This week, we revise and complete our Final Critical Essay. For your initial post, share your thoughts about your process and its effectiveness. What were the strengths of your essay? What were the weaknesses? Did you rely on one area of persuasion more than the others (Ethos-Pathos-Logos)? If so, which one and why? (250 word minimum)

Thesis response

The process provides a pace for more organized work. For a critical essay, clear methods of doing research create the best workflow, (Sara, 2017). The audience can digest and get the right information as well. However, the discussed topic of ethics, philosophy, and religion provides the audience with the need of getting the truth about them, (Sara, 2017). The examples are the best ways of demonstrating to the audience the relevancy of the topic. The specific expression of the topic makes the audience to focus on the essay.

The essay is split into various parts. These parts make the essay flow. For instance, the introduction part provides the overview of the whole essay. Therefore, the audience will be able to have a clue about what is going to be discussed in the entire essay. On the other hand, the thesis gives the topic to be discussed. Eventually, the whole essay flows effectively with a well-composed essay, well-structured sentences, and paragraphs as well. (Felicia, 2005).

Moreover, the essay research is intense. A lot of sources are used to get information on the topic. Therefore, the audience gets a positive impact after getting the information in the essay. There is one weakness of the essay. Finding the claims and the counterclaims is tricky and challenging. Therefore, close attention is made when writing a critical essay. In case the author messes up, the audience gets confused, and everything becomes vague, (Felicia, 2005).

More areas are needed to be covered over one issue or one topic. Getting views from several people is essential. Once different views have been read, a perfect conclusion is made (Sara, 2017).

References

Felicia, D., jerell, C., tracy, C. & Williams, D. (2005). Effects of Technology on Critical Thinking and Essay Writing among Gifted Adolescents. Journal of Secondary Gifted Education. 16(4) 180- 189.

Sara, H. (2017). An examination of the instruction provided in Australian essay guides for student’s development of a critical viewpoint. Assessment and Evaluation in Higher Education. 42(7) 1069-1081.