniles shall be held guilty in case of an offence by a juvenile. The law mandates that a fine of Rs 25,000 with three years’ imprisonment will be imposed and the juvenile will be tried under the Juvenile Justice (Care and Protection of Children) Act while the registration of the vehicle will be cancelled.

The law also states that the juvenile shall not be granted a driver’s licence until the minor has attained the age of 25.

This change was introduced after a parliamentary panel had suggested higher penalties for traffic offences. In fact, the panel had recommended treating accidents caused by drink driving as pre-meditated crimes rather than as cases of ‘negligence’.

With inputs from agencies

The Hechinger Report

Covering Innovation & Inequality in Education

PROOF POINTS: AI essay grading is already as ‘good as an overburdened’ teacher, but researchers say it needs more work

ChatGPT scored an essay within one point of a human grader 89 percent of the time in one batch of essays

Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40 percent of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5.

Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”

The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6.

Older robo graders

Earlier versions of automated essay graders have had higher rates of accuracy . But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question.

Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy vocabulary words were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay.

Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.

Many ed tech startups, and even well-known vendors of educational materials, are now marketing new AI essay robo graders to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California.

Questions for AI vendors

At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level: What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?

The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?”

Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need.

“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”

That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.

This story about AI essay scoring was written by Jill Barshay and produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters .

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My book is not my baby — but the two do have a lot in common

For me, publishing a book isn't the same as giving birth. it's more like sending my child to preschool, by noa silver.

I remember in my first year of motherhood the way I felt my world grow smaller and more intimate , the pace of my life grow slower and more focused. When my husband would come home from coaching and consulting meetings, networking events, and the workshops he facilitated, he would find me ensconced in the tiny world of our home, wrapped up in the milky sweetness of the baby. The private, domestic realm became my primary realm during those early months of motherhood, when I would walk around and around our small apartment with my baby wrapped to my chest, murmuring “shh, shh,” over and over again, like a mantra, or a prayer. Her heart beating against my heart, recreating womb-like conditions on the outside.

In the same sun-drenched week in August, that baby, my elder daughter, started preschool and I signed a publishing contract for my debut novel, "California Dreaming ." Two years after that, my younger daughter has started at that same preschool, and "California Dreaming" is mere days from being released.

Like those early months of motherhood, writing is an intensely private, solitary act. For me, to write necessitates going inward, it requires shutting out the outside world and external stimuli for the sake of being able to listen fully. My writing process takes inspiration from Anne Lamott’s practice of the one-inch picture frame. All through my daughters’ early years, I would carve out pockets of time — while they napped, or after bedtime, or when they were at the playground — to write. My pace of writing my novel was complementary to the pace of motherhood, the pace of attending to a baby and then a toddler. Each day I wrote just 250 words, filling my one-inch frame.

I am not the first to notice the connection between writing and parenting , but while many have compared publishing a book to giving birth, for me there is an even more apt comparison. Both child and book lived in and then with me for many years after their births. For me, publishing a book feels most parallel to sending my child to preschool for the first time, for it is in both these acts that that which once lived solely inside the private, domestic realm, and within only a few primary relationships, now enters the public sphere.

The distinction between the public and private realms, the separation between domestic and political spheres, has long been deeply intertwined with the preservation of a capitalistic society. Mothering so often happens outside of the public sphere, outside of the public gaze, and much has been written about the hidden, unpaid labor of caretaking. In our society, there is a hiddenness inherent in the domestic realm and a hiddenness to the lives and experiences of women.

Like those early months of motherhood, writing is an intensely private, solitary act.

Perhaps the novel form itself could be considered a kind of public square, a forum in which human relationships, motivations, self-discovery, and journeying gets played out again and again through different lenses, and under different gazes. Historically, even in the context of the novel, significant female life experiences — childbirth and abortion, breastfeeding and postpartum depression — have not been explored nearly as deeply as those life experiences of typical male self-development.

In my writing, I am drawn to exploring the inner lives of women, especially during moments of significant life transitions. In "California Dreaming," the main character is Elena, who, over the course of the novel, grows from a young, idealistic early 20-something, into a 30-year-old woman who reckons with the decisions she has made, the values she holds and the stories she has inherited. It is a bildungsroman, a story form that traces the general and spiritual coming-of-age process, and it is told in the first-person point of view, granting Elena herself the narrative voice to describe her journey. There is an intimacy in using the first-person, a way of drawing near to the narrator that allows for greater play and insight into the narrator’s own development, her way of viewing the world, her inner life.

In an interview with Terry Gross in 1985, the writer Grace Paley reflected, “When you write, you illuminate what’s hidden, and that’s a political act.” For many years, my primary world has been the private, domestic, intimate world of mothering little children and writing and rewriting and editing a novel. A hidden world. And now, gradually, there are bridges between the private and public realms, and that which has been hidden is becoming illuminated, revealed.

In the months after giving birth, I felt the deep truth of the fact that I was not fully separate from my children. And yet, as they have grown, we have each gone through periods of differentiation, of reasserting the boundaries of self. My children no longer exist primarily in a carrier or in my arms; they are no longer solely dyadic extensions of me. They go to school, they have thoughts and experiences and dreams and feelings and wishes that I am not witness to, and that they navigate with peers and teachers and the many other people who populate their life. They have relationships that are their own.

So, too, with my novel. For many years I worked in private tandem with the novel, with my own creative process. In the months since I signed my book deal, however, I have begun to experience the way my creative process—a process of unfolding, refining, listening, and responding—is being transmuted into an object, into something that will go out into the world, into the public sphere, and there take on a life of its own. We are differentiating, my book and I, and soon it will be in relationship with others, with readers who will encounter it as themselves, and form judgments, connections, and opinions about it that are distinct from my own.

Motherhood’s value has often been located in the fact that the children we are mothering will eventually become citizens of the larger society. Similarly, a book on its publishing journey—as I have newfound understanding and appreciation for—ultimately becomes a commodity. The publishing industry measures a book’s success in sales, and even my chance at publishing another book in the future may rest on the sales numbers of my first. In these months of preparing for my book’s launch, of asking bookstores and libraries to stock my book, and friends and family to pre-order, I have been struck by my own doubts of its inherent worth. To ask people to buy it , to spend money on it, has necessarily sent me diving into questions of its value : Will this book change your life? Must it be read? Will you like it? I don’t know.

For many years, my primary world has been the private, domestic, intimate world of mothering little children and writing and rewriting and editing a novel. A hidden world.

Here’s what I do know: it had to be written. It called to me again and again during the writing process itself, that private, intimate birthing and caring for of this idea, these characters, this story, this particular viewpoint on the whole messy endeavor that we call life, and I couldn’t not write it.

In many ways, this is the same way I feel toward mothering my children. I don’t know who they will become, or what they will or will not contribute to society. I mother them in this moment, now, because they are here, in front of me, whole and perfect and messy and complete human beings just as they are. I attend to them because I must, because I am called to with my whole self.

It can seem at times that worth and value exist exclusively in the public sphere, in the shared collective, in the process of being witnessed and incorporated into the greater whole. But when this greater whole is one whose meaning rests in capital, then worth and value become markers for how much something contributes to capital: the book that sells well, or the child who grows up to be a “productive” member of society—a worker, a voter, a consumer.

It is not that I am against a shared, collective space, not that I wish for more individualized and individualistic paths toward meaning — far from it. However, in the context of a public sphere that primarily operates in terms of product, output and money, the private realm can sometimes seem a place of refuge, a place where creative process and attentive mothering can actually coexist in harmony, for the sake of attention itself, for the sake of love—and not future production or consumption.

Yet, I wonder whether that coexistence can only occur out of the public gaze, in a hidden domain, or if it would be possible for it to thrive in the public sphere. What kind of relationships could we have, the witnessers and the witnessed, in which we could write and mother from a place of intimate curiosity, where we could do so in a way that feels held by others, by community, where it is neither solely a solitary, lonely endeavor, nor one whose worth is measured in a balance sheet?

Perhaps it is only in a novel where we can fully explore that possibility.

personal stories from writers

What if I can't "savor every single moment" of their childhood?
The "groupie," the ghostwriter and me
My disapproving doctor father hated my work — but we had more in common than I thought

Noa Silver was born in Jerusalem and raised between Scotland and Maine. Her debut novel " California Dreaming " is due out in May.