what is essay non restricted

TOPICS A. Fill-in-the-Blank Items B. Essay Questions C. Scoring Options

Assignments

Extended Response

Extended responses can be much longer and complex then short responses, but students should be encouraged to remain focused and organized. On the FCAT, students have 14 lines for each answer to an extended response item, and they are advised to allow approximately 10-15 minutes to complete each item. The FCAT extended responses are scored using a 4-point scoring rubric. A complete and correct answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.

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Essay test: types, advantages and limitations | statistics.

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After reading this article you will learn about:- 1. Introduction to Essay Test 2. Types of Essay Test 3. Advantages 4. Limitations 5. Suggestions.

Introduction to Essay Test:

The essay tests are still commonly used tools of evaluation, despite the increasingly wider applicability of the short answer and objective type questions.

There are certain outcomes of learning (e.g., organising, summarising, integrating ideas and expressing in one’s own way) which cannot be satisfactorily measured through objective type tests. The importance of essay tests lies in the measurement of such instructional outcomes.

An essay test may give full freedom to the students to write any number of pages. The required response may vary in length. An essay type question requires the pupil to plan his own answer and to explain it in his own words. The pupil exercises considerable freedom to select, organise and present his ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers provide a clue to nature and quality of the pupil’s thought process.

That is, we can assess how the pupil presents his ideas (whether his manner of presentation is coherent, logical and systematic) and how he concludes. In other words, the answer of the pupil reveals the structure, dynamics and functioning of pupil’s mental life.

The essay questions are generally thought to be the traditional type of questions which demand lengthy answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-examiner variability and intra-examiner variability in scoring.

Types of Essay Test:

There can be many types of essay tests:

Some of these are given below with examples from different subjects:

1. Selective Recall.

e.g. What was the religious policy of Akbar?

2. Evaluative Recall.

e.g. Why did the First War of Independence in 1857 fail?

3. Comparison of two things—on a single designated basis.

e.g. Compare the contributions made by Dalton and Bohr to Atomic theory.

4. Comparison of two things—in general.

e.g. Compare Early Vedic Age with the Later Vedic Age.

5. Decision—for or against.

e.g. Which type of examination do you think is more reliable? Oral or Written. Why?

6. Causes or effects.

e.g. Discuss the effects of environmental pollution on our lives.

7. Explanation of the use or exact meaning of some phrase in a passage or a sentence.

e.g., Joint Stock Company is an artificial person. Explain ‘artificial person’ bringing out the concepts of Joint Stock Company.

8. Summary of some unit of the text or of some article.

9. Analysis

e.g. What was the role played by Mahatma Gandhi in India’s freedom struggle?

10. Statement of relationship.

e.g. Why is knowledge of Botany helpful in studying agriculture?

11. Illustration or examples (your own) of principles in science, language, etc.

e.g. Illustrate the correct use of subject-verb position in an interrogative sentence.

12. Classification.

e.g. Classify the following into Physical change and Chemical change with explanation. Water changes to vapour; Sulphuric Acid and Sodium Hydroxide react to produce Sodium Sulphate and Water; Rusting of Iron; Melting of Ice.

13. Application of rules or principles in given situations.

e.g. If you sat halfway between the middle and one end of a sea-saw, would a person sitting on the other end have to be heavier or lighter than you in order to make the sea-saw balance in the middle. Why?

14. Discussion.

e.g. Partnership is a relationship between persons who have agreed to share the profits of a business carried on by all or any of them acting for all. Discuss the essentials of partnership on the basis of this partnership.

15. Criticism—as to the adequacy, correctness, or relevance—of a printed statement or a classmate’s answer to a question on the lesson.

e.g. What is the wrong with the following statement?

The Prime Minister is the sovereign Head of State in India.

16. Outline.

e.g. Outline the steps required in computing the compound interest if the principal amount, rate of interest and time period are given as P, R and T respectively.

17. Reorganization of facts.

e.g. The student is asked to interview some persons and find out their opinion on the role of UN in world peace. In the light of data thus collected he/she can reorganise what is given in the text book.

18. Formulation of questions-problems and questions raised.

e.g. After reading a lesson the pupils are asked to raise related problems- questions.

19. New methods of procedure

e.g. Can you solve this mathematical problem by using another method?

Advantages of the Essay Tests:

1. It is relatively easier to prepare and administer a six-question extended- response essay test than to prepare and administer a comparable 60-item multiple-choice test items.

2. It is the only means that can assess an examinee’s ability to organise and present his ideas in a logical and coherent fashion.

3. It can be successfully employed for practically all the school subjects.

4. Some of the objectives such as ability to organise idea effectively, ability to criticise or justify a statement, ability to interpret, etc., can be best measured by this type of test.

5. Logical thinking and critical reasoning, systematic presentation, etc. can be best developed by this type of test.

6. It helps to induce good study habits such as making outlines and summaries, organising the arguments for and against, etc.

7. The students can show their initiative, the originality of their thought and the fertility of their imagination as they are permitted freedom of response.

8. The responses of the students need not be completely right or wrong. All degrees of comprehensiveness and accuracy are possible.

9. It largely eliminates guessing.

10. They are valuable in testing the functional knowledge and power of expression of the pupil.

Limitations of Essay Tests:

1. One of the serious limitations of the essay tests is that these tests do not give scope for larger sampling of the content. You cannot sample the course content so well with six lengthy essay questions as you can with 60 multiple-choice test items.

2. Such tests encourage selective reading and emphasise cramming.

3. Moreover, scoring may be affected by spelling, good handwriting, coloured ink, neatness, grammar, length of the answer, etc.

4. The long-answer type questions are less valid and less reliable, and as such they have little predictive value.

5. It requires an excessive time on the part of students to write; while assessing, reading essays is very time-consuming and laborious.

6. It can be assessed only by a teacher or competent professionals.

7. Improper and ambiguous wording handicaps both the students and valuers.

8. Mood of the examiner affects the scoring of answer scripts.

9. There is halo effect-biased judgement by previous impressions.

10. The scores may be affected by his personal bias or partiality for a particular point of view, his way of understanding the question, his weightage to different aspect of the answer, favouritism and nepotism, etc.

Thus, the potential disadvantages of essay type questions are :

(i) Poor predictive validity,

(ii) Limited content sampling,

(iii) Scores unreliability, and

(iv) Scoring constraints.

Suggestions for Improving Essay Tests:

The teacher can sometimes, through essay tests, gain improved insight into a student’s abilities, difficulties and ways of thinking and thus have a basis for guiding his/her learning.

(A) White Framing Questions:

1. Give adequate time and thought to the preparation of essay questions, so that they can be re-examined, revised and edited before they are used. This would increase the validity of the test.

2. The item should be so written that it will elicit the type of behaviour the teacher wants to measure. If one is interested in measuring understanding, he should not ask a question that will elicit an opinion; e.g.,

“What do you think of Buddhism in comparison to Jainism?”

3. Use words which themselves give directions e.g. define, illustrate, outline, select, classify, summarise, etc., instead of discuss, comment, explain, etc.

4. Give specific directions to students to elicit the desired response.

5. Indicate clearly the value of the question and the time suggested for answering it.

6. Do not provide optional questions in an essay test because—

(i) It is difficult to construct questions of equal difficulty;

(ii) Students do not have the ability to select those questions which they will answer best;

(iii) A good student may be penalised because he is challenged by the more difficult and complex questions.

7. Prepare and use a relatively large number of questions requiring short answers rather than just a few questions involving long answers.

8. Do not start essay questions with such words as list, who, what, whether. If we begin the questions with such words, they are likely to be short-answer question and not essay questions, as we have defined the term.

9. Adapt the length of the response and complexity of the question and answer to the maturity level of the students.

10. The wording of the questions should be clear and unambiguous.

11. It should be a power test rather than a speed test. Allow a liberal time limit so that the essay test does not become a test of speed in writing.

12. Supply the necessary training to the students in writing essay tests.

13. Questions should be graded from simple to complex so that all the testees can answer atleast a few questions.

14. Essay questions should provide value points and marking schemes.

(B) While Scoring Questions:

1. Prepare a marking scheme, suggesting the best possible answer and the weightage given to the various points of this model answer. Decide in advance which factors will be considered in evaluating an essay response.

2. While assessing the essay response, one must:

a. Use appropriate methods to minimise bias;

b. Pay attention only to the significant and relevant aspects of the answer;

c. Be careful not to let personal idiosyncrasies affect assessment;

d. Apply a uniform standard to all the papers.

3. The examinee’s identity should be concealed from the scorer. By this we can avoid the “halo effect” or “biasness” which may affect the scoring.

4. Check your marking scheme against actual responses.

5. Once the assessment has begun, the standard should not be changed, nor should it vary from paper to paper or reader to reader. Be consistent in your assessment.

6. Grade only one question at a time for all papers. This will help you in minimising the halo effect in becoming thoroughly familiar with just one set of scoring criteria and in concentrating completely on them.

7. The mechanics of expression (legibility, spelling, punctuation, grammar) should be judged separately from what the student writes, i.e. the subject matter content.

8. If possible, have two independent readings of the test and use the average as the final score.

Related Articles:

• Merits and Demerits of Objective Type Test
• Types of Recall Type Test: Simple and Completion | Objective Test

Educational Statistics , Evaluation Tools , Essay Test

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The ultimate essay test guide: achieve top grades with ease.

An essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.

What is an Essay Test?

An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay.

This form of test isn’t merely about checking a student’s recall or memorisation skills , but more about gauging their ability to comprehend a subject, synthesise information, and articulate their understanding effectively.

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted Response and Extended Response .

• Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
• Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.

Advantages and Limitations of an Essay Test

Essay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are :

• They allow teachers to evaluate students’ abilities to organise, synthesise, and interpret information.
• They help in developing critical thinking and writing skills among students.
• They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.

And the limitations of an essay test are :

• They are time-consuming to both take and grade.
• They are subject to scoring inconsistencies due to potential subjective bias.
• They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.

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Understanding the Structure of an Essay Test

Essay tests involve a defined structure to ensure organised, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively .

The 7 Steps of an Essay

Writing an essay test typically involves seven steps :

• Understanding the question
• Brainstorming ideas
• Creating an outline
• Crafting a thesis statement
• Writing the essay body
• Formulating the conclusion
• Revising and editing for clarity and conciseness

The First Sentence in an Essay

The initial sentence of an essay, often termed a hook , plays a crucial role.

It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay .

The 5-Paragraph Essay Format

The 5-paragraph essay format is commonly used in essay tests, providing a clear and organised approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph, while the body of the essay includes 3 .

• Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
• Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
• Conclusion : The conclusion reiterates the thesis statement and summarises the main points. It provides a final perspective on the topic, drawing the essay to a close.

How to Prepare for an Essay Test?

Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable:

#1 Familiarise Yourself with the Terminology Used

Knowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyse”. Each term guides you on what is expected in your essay and helps you to answer the question accurately.

To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing .

#2 Review and Revise Past Essays

Take advantage of past essays or essay prompts to review and revise your writing . Analyse your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests.

#3 Practice Timed Writing

Simulate test conditions by practising timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test.

#4 Utilise Mnemonic Techniques

To aid in memorisation and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualisation, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points.

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Strategies to Pass an Essay Test

Passing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test.

• Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
• Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
• Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organising your thoughts, making your argument clearer, and enhancing the readability of your essay.
• Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
• Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
• Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
• Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practising this strategy can prevent last-minute rushes and result in a more polished essay.

About the Author Oğulcan Tezcan is a writer, translator, editor, and an accomplished engineer. Oğulcan is also a keen researcher and digital market analyst, with a particular interest in self-development, productivity, and human behaviour.

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Frequently Asked Questions About Essay Tests

How do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.

Types of Essay

Definition of types of essay.

An essay is a short academic composition. The word “essay” is derived from a French word “essai” or “essayer,” which mean “trail.” In composition, however, an essay is a piece of non- fiction writing that talks or discusses a specific topic. Presently, essay is part of every degree program.

Each subject has specific requirements for the essays to be written. Some subjects need longer essays, while others need shorter ones, such as a five-paragraph essay. In composition, the start is made from a five-paragraph essay. Based on the requirements, there are seventeen types of essays.

• Definition Essay As the name suggests, a definition type of essay defines different things, ideas, and perceptions.
• Narrative Essay A narrative essay is a narration like a short story . It is, however, different from a short story in that it is written in an essay format.
• Descriptive Essay A descriptive essay describes something to make readers feel, smell, see, taste, or hear what is described.
• Expository Essay An expository essay exposes things in detail to make readers understand without any complications.
• Persuasive Essay A persuasive essay is meant to convince the target audience to do something or not do something.
• Argumentative Essay An argumentative essay is meant to present arguments in the favor of something. It has an additional fourth body paragraph that is meant to present opposite arguments.
• Analytical Essay An analytical essay analyzes something, such as in literature an analytical essay analyzes a piece of literature from different angles.
• Comparison and Contrast Essay A comparison and contrast essay makes either a comparison, a contrast, or both between two different or similar things.
• Cause and Effect Essay A cause and effect essay makes readers understand the cause of things, and their effects on other things.
• Critical Essay A critical essay is written on literary pieces to evaluate them on the basis of their merits or demerits.
• Process Essay A process essay outlines a process of making or breaking or doing something that readers understand fully and are able to do it after reading it.
• Synthesis Essay A synthesis essay means to synthesize different ideas to make a judgement about their merit and demerits.
• Explicatory Essay An explicatory essay is meant to explain a piece of literature. It is often written about poems , short stories, and novels .
• Rhetorical Analysis Essay A rhetorical analysis essay evaluates a speech or a piece of rhetoric on the basis of rhetorical strategies and devices used in it.
• Review Essay A review essay discusses the merits and demerits of a book and evaluates it through a review.
• Simple Essay A simple essay is just a five-paragraph essay that is written on any topic after it is specified.
• Research Essay A research essay revolves around a research question that is meant to answer some specific question through a research of the relevant literature.

Format of an Essay

Generally, a simple a five-paragraph has five paragraphs including an introduction , three body paragraphs, and a conclusion . An argumentative essay, however, has an additional paragraph which presents counter argument or opposing arguments in the same sequence. However, at the end of this paragraph, both the arguments are weighed in the favor of stronger arguments presented earlier in three body paragraphs.

The format of an argumentative essay is given below:

Function of types of essay.

An essay is a specific discussion or debate on a topic from a specific point of view . A student discusses the topic from his own specific angle. Readers not only get a glimpse of what the other aspect of the topic is, they also come to know about the tone and voice of the student writers to decide whether he has achieved a certain level of capability in writing. In literary essays, a writer becomes discusses the influence that literary piece has upon the readers about a certain point of view. Essays are also useful in winning public approval about certain political ideas.

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What is an Essay?

10 May, 2020

11 minutes read

Author:  Tomas White

Well, beyond a jumble of words usually around 2,000 words or so - what is an essay, exactly? Whether you’re taking English, sociology, history, biology, art, or a speech class, it’s likely you’ll have to write an essay or two. So how is an essay different than a research paper or a review? Let’s find out!

Defining the Term – What is an Essay?

The essay is a written piece that is designed to present an idea, propose an argument, express the emotion or initiate debate. It is a tool that is used to present writer’s ideas in a non-fictional way. Multiple applications of this type of writing go way beyond, providing political manifestos and art criticism as well as personal observations and reflections of the author.

An essay can be as short as 500 words, it can also be 5000 words or more.  However, most essays fall somewhere around 1000 to 3000 words ; this word range provides the writer enough space to thoroughly develop an argument and work to convince the reader of the author’s perspective regarding a particular issue.  The topics of essays are boundless: they can range from the best form of government to the benefits of eating peppermint leaves daily. As a professional provider of custom writing, our service has helped thousands of customers to turn in essays in various forms and disciplines.

Origins of the Essay

Over the course of more than six centuries essays were used to question assumptions, argue trivial opinions and to initiate global discussions. Let’s have a closer look into historical progress and various applications of this literary phenomenon to find out exactly what it is.

Today’s modern word “essay” can trace its roots back to the French “essayer” which translates closely to mean “to attempt” .  This is an apt name for this writing form because the essay’s ultimate purpose is to attempt to convince the audience of something.  An essay’s topic can range broadly and include everything from the best of Shakespeare’s plays to the joys of April.

The essay comes in many shapes and sizes; it can focus on a personal experience or a purely academic exploration of a topic.  Essays are classified as a subjective writing form because while they include expository elements, they can rely on personal narratives to support the writer’s viewpoint.  The essay genre includes a diverse array of academic writings ranging from literary criticism to meditations on the natural world.  Most typically, the essay exists as a shorter writing form; essays are rarely the length of a novel.  However, several historic examples, such as John Locke’s seminal work “An Essay Concerning Human Understanding” just shows that a well-organized essay can be as long as a novel.

The Essay in Literature

The essay enjoys a long and renowned history in literature.  They first began gaining in popularity in the early 16 th century, and their popularity has continued today both with original writers and ghost writers.  Many readers prefer this short form in which the writer seems to speak directly to the reader, presenting a particular claim and working to defend it through a variety of means.  Not sure if you’ve ever read a great essay? You wouldn’t believe how many pieces of literature are actually nothing less than essays, or evolved into more complex structures from the essay. Check out this list of literary favorites:

• The Book of My Lives by Aleksandar Hemon
• Notes of a Native Son by James Baldwin
• Against Interpretation by Susan Sontag
• High-Tide in Tucson: Essays from Now and Never by Barbara Kingsolver
• Slouching Toward Bethlehem by Joan Didion
• Naked by David Sedaris
• Walden; or, Life in the Woods by Henry David Thoreau

Pretty much as long as writers have had something to say, they’ve created essays to communicate their viewpoint on pretty much any topic you can think of!

The Essay in Academics

Not only are students required to read a variety of essays during their academic education, but they will likely be required to write several different kinds of essays throughout their scholastic career.  Don’t love to write?  Then consider working with a ghost essay writer !  While all essays require an introduction, body paragraphs in support of the argumentative thesis statement, and a conclusion, academic essays can take several different formats in the way they approach a topic.  Common essays required in high school, college, and post-graduate classes include:

Five paragraph essay

This is the most common type of a formal essay. The type of paper that students are usually exposed to when they first hear about the concept of the essay itself. It follows easy outline structure – an opening introduction paragraph; three body paragraphs to expand the thesis; and conclusion to sum it up.

Argumentative essay

These essays are commonly assigned to explore a controversial issue.  The goal is to identify the major positions on either side and work to support the side the writer agrees with while refuting the opposing side’s potential arguments.

Compare and Contrast essay

This essay compares two items, such as two poems, and works to identify similarities and differences, discussing the strength and weaknesses of each.  This essay can focus on more than just two items, however.  The point of this essay is to reveal new connections the reader may not have considered previously.

Definition essay

This essay has a sole purpose – defining a term or a concept in as much detail as possible. Sounds pretty simple, right? Well, not quite. The most important part of the process is picking up the word. Before zooming it up under the microscope, make sure to choose something roomy so you can define it under multiple angles. The definition essay outline will reflect those angles and scopes.

Descriptive essay

Perhaps the most fun to write, this essay focuses on describing its subject using all five of the senses.  The writer aims to fully describe the topic; for example, a descriptive essay could aim to describe the ocean to someone who’s never seen it or the job of a teacher.  Descriptive essays rely heavily on detail and the paragraphs can be organized by sense.

Illustration essay

The purpose of this essay is to describe an idea, occasion or a concept with the help of clear and vocal examples. “Illustration” itself is handled in the body paragraphs section. Each of the statements, presented in the essay needs to be supported with several examples. Illustration essay helps the author to connect with his audience by breaking the barriers with real-life examples – clear and indisputable.

Informative Essay

Being one the basic essay types, the informative essay is as easy as it sounds from a technical standpoint. High school is where students usually encounter with informative essay first time. The purpose of this paper is to describe an idea, concept or any other abstract subject with the help of proper research and a generous amount of storytelling.

Narrative essay

This type of essay focuses on describing a certain event or experience, most often chronologically.  It could be a historic event or an ordinary day or month in a regular person’s life. Narrative essay proclaims a free approach to writing it, therefore it does not always require conventional attributes, like the outline. The narrative itself typically unfolds through a personal lens, and is thus considered to be a subjective form of writing.

Persuasive essay

The purpose of the persuasive essay is to provide the audience with a 360-view on the concept idea or certain topic – to persuade the reader to adopt a certain viewpoint. The viewpoints can range widely from why visiting the dentist is important to why dogs make the best pets to why blue is the best color.  Strong, persuasive language is a defining characteristic of this essay type.

The Essay in Art

Several other artistic mediums have adopted the essay as a means of communicating with their audience.  In the visual arts, such as painting or sculpting, the rough sketches of the final product are sometimes deemed essays.  Likewise, directors may opt to create a film essay which is similar to a documentary in that it offers a personal reflection on a relevant issue.  Finally, photographers often create photographic essays in which they use a series of photographs to tell a story, similar to a narrative or a descriptive essay.

Drawing the line – question answered

“What is an Essay?” is quite a polarizing question. On one hand, it can easily be answered in a couple of words. On the other, it is surely the most profound and self-established type of content there ever was. Going back through the history of the last five-six centuries helps us understand where did it come from and how it is being applied ever since.

If you must write an essay, follow these five important steps to works towards earning the “A” you want:

• Understand and review the kind of essay you must write
• Brainstorm your argument
• Find research from reliable sources to support your perspective
• Cite all sources parenthetically within the paper and on the Works Cited page
• Follow all grammatical rules

Generally speaking, when you must write any type of essay, start sooner rather than later!  Don’t procrastinate – give yourself time to develop your perspective and work on crafting a unique and original approach to the topic.  Remember: it’s always a good idea to have another set of eyes (or three) look over your essay before handing in the final draft to your teacher or professor.  Don’t trust your fellow classmates?  Consider hiring an editor or a ghostwriter to help out!

If you are still unsure on whether you can cope with your task – you are in the right place to get help. HandMadeWriting is the perfect answer to the question “Who can write my essay?”

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i. Restrictive and Non-restrictive clauses

What are restrictive and non-restrictive clauses.

Consider these two sentences, both of which contain the same relative clause. Do you see the differences in their meanings?

All politicians who are crooks should go to jail.

All politicians , who are crooks, should go to jail.

The commas make a big difference. In the first sentence, we’re told that only those politicians who are crooks should go to jail.

In the second, we’re told parenthetically that all politicians are crooks, and they all should go to jail.

We’re comparing restrictive and non-restrictive relative clauses here. In the first sentence, the restrictive clause restricts the meaning of all politicians to include only those who are crooks. The non-restrictive clause in the second sentence informs us that all politicians are crooks.

The pair of commas in the second sentence (known as parenthetical commas ) make the enclosed information supplemental so that the relative clause does not modify or restrict the words all politicians .

Here are some more examples:

It’s fun to watch magicians who are clever .

It’s fun to watch magicians, who are clever .

The first sentence tells us that only some magicians (those who are clever) are fun. The second sentence gives us some supplementary information about all magicians.

Notice that the non-restrictive clauses could be enclosed in parentheses instead of commas.

In some sentences, the commas don’t seem to make much difference:

I dislike those baseball fans who are rude .

I dislike those baseball fans, who are rude .

In both cases, we’re speaking about a particular group of fans, although the first sentence seems to be about all rude fans; the second, about a particular group of rude fans.

LICENSE AND ATTRIBUTION

“Restrictive and Non-restrictive clauses” adapted from “Restrictive and non-restrictive clauses” of  Brehe’s Grammar Anatomy from  Steven Brehe, University of North Georgia , used according to creative commons  CC BY-SA 4.0 . Access for free at https://oer.galileo.usg.edu/english-textbooks/20/

UNM Core Writing OER Collection Copyright © 2023 by University of New Mexico is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Understanding Non-restrictive Clauses with Practical Examples

Marcus Froland

March 28, 2024

When we talk, we often throw in little bits of information that aren’t exactly crucial to the main point, but they add flavor to our stories. That’s what a non-restrictive clause does in a sentence. It’s like the sprinkle of parsley on your pasta; you’d still enjoy your meal without it, but it wouldn’t be quite as interesting.

Think of it as the difference between telling someone “My brother, who hates spiders, screamed” and “My brother screamed.” In both cases, you get the main idea, but the first sentence gives you an extra tidbit about why. That extra detail is tucked into a non-restrictive clause. But how do these clauses really work within our sentences? And more importantly, why should we care?

A non-restrictive clause adds extra information to a sentence. But, it’s not essential for understanding the main point. It’s like a side note that gives more details but doesn’t change the sentence’s meaning if removed. For example, in “My brother, who lives in New York , is visiting,” the part in bold is a non-restrictive clause. It tells us where the brother lives, but even without it, we know the main idea: the brother is visiting. Non-restrictive clauses are often set apart by commas to show they’re adding extra, but not necessary, information.

The Essence of Relative Clauses in Writing

Relative clauses , a fundamental component of English grammar and writing, serve as modifiers that provide supplementary information about a noun or noun phrase. Familiarizing yourself with these clauses and incorporating them effectively in your writing can drastically improve the clarity and engagement of your text. In this section, we will talk about what relative clauses are and how important they are for linking ideas.

Defining Relative Clauses

Relative clauses act similarly to adjectives, furnishing extra information about a given noun or noun phrase. They are introduced by relative pronouns such as which , that , who , whom , and whose . By connecting pronouns to nouns mentioned earlier in the sentence, relative clauses enable two independent clauses to merge seamlessly into a single, coherent statement.

For example, consider the sentence, “The book, which was written by Jane Austen , has been adapted into numerous films.”

In this instance, the relative clause “ which was written by Jane Austen ” provides additional information about the noun phrase “The book.”

Importance of Relative Clauses for Connecting Ideas

Integrating relative clauses in your writing is crucial for establishing meaningful connections between ideas and enhancing readability . These clauses permit the combination of multiple thoughts and concepts into singular sentences without sacrificing clarity, thus enabling you to:

• Avoid repetitive sentence structures
• Enrich your text with more detail
• Foster a smoother flow of ideas
• Contribute to greater sentence variety

Skillfully incorporating relative clauses ultimately leads to more engaging and sophisticated writing, captivates the reader’s interest, and elevates the overall quality of your work. Whether you’re drafting an academic paper, a business report, or a creative piece, mastering the use of relative clauses is an essential skill to develop.

Distinguishing Between Restrictive and Non-restrictive Clauses

Understanding the subtle differences between restrictive and non-restrictive clauses is essential for conveying your intended meaning in writing. These two types of clauses play distinct roles in modifying and clarifying nouns, and using them correctly requires recognizing their unique grammatical and functional properties.

Restrictive clauses, also known as defining clauses, are crucial to determining the specific person, place, thing, or idea being referred to in the sentence. They do not require commas for separation and are closely linked to the noun they modify. For example:

The books that are on the top shelf are mine.

In this case, the restrictive clause that are on the top shelf is necessary to identify which books belong to the speaker.

On the other hand, non-restrictive clauses provide additional, non-essential information that can be removed without altering the sentence’s primary meaning. These clauses are usually set off by commas to emphasize their supplementary nature. For instance:

Mark Twain, who wrote “The Adventures of Huckleberry Finn,” was a famous American author.

Here, the non-restrictive clause who wrote “The Adventures of Huckleberry Finn” offers extra insight into Mark Twain’s identity but is not vital for understanding the sentence.

Now that you have a basic grasp of these grammar differences , let’s look at how they affect the meaning of sentences. Below is a comparative table that outlines the key distinctions between restrictive and non-restrictive clauses:

Recognizing the distinction between restrictive and non-restrictive clauses is vital for structuring sentences that communicate your intended message clearly and accurately. By familiarizing yourself with their unique characteristics, you will be better equipped to diversify your writing and create more engaging content.

Comprehending Non-restrictive Clauses

Understanding and mastering non-restrictive clauses is an invaluable skill for anyone aiming to become proficiency in grammar, as these clauses provide added depth and detail to sentences without compromising the core message. Here, we will talk more about the idea of non-restrictive clauses and how using the right punctuation can have a big effect on how easy it is to understand your writing.

Non-restrictive clauses, also known as additional clauses, supply non-essential data to the main sentence, typically enclosed by commas. These commas are crucial in setting the non-restrictive clauses apart from the rest of the sentence, signifying that the information provided could be removed without affecting the core meaning of the sentence itself. This distinction is vital for writers to effectively decide when to include supplementary information and how to appropriately punctuate it.

“The car, which is parked on the street , belongs to my neighbor.”

In the given sentence, the non-restrictive clause “ which is parked on the street ” provides extra information about the car but isn’t necessary for understanding the main idea. If the clause is removed, the sentence still conveys its primary message: “The car belongs to my neighbor.” The non-restrictive clause is marked off by commas, which indicate the supplemental nature of the information presented.

Below is a table comparing restrictive and non-restrictive clauses and showcasing the differences in punctuation use :

A solid comprehension of non-restrictive clauses is essential for producing clear and engaging text that effectively conveys your message. Familiarizing yourself with the nuances of these clauses, along with proper punctuation use , will significantly enhance your writing prowess and enable the seamless integration of additional information when necessary.

Using Relative Pronouns Correctly

Non-restrictive clauses often rely on the correct use of relative pronouns to provide supplementary information. Knowing which pronoun to use and how to punctuate it accurately is the key to crafting well-structured non-restrictive clauses. We will talk about the main pronouns used in non-restrictive clauses and go into more detail about the grammar rules that must be followed when using these pronouns.

Which Pronouns to Use in Non-restrictive Clauses?

Non-restrictive clauses are typically introduced by relative pronouns . For human references, the pronouns who and whom are used, whereas which is reserved for non-human references. The possessive pronoun whose can refer to both humans and non-humans. By selecting the appropriate pronoun, you can create a clear distinction between the main clause and the additional information in the sentence.

Grammatical Rules for Non-restrictive Pronoun Use

Non-restrictive pronoun usage is governed by a set of grammatical rules that determine punctuation and pronoun selection . Here are the key guidelines to keep in mind:

• Use commas: Always use commas to offset non-restrictive clauses, signaling that the information they provide is additional and not essential to the main sentence. The commas also help set the non-restrictive clause apart from the main clause.
• Select the right pronoun: The pronouns ‘who,’ ‘whom,’ and ‘whose’ refer to people, while ‘which’ is used for things and ideas. Make sure to choose the correct pronoun for the reference in your non-restrictive clause.

By strictly adhering to these grammatical rules , you can ensure clarity and precision in your writing when crafting non-restrictive clauses.

Example: Ivy League universities, such as Harvard, which was founded in 1636, maintain a rigorous approach to education.

In this example, the non-restrictive clause ‘which was founded in 1636’ is set apart by commas and uses the correct pronoun ‘which’ for referring to a non-human entity—Harvard.

Mastering non-restrictive clause usage and the proper selection of relative pronouns is essential for achieving clarity and sophistication in your writing. By following the punctuation guidelines and pronoun selection rules outlined in this section, you can create well-structured sentences that effectively communicate both essential and supplementary information.

Exploring Non-restrictive Clause Examples in Literature

Non-restrictive clauses play a vital role in literature, enriching the descriptions and providing deeper insights into the characters and settings. Renowned authors often insert non-restrictive clauses as narrative asides or backstories without disrupting the main narrative flow. Through a literary analysis of famous texts , we can uncover the skilled use of non-restrictive clauses as powerful tools for enhancing storytelling and character development.

“Wuthering Heights, which is renowned for its Gothic elements, tells the story of love and revenge between Heathcliff and Catherine.”

In the sentence above, the non-restrictive clause, which is renowned for its Gothic elements, offers additional information about the novel Wuthering Heights without being essential to the main idea of the sentence.

The following list of literature examples demonstrates how authors frequently employ non-restrictive clauses:

• Pride and Prejudice by Jane Austen
• Moby Dick by Herman Melville
• To Kill a Mockingbird by Harper Lee

Below is a table showcasing non-restrictive clause usage in famous literary works:

As evidenced in these examples, authors use non-restrictive clauses to convey additional details about the characters, settings, or events in their works. With a keen eye and appreciation for the nuances of non-restrictive clauses, readers can gain a deeper understanding of the stories unfolding before them.

Creating Sentence Variety with Non-restrictive Clauses

Creating sentence variety using non-restrictive clauses is an effective way to enhance the rhythm and readability of writing. By incorporating these clauses, writers can transform simple sentences into complex ones that captivate the reader’s interest. The strategic use of non-restrictive clauses adds depth and variety to the prose, making it more dynamic and engaging.

Non-restrictive clauses enable writers to experiment with various writing techniques , which help maintain the reader’s interest and prevent monotony. To further illustrate the importance of incorporating non-restrictive clauses in your writing, let’s take a look at some benefits and practical examples .

• Adding supplementary information: Non-restrictive clauses are an excellent tool for providing additional, yet non-essential information that enriches the overall content and adds depth to your writing.

Example: The laptop, which has a touchscreen, is on sale for a limited time.

• Enhancing character development and storytelling: In both fiction and non-fiction, non-restrictive clauses can offer insights into characters, settings, or specific details without detracting from the main narrative.

Example: Jane Austen, whose books are still widely-read, was an English novelist in the 1800s.

• Highlighting contrasts or comparisons: Using non-restrictive clauses can skillfully bring attention to contrasts or compare different aspects within a sentence, reinforcing the key points.

Example: The scientist, who had been working tirelessly for months, finally made a groundbreaking discovery.

By integrating non-restrictive clauses into your writing, you can create a richer, more engaging reading experience. Follow the table below to see how sentence variety can be improved by incorporating non-restrictive clauses:

Using non-restrictive clauses in your writing is important for making sentences more interesting and easier to read overall. By incorporating these clauses strategically throughout your work, you can engage your audience with captivating, in-depth writing that elevates your prose to new heights.

Integrating Non-restrictive Clauses in Your Writing

Integrating non-restrictive clauses effectively into your writing not only highlights your advanced writing skills but also showcases your ability to communicate with clarity, complexity, and nuance. These clauses help in providing additional details without altering the core meaning of a sentence, improving the sentence structure and making your text more engaging. Mastering the art of using non-restrictive clauses is essential for effective communication in both academic and professional writing.

One way to incorporate non-restrictive clauses is to identify opportunities in your text where extra information can be added without distorting the main idea. This can be achieved by linking two closely related ideas using relative pronouns like ‘who’, ‘which’, or ‘whose’ with the appropriate use of commas. Make sure to thoroughly proofread your work to ensure proper punctuation and grammatical accuracy.

By strategically using non-restrictive clauses, you can enhance the readability and overall flow of your writing. These clauses add depth and versatility to the prose, making it more dynamic and engaging for readers. As you gain proficiency in integrating non-restrictive clauses into your writing, you will notice an improvement in your overall sentence structure , leading to more effective communication and compelling content.

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Non-restrictive Clause

What is a non-restrictive clause.

• I went to London with John Baker, who lives next door .
• Betty, who is still on the ferry , will arrive before 4 o'clock.

Table of Contents

Non-restrictive Clauses vs Restrictive Clauses

Your choice of punctuation, more examples of non-restrictive clauses, why non-restrictive clauses are important.

• Peter Jones , who plays goalkeeper for our village football team, has worked at his father's greengrocers for twenty years.
• The man who plays goalkeeper for our village football team has worked at his father's greengrocers for twenty years.
• Every journalist has a novel in him, which is an excellent place for it . (Historian Russell Lynes)
• Humans are the only animals that have children on purpose with the exception of guppies, who like to eat theirs . (Journalist P J O'Rourke)
• She had a pretty gift for quotation, which is a serviceable substitute for wit . (Playwright W. Somerset Maugham)
• You can talk about anything if you go about it the right way, which is never malicious . (comedian Rodney Carrington)

(Reason 1) Know when to use a comma before "who" or "which."

• My brother, who lives in New York , caught coronavirus.
• My brother who lives in New York caught coronavirus.

Test for a Non-restrictive Clause

• I've enjoyed the benefits of this country, which has been very good to me . (Attorney Wendy Long)
• How can you govern a country which has 246 varieties of cheese ? (French President Charles De Gaulle)

(Reason 2) Know when to use a comma before "who" or "which."

• Do you have an adjective clause headed by "which" or "who"? Would you happily put it in parentheses? Yes? It's non-restrictive. Offset it with commas or, if you think it helps, dashes or parentheses (round brackets).
• Knowing your options for parenthetical punctuation is a useful writing tool.

This page was written by Craig Shrives .

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Meaning of non-restricted in English

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• You do not need to keep a record of non-restricted firearms .
• The money was given as part of a nonrestricted grant .
• The museum receives non-restricted money from the fund .
• (as) free as a bird idiom
• at will idiom
• blank cheque
• free rein idiom
• free spirit
• free-spirited
• non-didactic
• non-directed
• non-restrictive
• not be the boss of someone idiom
• paddle your own canoe idiom
• the world is someone's oyster idiom
• walk free idiom
• wiggle room
• wriggle room

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a device that measures air pressure and shows when the weather is likely to change

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In the campus protests over the war in Gaza, language and rhetoric are—as they have always been when it comes to Israel and Palestine—weapons of mass destruction.

By Zadie Smith

A philosophy without a politics is common enough. Aesthetes, ethicists, novelists—all may be easily critiqued and found wanting on this basis. But there is also the danger of a politics without a philosophy. A politics unmoored, unprincipled, which holds as its most fundamental commitment its own perpetuation. A Realpolitik that believes itself too subtle—or too pragmatic—to deal with such ethical platitudes as thou shalt not kill. Or: rape is a crime, everywhere and always. But sometimes ethical philosophy reënters the arena, as is happening right now on college campuses all over America. I understand the ethics underpinning the protests to be based on two widely recognized principles:

There is an ethical duty to express solidarity with the weak in any situation that involves oppressive power.

If the machinery of oppressive power is to be trained on the weak, then there is a duty to stop the gears by any means necessary.

The first principle sometimes takes the “weak” to mean “whoever has the least power,” and sometimes “whoever suffers most,” but most often a combination of both. The second principle, meanwhile, may be used to defend revolutionary violence, although this interpretation has just as often been repudiated by pacifistic radicals, among whom two of the most famous are, of course, Mahatma Gandhi and Martin Luther King, Jr . In the pacifist’s interpretation, the body that we must place between the gears is not that of our enemy but our own. In doing this, we may pay the ultimate price with our actual bodies, in the non-metaphorical sense. More usually, the risk is to our livelihoods, our reputations, our futures. Before these most recent campus protests began, we had an example of this kind of action in the climate movement. For several years now, many people have been protesting the economic and political machinery that perpetuates climate change, by blocking roads, throwing paint, interrupting plays, and committing many other arrestable offenses that can appear ridiculous to skeptics (or, at the very least, performative), but which in truth represent a level of personal sacrifice unimaginable to many of us.

I experienced this not long ago while participating in an XR climate rally in London. When it came to the point in the proceedings where I was asked by my fellow-protesters whether I’d be willing to commit an arrestable offense—one that would likely lead to a conviction and thus make travelling to the United States difficult or even impossible—I’m ashamed to say that I declined that offer. Turns out, I could not give up my relationship with New York City for the future of the planet. I’d just about managed to stop buying plastic bottles (except when very thirsty) and was trying to fly less. But never to see New York again? What pitiful ethical creatures we are (I am)! Falling at the first hurdle! Anyone who finds themselves rolling their eyes at any young person willing to put their own future into jeopardy for an ethical principle should ask themselves where the limits of their own commitments lie—also whether they’ve bought a plastic bottle or booked a flight recently. A humbling inquiry.

It is difficult to look at the recent Columbia University protests in particular without being reminded of the campus protests of the nineteen-sixties and seventies, some of which happened on the very same lawns. At that time, a cynical political class was forced to observe the spectacle of its own privileged youth standing in solidarity with the weakest historical actors of the moment, a group that included, but was not restricted to, African Americans and the Vietnamese. By placing such people within their ethical zone of interest, young Americans risked both their own academic and personal futures and—in the infamous case of Kent State—their lives. I imagine that the students at Columbia—and protesters on other campuses—fully intend this echo, and, in their unequivocal demand for both a ceasefire and financial divestment from this terrible war, to a certain extent they have achieved it.

But, when I open newspapers and see students dismissing the idea that some of their fellow-students feel, at this particular moment, unsafe on campus, or arguing that such a feeling is simply not worth attending to, given the magnitude of what is occurring in Gaza, I find such sentiments cynical and unworthy of this movement. For it may well be—within the ethical zone of interest that is a campus, which was not so long ago defined as a safe space, delineated by the boundary of a generation’s ethical ideas— it may well be that a Jewish student walking past the tents, who finds herself referred to as a Zionist, and then is warned to keep her distance, is, in that moment, the weakest participant in the zone. If the concept of safety is foundational to these students’ ethical philosophy (as I take it to be), and, if the protests are committed to reinserting ethical principles into a cynical and corrupt politics, it is not right to divest from these same ethics at the very moment they come into conflict with other imperatives. The point of a foundational ethics is that it is not contingent but foundational. That is precisely its challenge to a corrupt politics.

Practicing our ethics in the real world involves a constant testing of them, a recognition that our zones of ethical interest have no fixed boundaries and may need to widen and shrink moment by moment as the situation demands. (Those brave students who—in supporting the ethical necessity of a ceasefire—find themselves at painful odds with family, friends, faith, or community have already made this calculation.) This flexibility can also have the positive long-term political effect of allowing us to comprehend that, although our duty to the weakest is permanent, the role of “the weakest” is not an existential matter independent of time and space but, rather, a contingent situation, continually subject to change. By contrast, there is a dangerous rigidity to be found in the idea that concern for the dreadful situation of the hostages is somehow in opposition to, or incompatible with, the demand for a ceasefire. Surely a ceasefire—as well as being an ethical necessity—is also in the immediate absolute interest of the hostages, a fact that cannot be erased by tearing their posters off walls.

Part of the significance of a student protest is the ways in which it gives young people the opportunity to insist upon an ethical principle while still being, comparatively speaking, a more rational force than the supposed adults in the room, against whose crazed magical thinking they have been forced to define themselves. The equality of all human life was never a self-evident truth in racially segregated America. There was no way to “win” in Vietnam. Hamas will not be “eliminated.” The more than seven million Jewish human beings who live in the gap between the river and the sea will not simply vanish because you think that they should. All of that is just rhetoric. Words. Cathartic to chant, perhaps, but essentially meaningless. A ceasefire, meanwhile, is both a potential reality and an ethical necessity. The monstrous and brutal mass murder of more than eleven hundred people, the majority of them civilians, dozens of them children, on October 7th, has been followed by the monstrous and brutal mass murder (at the time of writing) of a reported fourteen thousand five hundred children. And many more human beings besides, but it’s impossible not to notice that the sort of people who take at face value phrases like “surgical strikes” and “controlled military operation” sometimes need to look at and/or think about dead children specifically in order to refocus their minds on reality.

To send the police in to arrest young people peacefully insisting upon a ceasefire represents a moral injury to us all. To do it with violence is a scandal. How could they do less than protest, in this moment? They are putting their own bodies into the machine. They deserve our support and praise. As to which postwar political arrangement any of these students may favor, and on what basis they favor it—that is all an argument for the day after a ceasefire. One state, two states, river to the sea—in my view, their views have no real weight in this particular moment, or very little weight next to the significance of their collective action, which (if I understand it correctly) is focussed on stopping the flow of money that is funding bloody murder, and calling for a ceasefire, the political euphemism that we use to mark the end of bloody murder. After a ceasefire, the criminal events of the past seven months should be tried and judged, and the infinitely difficult business of creating just, humane, and habitable political structures in the region must begin anew. Right now: ceasefire. And, as we make this demand, we might remind ourselves that a ceasefire is not, primarily, a political demand. Primarily, it is an ethical one.

But it is in the nature of the political that we cannot even attend to such ethical imperatives unless we first know the political position of whoever is speaking. (“Where do you stand on Israel/Palestine?”) In these constructed narratives, there are always a series of shibboleths, that is, phrases that can’t be said, or, conversely, phrases that must be said. Once these words or phrases have been spoken ( river to the sea, existential threat, right to defend, one state, two states, Zionist, colonialist, imperialist, terrorist ) and one’s positionality established, then and only then will the ethics of the question be attended to (or absolutely ignored). The objection may be raised at this point that I am behaving like a novelist, expressing a philosophy without a politics, or making some rarefied point about language and rhetoric while people commit bloody murder. This would normally be my own view, but, in the case of Israel/Palestine, language and rhetoric are and always have been weapons of mass destruction.

It is in fact perhaps the most acute example in the world of the use of words to justify bloody murder, to flatten and erase unbelievably labyrinthine histories, and to deliver the atavistic pleasure of violent simplicity to the many people who seem to believe that merely by saying something they make it so. It is no doubt a great relief to say the word “Hamas” as if it purely and solely described a terrorist entity. A great relief to say “There is no such thing as the Palestinian people” as they stand in front of you. A great relief to say “Zionist colonialist state” and accept those three words as a full and unimpeachable definition of the state of Israel, not only under the disastrous leadership of Benjamin Netanyahu but at every stage of its long and complex history, and also to hear them as a perfectly sufficient description of every man, woman, and child who has ever lived in Israel or happened to find themselves born within it. It is perhaps because we know these simplifications to be impossible that we insist upon them so passionately. They are shibboleths; they describe a people, by defining them against other people—but the people being described are ourselves. The person who says “We must eliminate Hamas” says this not necessarily because she thinks this is a possible outcome on this earth but because this sentence is the shibboleth that marks her membership in the community that says that. The person who uses the word “Zionist” as if that word were an unchanged and unchangeable monolith, meaning exactly the same thing in 2024 and 1948 as it meant in 1890 or 1901 or 1920—that person does not so much bring definitive clarity to the entangled history of Jews and Palestinians as they successfully and soothingly draw a line to mark their own zone of interest and where it ends. And while we all talk, carefully curating our shibboleths, presenting them to others and waiting for them to reveal themselves as with us or against us—while we do all that, bloody murder.

And now here we are, almost at the end of this little stream of words. We’ve arrived at the point at which I must state clearly “where I stand on the issue,” that is, which particular political settlement should, in my own, personal view, occur on the other side of a ceasefire. This is the point wherein—by my stating of a position—you are at once liberated into the simple pleasure of placing me firmly on one side or the other, putting me over there with those who lisp or those who don’t, with the Ephraimites, or with the people of Gilead. Yes, this is the point at which I stake my rhetorical flag in that fantastical, linguistical, conceptual, unreal place—built with words—where rapes are minimized as needs be, and the definition of genocide quibbled over, where the killing of babies is denied, and the precision of drones glorified, where histories are reconsidered or rewritten or analogized or simply ignored, and “Jew” and “colonialist” are synonymous, and “Palestinian” and “terrorist” are synonymous, and language is your accomplice and alibi in all of it. Language euphemized, instrumentalized, and abused, put to work for your cause and only for your cause, so that it does exactly and only what you want it to do. Let me make it easy for you. Put me wherever you want: misguided socialist, toothless humanist, naïve novelist, useful idiot, apologist, denier, ally, contrarian, collaborator, traitor, inexcusable coward. It is my view that my personal views have no more weight than an ear of corn in this particular essay. The only thing that has any weight in this particular essay is the dead. ♦

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The Mostly Persuasive Logic Behind the New Ban on Noncompetes

By Peter Coy

Opinion Writer

The Federal Trade Commission used two very different rationales to get to its near-total ban this week on noncompete agreements. One of them is a no-brainer. The other is provocative but not completely obvious. I guess I’d call it a brainer.

As you might have read, the F.T.C. commissioners on Tuesday voted 3 to 2 on a final rule against noncompete clauses in employment contracts, which limit the ability of an employee to quit and immediately go work for a rival. The commission determined that they are an “unfair method of competition.” The rule takes effect 120 days after its publication in the Federal Register, unless a court blocks it before then.

The easy prong of the ban for the F.T.C. to justify is the one that applies to nurses, hairdressers, truck drivers — actually, every kind of worker except for senior executives. For 99 percent of the American work force, the F.T.C. said, requiring workers to sign noncompete agreements as a condition of employment is “coercive and exploitative conduct.” The agency’s 570-page ruling cites articles in The Times and The Wall Street Journal in which workers came forward to say, in the F.T.C.’s words, that noncompete agreements “derailed their careers, destroyed their finances and upended their lives.” I agree. I wrote a piece in 2021 titled , “Why Are Fast Food Workers Signing Noncompete Agreements?”

But the “coercive and exploitative” rationale doesn’t work for senior executives, who aren’t so easy to coerce or exploit. They’re more likely to have lawyers look over contract offers. They typically have some power in the employment negotiation and know how to use it. Many won’t sign a noncompete agreement unless they get something in return, such as a sweetened pay package.

The F.T.C. defined senior executives as people earning more than $151,164 per year who are in a “policy-making position” and estimated that fewer than 1 percent of workers meet the description. Under the rule, existing noncompetes for senior executives can remain in force but most new ones are banned. The rule doesn’t apply to clauses that are related to the sale of a business.

For noncompetes involving senior executives, the F.T.C. fell back on another argument, which is that the agreements are “restrictive and exclusionary conduct” that harms competition in product, service and labor markets. (The F.T.C. says that this second argument also applies to other workers, but for them I think it’s overshadowed by the “coercive and exploitative” argument.)

This is a bit subtle. It requires you to think of the employer and the senior executive as being in cahoots rather than fighting each other. Together they cook up a noncompete that rewards the executive for agreeing to deprive other potential employers of her or his talents and depriving the customers of those other companies of potentially better products and services. In economists’ terms, noncompete signatories are maximizing their bilateral surplus at the expense of others.

The logic is that the company that can’t hire the executive might have better growth prospects, so holding it back is bad for society as a whole. Or, after leaving the old employer, the executive has to be (wastefully) inactive for six months or so to wait out what finance people call the garden leave. Or the new employer has to pay a large sum to buy out the noncompete clause — again, socially wasteful.

“There can be sizable gains from restricting these contracts,” Liyan Shi of Carnegie Mellon’s Tepper School of Business wrote in a 2023 article in the journal Econometrica.

As I said, this is an interesting and even persuasive argument. But it’s not simple to make.

“If this becomes the approach,” Sean Heather, the senior vice president for international regulatory affairs and antitrust at the U.S. Chamber of Commerce, asked me, will any contract that doesn’t take into account the interests of third parties be “no longer viable”?

Charles Tharp, a professor of the practice at Boston University’s Questrom School of Business, said that while banning the noncompete might benefit a future employer, it harms the current employer, so there’s no net benefit; it’s a wash.

But two other economists I contacted disagreed with Tharp and Heather. Evan Penniman Starr, an associate professor at the University of Maryland’s Smith School of Business who is an expert on noncompete agreements, wrote to me that governments shouldn’t always put third parties first, but shouldn’t ignore them either, citing smoking bans to protect third parties from secondhand smoke. As for Tharp’s point, he wrote, “If match quality is higher at the subsequent firm, it is not a wash. It’s an efficient move that would destroy value if it wasn’t made.”

Sandeep Vaheesan, the legal director of the Open Markets Institute, emailed me that companies could still retain senior executives through higher pay packages and fixed-term contracts. Noncompetes are a “stick,” he wrote. “Public policy should encourage employers to use carrots instead. The F.T.C. noncompete ban does exactly that.”

Vaheesan also sided with the F.T.C.’s argument that companies have other ways to protect themselves when a key employee leaves, such as trade secret protection and agreements that prohibit people from soliciting customers of the companies they used to work for.

There’s precedent for taking into account the interests of third parties, Starr told me. He cited an American Bar Association model rule on professional conduct that forbids restricting attorneys from working elsewhere not only because it harms the attorney but also because it “limits the freedom of clients to choose a lawyer.”

The strongest evidence against noncompete agreements is that Silicon Valley has thrived even though — or maybe even partly because — the state of California has long banned noncompete agreements in most circumstances, under a law passed in 1872. The prohibition does not seem to have discouraged companies from sharing valuable inside information with employees who might leave. And it has enabled the germination of ideas as people flit from company to company like pollinating honeybees.

“Noncompetes are a pain in the neck for us,” Dr. Stephen DeCherney, who is the chair of New York-based Helios Clinical Research, told me. “Overall I won’t be sorry to see them go.”

Still, this is going to be messy for a while. The U.S. Chamber of Commerce has filed a lawsuit against the F.T.C. to block the rule, arguing that the agency doesn’t have the power to issue such a ban and that even if it did, a categorical ban isn’t lawful. Eugene Scalia, who was President Donald Trump’s secretary of labor for a year and a half, also filed a lawsuit, this one on behalf of Ryan L.L.C., a tax services firm in Texas whose chief executive, Brint Ryan , is a Republican donor who has advised Trump.

Even if the F.T.C. wins on the legality of its rule, enforcing it is going to be tricky. Let’s say a company gets rid of its noncompete clause, but it imposes a nondisclosure agreement that’s so broad and strict that it has the same functional effect of preventing someone from taking a job elsewhere. According to the F.T.C., “such a term is a noncompete clause under the final rule.”

Arguing over what’s the same functional effect is going to keep a lot of lawyers busy. Same for nonsolicitation agreements and trade secret protection. “‘You can’t work for a competitor for a year’ is a pretty clear rule; ‘you can’t use our secrets at a competitor’ will mean more lawsuits,” Matt Levine, a columnist for Bloomberg Opinion, wrote Wednesday.

I admire the F.T.C. for looking at the entire economic landscape in evaluating the pros and cons of noncompete agreements, not just the interests of the employer and employee. It’s a bold step, though.

The Readers Write

You wrote that most right-to-work laws were passed in the 1940s and 1950s, when Southern states were solidly Democratic. True, but in the ’60s after the passage of the Civil Rights Act the Southern Democrats were wholly absorbed by the Republican Party. Right-to-work is an anti-union strategy implemented by the same power elite that discouraged workers in this most recent vote. Their failure is significant. When Southerners start thinking for themselves, I view that as a hopeful development.

Rebecca Bartlett Brattleboro, Vt.

I’m a 47-year union member enjoying my retirement with an old-fashioned, union-negotiated pension and lifetime medical coverage. As those Volkswagen workers told you, to a certain degree, it doesn’t matter who the president is when it comes to what union members are paid. But it does matter to all employees who the president appoints to critical agencies such as the National Labor Relations Board, the Occupational Safety and Health Administration, the Equal Employment Opportunity Commission, and many more. Those agencies have real day-to-day impact on workers’ lives and futures.

Jim Griffin King George, Va.

Concerning your newsletter on Donald Trump’s economic agenda: He is clearly advocating an isolationist strategy. One does not have to look far to see that isolationism is a dead-end street. Is there anything to love about North Korea’s economy? How about Brexit?

Bob Kerst San Francisco

Quote of the Day

“Got no diamond, got no pearl Still I think I’m a lucky girl I got the sun in the morning and the moon at night”

— Irving Berlin, “I Got the Sun in the Morning” (1946)

Peter Coy is a writer for the Opinion section of The Times, covering economics and business. Email him at [email protected] . @ petercoy