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An Evaluation Essay assesses the object of study and induces the reader to agree with the writer's point of view. Evaluation essay is somewhat similar to the cause and effect essays, except for considering no cause-and-effect relations. Evaluation involves pondering over the text, actions or events and is not limited to books and articles only.

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John Galsworthy, one of the greatest British writers, was a representative of the literary tradition, which has regarded the novel as a lawful instrument of social propaganda. He believed that it was the duty of an artist to state a problem, to throw light upon it, but not to provide a solution. Galsworthy fulfills this honorary duty of an artist in his great masterpiece, The Forsyte Saga (begun in 1906). With the brilliant combination of intelligent irony, symbolic characters and deep insight into problems the author tells a reader about four generations of the Forsyte family. One of the major problems connected with the family is that the Forsytes conduct their family lives, love, and appreciate art under the ideal of "property first".

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Admission and Scholarship essay writing

The major difference between the two types of essays is their intended purpose, while the similarity is their audience. Both admission essays and scholarship essays are usually sent out to a committee representing the academic body of an institution such as college, university, graduate school, etc.


A well-written admission essay should illustrate why a particular applicant should be given preference by admission committee over many other applicants. Naturally, this requires a great deal of effort to be devoted to showing in the essay why the applicant deserves more than others to enroll. To achieve this purpose, the essay must show in details all of the academic and personal achievements and advantages of a person who submits the essay.


After brainstorming, an applicant should decide a central topic around which the entire essay will revolve. The list of personal achievements and awards should naturally supplement the central idea of an admission essay and give solid clues to the committee why the person who wrote the essay is better than the other applicants. The central idea can be just about anything, as long as it serves the general purpose well, and is logically intertwined with supporting facts.


In such case, it might be useful to show the unique personality traits or recount enlightening experiences that became truly life-changing for that person and prepared him/her for successful coping with further challenges in life. If possible, it would be wise to relate the image of the institution to which the person applies with some unique personal traits of that person and show inner personal strivings as a positive contribution to further meaningful cooperation between institution and individual.


Speaking of a scholarship essay, it should be noted that its objective, in a way, is even more challenging then that of an admission essay. Getting a scholarship is a challenging task: a person who submits such an essay should be honest both to himself/herself and to the evaluation committee. When writing the essay, one should be creative enough to vividly describe all the challenges and hardship this person had to go through to be able to even apply for the scholarship. At the same time, a truthful recount of facts should not give way to primitive complaining about things. The committee will be eager to see applicants that are strong and determined enough individuals, that are able to cope with challenges in life: the granted scholarship should be  viewed in this case as a useful contribution to the person’s future achievements, not just a charity thing awarded to the poor.


Both scholarship essays and admission essays do require a lot of effort on the applicant’s part. While many students may be proud of their academic and personal achievements, only the chosen will be picked out by the committee based on their clearly defined purpose clad in persuasive and reassuring content of the essays submitted. 

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