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The Ten Best American Essays Since 1950, According to Robert Atwan

in Books , Literature | November 15th, 2012 3 Comments

“Essays can be lots of things, maybe too many things,” writes Atwan in his foreward to the 2012 installment in the Best American series, “but at the core of the genre is an unmistakable receptivity to the ever-shifting processes of our minds and moods. If there is any essential characteristic we can attribute to the essay, it may be this: that the truest examples of the form enact that ever-shifting process, and in that enactment we can find the basis for the essay’s qualification to be regarded seriously as imaginative literature and the essayist’s claim to be taken seriously as a creative writer.”

In 2001 Atwan and Joyce Carol Oates took on the daunting task of tracing that ever-shifting process through the previous 100 years for The Best American Essays of the Century . Recently Atwan returned with a more focused selection for Publishers Weekly : “The Top 10 Essays Since 1950.” To pare it all down to such a small number, Atwan decided to reserve the “New Journalism” category, with its many memorable works by Tom Wolfe, Gay Talese, Michael Herr and others, for some future list. He also made a point of selecting the best essays , as opposed to examples from the best essayists. “A list of the top ten essayists since 1950 would feature some different writers.”

We were interested to see that six of the ten best essays are available for free reading online. Here is Atwan’s list, along with links to those essays that are on the Web:

James Baldwin, “Notes of a Native Son,” 1955 (Read it here .)
Norman Mailer, “The White Negro,” 1957 (Read it here .)
Susan Sontag, “Notes on ‘Camp,’ ” 1964 (Read it here .)
John McPhee, “The Search for Marvin Gardens,” 1972 (Read it here with a subscription.)
Joan Didion, “The White Album,” 1979
Annie Dillard, “Total Eclipse,” 1982
Phillip Lopate, “Against Joie de Vivre,” 1986 (Read it here .)
Edward Hoagland, “Heaven and Nature,” 1988
Jo Ann Beard, “The Fourth State of Matter,” 1996 (Read it here .)
David Foster Wallace, “Consider the Lobster,” 2004 (Read it here in a version different from the one published in his 2005 book of the same name.)

“To my mind,” writes Atwan in his article, “the best essays are deeply personal (that doesn’t necessarily mean autobiographical) and deeply engaged with issues and ideas. And the best essays show that the name of the genre is also a verb, so they demonstrate a mind in process–reflecting, trying-out, essaying.”

To read more of Atwan’s commentary, see his article in Publishers Weekly .

The photo above of Susan Sontag was taken by Peter Hujar in 1966.

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Americans and Brits Have Been Fighting Over the English Language for Centuries. Here’s How It Started

Noah Webster - Schoolmaster of the Republic

T he British and Americans have never gotten along very well where the English language is concerned. British mockery and indignation over what Americans were doing with and to the language began long before Independence, but after that it blossomed into a fully-fledged, ill-spirited, relentless attack that is still going on today. The conservative British politician and Brexit supporter Jacob Rees-Mogg, for example, has been defended as “one who dares to eschew the current, Americanized, mode of behaviour, speech, and dress.” In our own time, as has been the case for more than two centuries, fights about nationalism easily turn into skirmishes over language.

British ridicule of American ways of speaking became a vitriolic and crowded sport in the 18th and 19th centuries. New American words were springing up seemingly out of nowhere, and the British had no clue what many of them meant. Although he greatly admired America and Americans, the expatriate Scottish churchman John Witherspoon, a signer of the Declaration of Independence and member of Congress, had no taste for the language he heard cropping up in all walks of life in the country. “I have heard in this country,” he wrote in 1781, “in the senate, at the bar, and from the pulpit, and see daily in dissertations from the press, errors in grammar, improprieties and vulgarisms which hardly any person of the same class in point of rank and literature would have fallen into in Great Britain.” Among the Americanisms he said he heard everywhere were the use of “every” instead of “every one” and “mad” for “angry.” He particularly disliked “this here” or “that there.”

The British cringed over new American accents, coinages and vulgarisms. Prophets of doom flourished; the English language in America was going to disappear. “Their language will become as independent of England, as they themselves are,” wrote Jonathan Boucher, an English clergyman living in Maryland. Frances Trollope, mother of the novelist Anthony Trollope, was disgusted by “strange uncouth phrases and pronunciation” when she travelled in America in 1832. “Here then is the ruination of our classic English tongue,” mourned the British engineer, John Mactaggart. Even Thomas Jefferson found himself on the receiving end of an avalanche of British mockery, as The London Magazine in 1787 raged against his propensity to coin Americanisms: “For shame, Mr. Jefferson. Why, after trampling upon the honour of our country, and representing it as little better than a land of barbarism – why, we say, perpetually trample also upon the very grammar of our language? … Freely, good sir, will we forgive all your attacks, impotent as they are illiberal, upon our national character; but for the future, spare – O spare, we beseech you, our mother-tongue!”

But such protests did not stop Americans from telling the British to mind their own business, as they continued to use the language the way they felt they needed to in building their nation.

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Independence, it was felt by many, was a cultural as well as political matter that could never be complete without Americans taking pride in their own language. On the part of the more zealous American patriots like Thomas Jefferson and Noah Webster, the goal was national unity fostered by a conviction that Americans now ought to own and possess their own language. Jefferson led the charge by declaring war against Samuel Johnson’s famous Dictionary of the English Language , which continued to reign supreme for a century after its publication in 1755. Unless Johnson were toppled from his perch as the sage of the English language, he argued, America could remain hostage to British English deep into the 19th century. Webster, the self-styled grammarian who egotistically claimed for himself the role of “prophet of language to the American people,” was by far the most hostile to British interference in the development of the American language. He wrote an essay entitled, “English Corruption of the American Language,” casting Johnson as “the insidious Delilah by which the Samsons of our country are shorn of their locks.”

“Great Britain, whose children we are,” he claimed, “and whose language we speak, should no longer be our standard; for the taste of her writers is already corrupted, and her language on the decline.”

Yet, not all Americans were on board with Webster’s ideas and many Americans fought back, thoroughly and lastingly mocking him for his egregious reforms of the language, especially spelling, as a way of banishing the persistent American subservience to British culture. Pointing to him, one of his many American enemies remarked, “I expect to encounter the displeasure of our American reformers, who think we ought to throw off our native tongue as one of the badges of English servitude, and establish a new tongue for ourselves. … the best scholars in our country treat such a scheme with derision.”

We have to give it to Webster that he did write, as he made a point of putting it in his title, the first comprehensive unabridged “ American ” dictionary of the language. That effort, such as it was, 30 years in the making, brought on the golden age of American dictionaries — that is, those written in the U.S. The great historical irony, in light of decades of British ridicule of what Americans were doing with the language, is that Americans, like Webster’s superior and forgotten lexicographical rival Joseph Emerson Worcester, quickly surpassed British writers of dictionaries and continued to do so for more than half a century, until the birth of the monumental Oxford English Dictionary finally began to replace Johnson’s as Britain’s national dictionary.

Nonetheless, the flow of bad blood shed throughout the tortuous language and dictionary wars in the 19th century continued well into the 20th century, confirming that America and Britain were then and still are, as is often said, two nations “divided by a common language.” Divided, indeed, as with the same language they have always been able to understand their insults of one another.

Peter Martin is the author of the book The Dictionary Wars: The American Fight over the English Language (Princeton University Press 2019). He is also the author of the biographies Samuel Johnson and A Life of James Boswell . He has taught English literature in the United States and England.

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What Makes a Great American Essay?

Talking to phillip lopate about thwarted expectations, emerson, and the 21st-century essay boom.

Phillip Lopate spoke to Literary Hub about the new anthology he has edited, The Glorious American Essay . He recounts his own development from an “unpatriotic” young man to someone, later in life, who would embrace such writers as Ralph Waldo Emerson, who personified the simultaneous darkness and optimism underlying the history of the United States. Lopate looks back to the Puritans and forward to writers like Wesley Yang and Jia Tolentino. What is the next face of the essay form?

Literary Hub: We’re at a point, politically speaking, when disagreements about the meaning of the word “American” are particularly vehement. What does the term mean to you in 2020? How has your understanding of the word evolved?

Phillip Lopate : First of all, I am fully aware that even using the word “American” to refer only to the United States is something of an insult to Latin American countries, and if I had said “North American” to signify the US, that might have offended Canadians. Still, I went ahead and put “American” in the title as a synonym for the United States, because I wanted to invoke that powerful positive myth of America as an idea, a democratic aspiration for the world, as well as an imperialist juggernaut replete with many unresolved social inequities, in negative terms.

I will admit that when I was younger, I tended to be very unpatriotic and critical of my country, although once I started to travel abroad and witness authoritarian regimes like Spain under Franco, I could never sign on to the fear that a fascist US was just around the corner. I came to the conclusion that we have our faults, but our virtues as well.

The more I’ve become interested in American history, the more I’ve seen how today’s problems and possible solutions are nothing new, but keep returning in cycles: economic booms and recessions, anti-immigrant sentiment, regional competition, racist Jim Crow policies followed by human rights advances, vigorous federal regulations and pendulum swings away from governmental intervention.

Part of the thrill in putting together this anthology was to see it operating simultaneously on two tracks: first, it would record the development of a literary form that I loved, the essay, as it evolved over 400 years in this country. At the same time, it would be a running account of the history of the United States, in the hands of these essayists who were contending, directly or indirectly, with the pressing problems of their day. The promise of America was always being weighed against its failure to live up to that standard.

For instance, we have the educator John Dewey arguing for a more democratic schoolhouse, the founder of the settlement house movement Jane Addams analyzing the alienation of young people in big cities, the progressive writer Randolph Bourne describing his own harsh experiences as a disabled person, the feminist Elizabeth Cady Stanton advocating for women’s rights, and W. E. B. Dubois and James Weldon Johnson eloquently addressing racial injustice.

Issues of identity, gender and intersectionality were explored by writers such as Richard Rodriguez, Audre Lorde, Leonard Michaels and N. Scott Momaday, sometimes with touches of irony and self-scrutiny, which have always been assets of the essay form.

LH : If a publisher had asked us to compile an anthology of 100 representative American essays, we wouldn’t know where to start. How did you? What were your criteria?

PL : I thought I knew the field fairly well to begin with, having edited the best-selling Art of the Personal Essay in 1994, taught the form for decades, served on book award juries and so on. But once I started researching and collecting material, I discovered that I had lots of gaps, partly because the mandate I had set for myself was so sweeping.

This time I would not restrict myself to personal essays but would include critical essays, impersonal essays, speeches that were in essence essays (such as George Washington’s Farewell Address or Martin Luther King, Jr’s sermon on Vietnam), letters that functioned as essays (Frederick Douglass’s Letter to His Master).

I wanted to expand the notion of what is an essay, to include, for instance, polemics such as Thomas Paine’s Common Sense , or one of the Federalist Papers; newspaper columnists (Fanny Fern, Christopher Morley); humorists (James Thurber, Finley Peter Dunne, Dorothy Parker).

But it also occurred to me that fine essayists must exist in every discipline, not only literature, which sent me on a hunt that took me to cultural criticism (Clement Greenberg, Kenneth Burke), theology (Paul Tillich), food writing (M.F. K. Fisher), geography (John Brinkerhoff Jackson), nature writing (John Muir, John Burroughs, Edward Abbey), science writing (Loren Eiseley, Lewis Thomas), philosophy (George Santayana). My one consistent criterion was that the essay be lively, engaging and intelligently written. In short, I had to like it myself.

Of course I would need to include the best-known practitioners of the American essay—Emerson, Thoreau, Mencken, Baldwin, Sontag, etc.—and was happy to do so. As it turned out, most of the masters of American fiction and poetry also tried their hand successfully at essay-writing, which meant including Nathaniel Hawthorne, Walt Whitman, Theodore Dreiser, Willa Cather, Flannery O’Connor, Ralph Ellison. . .

But I was also eager to uncover powerful if almost forgotten voices such as John Jay Chapman, Agnes Repplier, Randolph Bourne, Mary Austin, or buried treasures such as William Dean Howells’ memoir essay of his days working in his father’s printing shop.

Finally, I wanted to show a wide variety of formal approaches, since the essay is by its very nature and nomenclature an experiment, which brought me to Gertrude Stein and Wayne Koestenbaum. Equally important, I was aided in all these searches by colleagues and friends who kept suggesting other names. For every fertile lead, probably four resulted in dead ends. Meanwhile, I was having a real learning adventure.

LH: Do you have a personal favorite among American essayists? If so, what appeals to you the most about them?

PL : I do. It’s Ralph Waldo Emerson. He was the one who cleared the ground for US essayists, in his famous piece, “The American Scholar,” which called on us to free ourselves from slavish imitation of European models and to think for ourselves. So much American thought grows out of Emerson, or is in contention with Emerson, even if that debt is sometimes unacknowledged or unconscious.

What I love about Emerson is his density of thought, and the surprising twists and turns that result from it. I can read an essay of his like “Experience” (the one I included in this anthology) a hundred times and never know where it’s going next. If it was said of Emily Dickenson that her poems made you feel like the top of your head was spinning, that’s what I feel in reading Emerson. He has a playful skepticism, a knack for thinking against himself. Each sentence starts a new rabbit of thought scampering off. He’s difficult but worth the trouble.

I once asked Susan Sontag who her favorite American essayist was, and she replied “Emerson, of course.” It’s no surprise that Nietzsche revered Emerson, as did Carlyle, and in our own time, Harold Bloom, Stanley Cavell, Richard Poirier. But here’s a confession: it took me awhile to come around to him.

I found his preacher’s manner and abstractions initially off-putting, I wasn’t sure about the character of the man who was speaking to me. Then I read his Notebooks and the mystery was cracked: suddenly I was able to follow essays such as “Circles” with pure pleasure, seeing as I could the darkness and complexity underneath the optimism.

LH: You make the interesting decision to open the anthology with an essay written in 1726, 50 years before the founding of the republic. Why?

PL : I wanted to start the anthology with the first fully-formed essayistic voices in this land, which turned out to belong to the Puritans. Regardless of the negative associations of zealous prudishness that have come to attach to the adjective “puritanical,” those American colonies founded as religious settlements were spearheaded by some remarkably learned and articulate spokespersons, whose robust prose enriched the American literary canon.

Cotton Mather and Jonathan Edwards were highly cultivated readers, familiar with the traditions of essay-writing, Montaigne and the English, and with the latest science, even as they inveighed against witchcraft. I will admit that it also amused me to open the book with Cotton Mather, a prescriptive, strait-is-the-gate character, and end it with Zadie Smith, who is not only bi-racial but bi-national, dividing her year between London and New York, and whose openness to self-doubt is signaled by her essay collection title, Changing My Mind .

The next group of writers I focused on were the Founding Fathers, Benjamin Franklin, Thomas Paine, Alexander Hamilton, Thomas Jefferson and George Washington, and a foundational feminist, Judith Sargent Murray, who wrote the 1790 essay “On the Equality of the Sexes.” These authors, whose essays preceded, occurred during or immediately followed the founding of the republic, were in some ways the opposite of the Puritans, being for the most part Deists or secular followers of the Enlightenment.

Their attraction to reasoned argument and willingness to entertain possible objections to their points of view inspired a vigorous strand of American essay-writing. So, while we may fix the founding of the United States to a specific year, the actual culture and literature of the country book-ended that date.

LH: You end with Zadie Smith’s “Speaking in Tongues,” published in 2008. Which essay in the last 12 years would be your 101st selection?

PL : Funny you should ask. As it happens, I am currently putting the finishing touches on another anthology, this one entirely devoted to the Contemporary (i.e., 21st century) American Essay. I have been immersed in reading younger, up-and-coming writers, established mid-career writers, and some oldsters who are still going strong (Janet Malcolm, Vivian Gornick, Barry Lopez, John McPhee, for example).

It would be impossible for me to single out any one contemporary essayist, as they are all in different ways contributing to the stew, but just to name some I’ve been tracking recently: Meghan Daum, Maggie Nelson, Sloane Crosley, Eula Biss, Charles D’Ambrosio, Teju Cole, Lia Purpura, John D’Agata, Samantha Irby, Anne Carson, Alexander Chee, Aleksander Hemon, Hilton Als, Mary Cappello, Bernard Cooper, Leslie Jamison, Laura Kipnis, Rivka Galchen, Emily Fox Gordon, Darryl Pinckney, Yiyun Li, David Lazar, Lynn Freed, Ander Monson, David Shields, Rebecca Solnit, John Jeremiah Sullivan, Eileen Myles, Amy Tan, Jonathan Lethem, Chelsea Hodson, Ross Gay, Jia Tolentino, Jenny Boully, Durga Chew-Bose, Brian Blanchfield, Thomas Beller, Terry Castle, Wesley Yang, Floyd Skloot, David Sedaris. . .

Such a banquet of names speaks to the intergenerational appeal of the form. We’re going through a particularly rich time for American essays: especially compared to, 20 years ago, when editors wouldn’t even dare put the word “essays” on the cover, but kept trying to package these variegated assortments as single-theme discourses, we’ve seen many collections that have been commercially successful and attracted considerable critical attention.

It has something to do with the current moment, which has everyone more than a little confused and therefore trusting more than ever those strong individual voices that are willing to cop to their subjective fears, anxieties, doubts and ecstasies.

__________________________________

The Glorious American Essay , edited by Phillip Lopate, is available now.

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How To Write an Essay in English: 11 Tips To Write a Great Essay
Learn English
James Prior
No Comments
Updated February 23, 2024

Writing essays in English can be challenging even for native speakers, and they can be even more difficult if you’re learning English. Fortunately, there are various steps that you can take to make the essay writing process easier. In this guide, we delve into the intricacies of essay writing, providing a step-by-step approach on how to write an essay in English to help you craft more compelling and impactful essays.

So, if you want to know how to be good at writing essays in English, read on!

Important Essay Writing Considerations

Before we begin, it’s important to note that there are different types of essays in English. You could find yourself writing an academic essay, a college essay, an argumentative essay, a narrative essay, an expository essay, or an application essay, among others.

How you write an essay will depend upon the type of essay, its purpose, the subject matter, and the given topic. You therefore need to consider the goal of the essay and make sure you understand the assignment. If you’re unsure about this, seek clarification from your teacher, professor, or person who will be receiving the essay before you start writing. That way you can ensure that you are starting correctly and don’t end up submitting something that doesn’t match the initial brief.

Once you’re feeling confident about this, it’s time to get writing!

How To Write an Essay

Whether you’re a student navigating academia or a professional honing your communication skills, the ability to express your thoughts coherently in English is invaluable. And, while writing can often be a challenge, it forms a key part of communication and often comes in the form of essays.

Here we’ll run you through the steps you need to follow to write essays you can be proud of.

1. Understand the Prompt: The Foundation of Your Essay

At the core of every essay lies the prompt – an instruction that shapes and defines your writing. Before ink meets paper or fingers touch keys, it is paramount to analyze the prompt and make sure you understand it. This foundational understanding forms the bedrock upon which your entire essay will be built, so it’s vital that you uncover any requirements.

To truly grasp the essence of the prompt, consider the key terms or phrases. Identify the central essay question, discern any specific instructions, and take note of the intended scope.

For example, if the prompt requires an analysis, understand the depth of analysis expected. If you’re expected to write a narrative essay, what is it about?

You then need to consider the length of your essay. It could be that you need to write a five-paragraph essay, or you may be expected to write two pages.

The better your understanding of the prompt, the more effectively you can tailor your response. If you don’t understand the prompt and are unable to clarify it with someone, you can always seek out help from your teacher to get some valuable feedback.

Once you’ve established the exact requirements it’s time to start your preparation for the writing process. The first stage of this is to come up with a thesis statement and plan your essay.

2. Craft a Compelling Thesis Statement

With a clear understanding of the prompt, for most essays, the next step is to determine your thesis statement. This is a sentence or two that encapsulates the core of your argument, providing both you and your readers with a roadmap. A well-crafted thesis serves as your guide, ensuring a focused, purposeful essay.

The thesis statement should not merely summarize your main points on the essay topic but also articulate a specific stance or perspective. It acts as a beacon, signaling to your readers the central theme and direction of your essay. Think of it as a compass that navigates your audience through the topic you’re about to explore.

Having a strong thesis statement will be particularly important for an argumentative essay if you want to write a good essay.

However, just be aware that if you’re writing an essay from a narrative writing prompt , a thesis statement may not be as applicable. In this case, you may be better off with a good introductory paragraph that introduces what you’re going to write about. We’ll cover this shortly.

3. Build a Solid Outline

Organization is the glue that binds your ideas and essays together. Before you start writing, you should therefore create an outline for your essay. This acts as a basic structure for your essay and can include your thesis or introduction, plus the core ideas or topics that you want to cover in your essay. It can also help you establish your paragraph order so that you have a good idea of how your essay will flow before you’ve even written it.

Begin by identifying the key sections: introduction, body paragraphs, and conclusion. Break down the body into specific points or arguments, each supported by evidence or examples. This detailed structure helps maintain focus and prevents your essay from meandering into unrelated tangents and forms the initial basis of a well-written essay.

Your outline should act as the blueprint for your essay, offering a structured framework for the thoughts and arguments that will follow. This step not only aids in organizing your ideas but also ensures a logical and coherent progression throughout your essay.

4. Write a Captivating Introduction: The Hook that Ignites Interest

The introduction is your essay’s first impression, and you chance to capture your reader’s attention. Therefore, your introduction paragraph should be strong and make the reader want to learn more.

A great idea is to start with a hook. This can be a compelling anecdote, a thought-provoking question, or a striking statistic. This initial engagement sets the tone for the entire essay, inviting readers to delve further into your exploration.

Consider the introduction as a narrative in itself. It should not only introduce the topic or thesis but also create anticipation. You can use vivid language and imagery to transport your reader into the world of your essay.

By the end of the introduction, your reader should be eager to explore the arguments you’re about to put forward or read the story you’re about to tell.

5. Provide Clear Topic Sentences: Navigating the Reader Through Your Essay

Each paragraph in your essay should have a purpose, and this purpose should be encapsulated in a clear and concise topic sentence. These sentences act as signposts, guiding readers through the various facets of your argument.

Once you get into the body paragraphs, consider the topic sentence as the main idea of each paragraph. It should encapsulate the essence of the paragraph and relate directly to your thesis or the story you are telling. This approach not only facilitates a smooth flow of ideas but also ensures that each paragraph contributes meaningfully to the overarching argument.

Clarity in topic sentences enhances the overall coherence of your essay, making it easier for readers to follow and understand your narrative or arguments.

6. Support Your Arguments with Evidence: Building a Credible Case

Arguments, no matter how compelling, are strengthened by supporting evidence. When you’re writing an essay, back up your claims with relevant and credible evidence. This can take the form of quotations from authoritative sources, statistical data, or real-world examples. A well-supported argument not only validates your perspective but also demonstrates a thorough understanding of the subject matter.

When you incorporate or present evidence, consider the credibility of your sources. Peer-reviewed journals, expert opinions, and empirical data enhance the authenticity of your arguments. They can also showcase the depth of your research.

If you’re writing an academic essay, be meticulous in your citations, and adhere to the conventions of the chosen citation style (APA, MLA, Chicago, etc.).

7. Maintain Consistent Style and Tone

The mastery of writing an essay extends beyond individual sentences. You should aim for a consistent tone and style throughout your essay. This not only ensures a cohesive reading experience but also reflects a good understanding of the subject matter.

Consistency in style encompasses aspects such as sentence structure, vocabulary choice, and the use of rhetorical devices. These elements collectively contribute to the overall fluency and coherence of your essay.

You should also consider the tone of your writing. Whether formal, informal, persuasive, or analytical, the tone should align with the purpose and audience of your essay.

For example, if you’re doing a piece of narrative writing the tone is likely to be very different to that of an argumentative essay. Different writing styles can be applied to different essay types and this should be reflected in your writing process.

8. Revise and Edit

Once you’ve completed the first draft of your essay it’s time to revise and edit it. The first draft is the raw material of your essay, a foundation to be refined. Take the time to review it with a focus on clarity. Trim unnecessary words, refine overly long sentences, and ensure that each paragraph contributes seamlessly to the overall narrative. This process can transform your prose into a polished and articulate piece of writing and is a key part of writing an essay.

If you have time, it helps to approach the revision process with fresh eyes. Come back to your essay after having a break from writing and consider each sentence’s clarity, coherence, and relevance to the thesis.

Structural elements, such as paragraph transitions and the logical flow of ideas, are equally crucial. While focusing on clarity, also consider the engagement factor – does your writing captivate and maintain the reader’s interest?

The revision process is an opportunity to elevate your writing from functional to exceptional and turn a good essay into a great essay.

9. Check Grammar and Punctuation: The Finishing Touches

Even the most brilliant essays can be overshadowed by grammatical errors and punctuation mistakes. Before marking your essay complete, conduct a thorough review. Ensure that your grammar is impeccable, and your punctuation is spot-on.

You can use spell-check tools and grammar checkers like grammarchecker.com to check this but don’t rely on them entirely. After all, you won’t have them if you’re writing an essay in an exam!

Furthermore, manual proofreading can be essential to catch errors that automated tools might overlook. Pay attention to common pitfalls such as verb tense consistency and the appropriate use of punctuation marks. It’s easy to make mistakes with commas, semicolons , and colons if you’re not careful. And, if you’re unsure about something either don’t use it or look up how to use it.

This meticulous attention to detail adds a professional touch to your essay. A well-polished essay not only enhances your credibility as a writer but also makes your work more enjoyable to read. If you want to show off your writing skills and be rewarded for it, it’s important to spot and correct any common mistakes before submitting your essay.

10. Seek Peer Feedback: A Fresh Perspective

Before finalizing your essay, it can be helpful to seek feedback from peers or mentors. A fresh perspective can uncover blind spots, identify areas for improvement, and provide insights that enhance the overall quality of your essay.

When seeking feedback, be specific about the aspects you’d like your peers to focus on. Are you looking for input on the clarity of your thesis, the effectiveness of your evidence, or the overall structure of your essay? Constructive criticism is a valuable tool for refinement, helping you view your work through different lenses and identify opportunities for enhancement.

11. Conclude Strongly: Leaving a Lasting Impression

The conclusion paragraph is your final opportunity to leave a lasting impression. So, knowing how to write a conclusion is an important skill. It presents the chance to summarize your main points, restate your thesis, and leave your readers with something to ponder.

While summarizing your main points, avoid introducing new ideas. Instead, emphasize the significance of your argument in the broader context. A strong conclusion not only ties up the loose ends of your essay but also resonates with your audience, prompting further reflection on your arguments or points. Ideally, you want to leave a lasting imprint on your readers, inviting them to think about your essay beyond its final words.

And remember, there are many different ways to say in conclusion . So, don’t be afraid to mix it up, especially if you are writing more than one essay.

Conclusion: Write an Essay

Essay writing is a key skill and one that is worth mastering whether you’re a native speaker or if you’re trying to become more fluent in English .

By incorporating these eleven tips into your essay writing process, and with practice and a commitment to continual improvement, you can elevate your English essays from standard to exceptional.

So, armed with this guide, unleash the power of your words, start writing, and transform your essays into compelling narratives that captivate and resonate with your audience. I hope you’ll write an essay to be proud of!

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How to Write a Good English Literature Essay

By Dr Oliver Tearle (Loughborough University)

How do you write a good English Literature essay? Although to an extent this depends on the particular subject you’re writing about, and on the nature of the question your essay is attempting to answer, there are a few general guidelines for how to write a convincing essay – just as there are a few guidelines for writing well in any field.

We at Interesting Literature call them ‘guidelines’ because we hesitate to use the word ‘rules’, which seems too programmatic. And as the writing habits of successful authors demonstrate, there is no one way to become a good writer – of essays, novels, poems, or whatever it is you’re setting out to write. The French writer Colette liked to begin her writing day by picking the fleas off her cat.

Edith Sitwell, by all accounts, liked to lie in an open coffin before she began her day’s writing. Friedrich von Schiller kept rotten apples in his desk, claiming he needed the scent of their decay to help him write. (For most student essay-writers, such an aroma is probably allowed to arise in the writing-room more organically, over time.)

We will address our suggestions for successful essay-writing to the average student of English Literature, whether at university or school level. There are many ways to approach the task of essay-writing, and these are just a few pointers for how to write a better English essay – and some of these pointers may also work for other disciplines and subjects, too.

Of course, these guidelines are designed to be of interest to the non-essay-writer too – people who have an interest in the craft of writing in general. If this describes you, we hope you enjoy the list as well. Remember, though, everyone can find writing difficult: as Thomas Mann memorably put it, ‘A writer is someone for whom writing is more difficult than it is for other people.’ Nora Ephron was briefer: ‘I think the hardest thing about writing is writing.’ So, the guidelines for successful essay-writing:

1. Planning is important, but don’t spend too long perfecting a structure that might end up changing.

This may seem like odd advice to kick off with, but the truth is that different approaches work for different students and essayists. You need to find out which method works best for you.

It’s not a bad idea, regardless of whether you’re a big planner or not, to sketch out perhaps a few points on a sheet of paper before you start, but don’t be surprised if you end up moving away from it slightly – or considerably – when you start to write.

Often the most extensively planned essays are the most mechanistic and dull in execution, precisely because the writer has drawn up a plan and refused to deviate from it. What is a more valuable skill is to be able to sense when your argument may be starting to go off-topic, or your point is getting out of hand, as you write . (For help on this, see point 5 below.)

We might even say that when it comes to knowing how to write a good English Literature essay, practising is more important than planning.

2. Make room for close analysis of the text, or texts.

Whilst it’s true that some first-class or A-grade essays will be impressive without containing any close reading as such, most of the highest-scoring and most sophisticated essays tend to zoom in on the text and examine its language and imagery closely in the course of the argument. (Close reading of literary texts arises from theology and the analysis of holy scripture, but really became a ‘thing’ in literary criticism in the early twentieth century, when T. S. Eliot, F. R. Leavis, William Empson, and other influential essayists started to subject the poem or novel to close scrutiny.)

Close reading has two distinct advantages: it increases the specificity of your argument (so you can’t be so easily accused of generalising a point), and it improves your chances of pointing up something about the text which none of the other essays your marker is reading will have said. For instance, take In Memoriam (1850), which is a long Victorian poem by the poet Alfred, Lord Tennyson about his grief following the death of his close friend, Arthur Hallam, in the early 1830s.

When answering a question about the representation of religious faith in Tennyson’s poem In Memoriam (1850), how might you write a particularly brilliant essay about this theme? Anyone can make a general point about the poet’s crisis of faith; but to look closely at the language used gives you the chance to show how the poet portrays this.

For instance, consider this stanza, which conveys the poet’s doubt:

A solid and perfectly competent essay might cite this stanza in support of the claim that Tennyson is finding it increasingly difficult to have faith in God (following the untimely and senseless death of his friend, Arthur Hallam). But there are several ways of then doing something more with it. For instance, you might get close to the poem’s imagery, and show how Tennyson conveys this idea, through the image of the ‘altar-stairs’ associated with religious worship and the idea of the stairs leading ‘thro’ darkness’ towards God.

In other words, Tennyson sees faith as a matter of groping through the darkness, trusting in God without having evidence that he is there. If you like, it’s a matter of ‘blind faith’. That would be a good reading. Now, here’s how to make a good English essay on this subject even better: one might look at how the word ‘falter’ – which encapsulates Tennyson’s stumbling faith – disperses into ‘falling’ and ‘altar’ in the succeeding lines. The word ‘falter’, we might say, itself falters or falls apart.

That is doing more than just interpreting the words: it’s being a highly careful reader of the poetry and showing how attentive to the language of the poetry you can be – all the while answering the question, about how the poem portrays the idea of faith. So, read and then reread the text you’re writing about – and be sensitive to such nuances of language and style.

The best way to become attuned to such nuances is revealed in point 5. We might summarise this point as follows: when it comes to knowing how to write a persuasive English Literature essay, it’s one thing to have a broad and overarching argument, but don’t be afraid to use the microscope as well as the telescope.

3. Provide several pieces of evidence where possible.

Many essays have a point to make and make it, tacking on a single piece of evidence from the text (or from beyond the text, e.g. a critical, historical, or biographical source) in the hope that this will be enough to make the point convincing.

‘State, quote, explain’ is the Holy Trinity of the Paragraph for many. What’s wrong with it? For one thing, this approach is too formulaic and basic for many arguments. Is one quotation enough to support a point? It’s often a matter of degree, and although one piece of evidence is better than none, two or three pieces will be even more persuasive.

After all, in a court of law a single eyewitness account won’t be enough to convict the accused of the crime, and even a confession from the accused would carry more weight if it comes supported by other, objective evidence (e.g. DNA, fingerprints, and so on).

Let’s go back to the example about Tennyson’s faith in his poem In Memoriam mentioned above. Perhaps you don’t find the end of the poem convincing – when the poet claims to have rediscovered his Christian faith and to have overcome his grief at the loss of his friend.

You can find examples from the end of the poem to suggest your reading of the poet’s insincerity may have validity, but looking at sources beyond the poem – e.g. a good edition of the text, which will contain biographical and critical information – may help you to find a clinching piece of evidence to support your reading.

And, sure enough, Tennyson is reported to have said of In Memoriam : ‘It’s too hopeful, this poem, more than I am myself.’ And there we have it: much more convincing than simply positing your reading of the poem with a few ambiguous quotations from the poem itself.

Of course, this rule also works in reverse: if you want to argue, for instance, that T. S. Eliot’s The Waste Land is overwhelmingly inspired by the poet’s unhappy marriage to his first wife, then using a decent biographical source makes sense – but if you didn’t show evidence for this idea from the poem itself (see point 2), all you’ve got is a vague, general link between the poet’s life and his work.

Show how the poet’s marriage is reflected in the work, e.g. through men and women’s relationships throughout the poem being shown as empty, soulless, and unhappy. In other words, when setting out to write a good English essay about any text, don’t be afraid to pile on the evidence – though be sensible, a handful of quotations or examples should be more than enough to make your point convincing.

4. Avoid tentative or speculative phrasing.

Many essays tend to suffer from the above problem of a lack of evidence, so the point fails to convince. This has a knock-on effect: often the student making the point doesn’t sound especially convinced by it either. This leaks out in the telling use of, and reliance on, certain uncertain phrases: ‘Tennyson might have’ or ‘perhaps Harper Lee wrote this to portray’ or ‘it can be argued that’.

An English university professor used to write in the margins of an essay which used this last phrase, ‘What can’t be argued?’

This is a fair criticism: anything can be argued (badly), but it depends on what evidence you can bring to bear on it (point 3) as to whether it will be a persuasive argument. (Arguing that the plays of Shakespeare were written by a Martian who came down to Earth and ingratiated himself with the world of Elizabethan theatre is a theory that can be argued, though few would take it seriously. We wish we could say ‘none’, but that’s a story for another day.)

Many essay-writers, because they’re aware that texts are often open-ended and invite multiple interpretations (as almost all great works of literature invariably do), think that writing ‘it can be argued’ acknowledges the text’s rich layering of meaning and is therefore valid.

Whilst this is certainly a fact – texts are open-ended and can be read in wildly different ways – the phrase ‘it can be argued’ is best used sparingly if at all. It should be taken as true that your interpretation is, at bottom, probably unprovable. What would it mean to ‘prove’ a reading as correct, anyway? Because you found evidence that the author intended the same thing as you’ve argued of their text? Tennyson wrote in a letter, ‘I wrote In Memoriam because…’?

But the author might have lied about it (e.g. in an attempt to dissuade people from looking too much into their private life), or they might have changed their mind (to go back to the example of The Waste Land : T. S. Eliot championed the idea of poetic impersonality in an essay of 1919, but years later he described The Waste Land as ‘only the relief of a personal and wholly insignificant grouse against life’ – hardly impersonal, then).

Texts – and their writers – can often be contradictory, or cagey about their meaning. But we as critics have to act responsibly when writing about literary texts in any good English essay or exam answer. We need to argue honestly, and sincerely – and not use what Wikipedia calls ‘weasel words’ or hedging expressions.

So, if nothing is utterly provable, all that remains is to make the strongest possible case you can with the evidence available. You do this, not only through marshalling the evidence in an effective way, but by writing in a confident voice when making your case. Fundamentally, ‘There is evidence to suggest that’ says more or less the same thing as ‘It can be argued’, but it foregrounds the evidence rather than the argument, so is preferable as a phrase.

This point might be summarised by saying: the best way to write a good English Literature essay is to be honest about the reading you’re putting forward, so you can be confident in your interpretation and use clear, bold language. (‘Bold’ is good, but don’t get too cocky, of course…)

5. Read the work of other critics.

This might be viewed as the Holy Grail of good essay-writing tips, since it is perhaps the single most effective way to improve your own writing. Even if you’re writing an essay as part of school coursework rather than a university degree, and don’t need to research other critics for your essay, it’s worth finding a good writer of literary criticism and reading their work. Why is this worth doing?

Published criticism has at least one thing in its favour, at least if it’s published by an academic press or has appeared in an academic journal, and that is that it’s most probably been peer-reviewed, meaning that other academics have read it, closely studied its argument, checked it for errors or inaccuracies, and helped to ensure that it is expressed in a fluent, clear, and effective way.

If you’re serious about finding out how to write a better English essay, then you need to study how successful writers in the genre do it. And essay-writing is a genre, the same as novel-writing or poetry. But why will reading criticism help you? Because the critics you read can show you how to do all of the above: how to present a close reading of a poem, how to advance an argument that is not speculative or tentative yet not over-confident, how to use evidence from the text to make your argument more persuasive.

And, the more you read of other critics – a page a night, say, over a few months – the better you’ll get. It’s like textual osmosis: a little bit of their style will rub off on you, and every writer learns by the examples of other writers.

As T. S. Eliot himself said, ‘The poem which is absolutely original is absolutely bad.’ Don’t get precious about your own distinctive writing style and become afraid you’ll lose it. You can’t gain a truly original style before you’ve looked at other people’s and worked out what you like and what you can ‘steal’ for your own ends.

We say ‘steal’, but this is not the same as saying that plagiarism is okay, of course. But consider this example. You read an accessible book on Shakespeare’s language and the author makes a point about rhymes in Shakespeare. When you’re working on your essay on the poetry of Christina Rossetti, you notice a similar use of rhyme, and remember the point made by the Shakespeare critic.

This is not plagiarising a point but applying it independently to another writer. It shows independent interpretive skills and an ability to understand and apply what you have read. This is another of the advantages of reading critics, so this would be our final piece of advice for learning how to write a good English essay: find a critic whose style you like, and study their craft.

If you’re looking for suggestions, we can recommend a few favourites: Christopher Ricks, whose The Force of Poetry is a tour de force; Jonathan Bate, whose The Genius of Shakespeare , although written for a general rather than academic audience, is written by a leading Shakespeare scholar and academic; and Helen Gardner, whose The Art of T. S. Eliot , whilst dated (it came out in 1949), is a wonderfully lucid and articulate analysis of Eliot’s poetry.

James Wood’s How Fiction Works is also a fine example of lucid prose and how to close-read literary texts. Doubtless readers of Interesting Literature will have their own favourites to suggest in the comments, so do check those out, as these are just three personal favourites. What’s your favourite work of literary scholarship/criticism? Suggestions please.

Much of all this may strike you as common sense, but even the most commonsensical advice can go out of your mind when you have a piece of coursework to write, or an exam to revise for. We hope these suggestions help to remind you of some of the key tenets of good essay-writing practice – though remember, these aren’t so much commandments as recommendations. No one can ‘tell’ you how to write a good English Literature essay as such.

But it can be learned. And remember, be interesting – find the things in the poems or plays or novels which really ignite your enthusiasm. As John Mortimer said, ‘The only rule I have found to have any validity in writing is not to bore yourself.’

Finally, good luck – and happy writing!

And if you enjoyed these tips for how to write a persuasive English essay, check out our advice for how to remember things for exams and our tips for becoming a better close reader of poetry .

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30 thoughts on “How to Write a Good English Literature Essay”

You must have taken AP Literature. I’m always saying these same points to my students.

I also think a crucial part of excellent essay writing that too many students do not realize is that not every point or interpretation needs to be addressed. When offered the chance to write your interpretation of a work of literature, it is important to note that there of course are many but your essay should choose one and focus evidence on this one view rather than attempting to include all views and evidence to back up each view.

Reblogged this on SocioTech'nowledge .

Not a bad effort…not at all! (Did you intend “subject” instead of “object” in numbered paragraph two, line seven?”

Oops! I did indeed – many thanks for spotting. Duly corrected ;)

That’s what comes of writing about philosophy and the subject/object for another post at the same time!

Reblogged this on Scribing English .

Pingback: Recommended Resource: Interesting Literature.com & how to write an essay | Write Out Loud

Great post on essay writing! I’ve shared a post about this and about the blog site in general which you can look at here: http://writeoutloudblog.com/2015/01/13/recommended-resource-interesting-literature-com-how-to-write-an-essay/

All of these are very good points – especially I like 2 and 5. I’d like to read the essay on the Martian who wrote Shakespeare’s plays).

Reblogged this on Uniqely Mustered and commented: Dedicate this to all upcoming writers and lovers of Writing!

I shall take this as my New Year boost in Writing Essays. Please try to visit often for corrections,advise and criticisms.

Reblogged this on Blue Banana Bread .

Reblogged this on worldsinthenet .

All very good points, but numbers 2 and 4 are especially interesting.

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Reblogged this on rainniewu .

Reblogged this on pixcdrinks .

Pingback: How to Write a Good English Essay? Interesting Literature | EngLL.Com

Great post. Interesting infographic how to write an argumentative essay http://www.essay-profy.com/blog/how-to-write-an-essay-writing-an-argumentative-essay/

Reblogged this on DISTINCT CHARACTER and commented: Good Tips

Reblogged this on quirkywritingcorner and commented: This could be applied to novel or short story writing as well.

Reblogged this on rosetech67 and commented: Useful, albeit maybe a bit late for me :-)

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such a nice pieace of content you shared in this write up about “How to Write a Good English Essay” going to share on another useful resource that is

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A well rounded summary on all steps to keep in mind while starting on writing. There are many new avenues available though. Benefit from the writing options of the 21st century from here, i loved it! http://authenticwritingservices.com

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The american essay.

Jenny Spinner Jenny Spinner The Writing Center, St. Joseph's University
https://doi.org/10.1093/acrefore/9780190201098.013.545
Published online: 26 September 2017
This version: 20 April 2022
Previous version

America’s earliest essayists largely imitated their European counterparts. The writers abroad they most admired—periodical essayists like Joseph Addison and Richard Steele in the 18th century and familiar essayists like Charles Lamb and Leigh Hunt in the 19th century—heavily influenced the essays they penned at home. Yet amid these imitations are glimmers of voices and experiences unique to America. Benjamin Franklin’s clear and direct prose style, combined with his down-to-earth diction, make him one of the best and most readable of the early American periodical essayists. In the first half of the 19th century, American essayists found reception for their work in the country’s many new magazines and quarterlies founded in the wake of the Revolutionary War. Among these writers, Washington Irving is often named as America’s first true essayist. Other influential essayists of this period include humor essayists like Mark Twain, who published social and political lampoons of American life. Ralph Waldo Emerson and Margaret Fuller, leaders of the American Transcendentalist movement, were influential thinkers and prolific writers as well. Emerson’s disciple, Henry David Thoreau, is a pioneer of the nature essay, which numerous writers since have used to explore America’s vast and varied landscape. Nineteenth-century America also provided women with increased opportunities to publish essays, and many, like Fanny Fern, achieved substantial commercial successes as newspaper essayists. Gertrude Bustill Mossell, the highest paid African American newspaperwoman at the time, was one of the first African American women to write a newspaper column. Political essayists like Maria W. Miller Stewart, Frederick Douglass, Anna Julia Cooper, and W. E. B. DuBois, wrote on two of the most relevant issues of the day: slavery and women’s rights. Ann Plato became the first African American to publish a collection of essays with her 1820 book. By the turn of the 20th century, the genteel essay—marked by its yearning for a romanticized past and typically European, rather than American, in flavor—dominated the American essay scene. Agnes Repplier and Katharine Fullerton Gerould were prominent writers in the Genteel Tradition, along with Charles S. Brooks, Samuel McChord Crothers, and Donald Grant Mitchell (Ik Marvel). The 1920s and 1930s marked the heyday of the newspaper essay columnist and the decline of the genteel essay. One such columnist, H. L. Mencken, railing against the “booboise,” was one of the most influential voices of his time. The 1925 founding of The New Yorker magazine heralded a new moment for the American essay. The New Yorker provided an important outlet for the nation’s essayists, including E. B. White, whose influence on the personal essayists following in his footsteps ever since is hard to measure. Joan Didion’s work in the field of New Journalism, along with Norman Mailer, opened additional possibilities for the essay writer, adding techniques from both fiction and journalism to the essayist’s craft belt. Over two decades into the 21st century, American essayists continue to crack the form even wider, pushing against genre boundaries as well as using the essay to document the full range of American, and human, experiences.

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date: 26 April 2024

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Classic British and American Essays and Speeches

English Prose From Jack London to Dorothy Parker

U.S. National Archives and Records Administration / Wikimedia Commons / Public Domain

An Introduction to Punctuation
Ph.D., Rhetoric and English, University of Georgia
M.A., Modern English and American Literature, University of Leicester
B.A., English, State University of New York

From the works and musings of Walt Witman to those of Virginia Woolf, some of the cultural heroes and prolific artists of prose are listed below--along with some of the world's greatest essays and speeches ever composed by these British and American literary treasures.

George Ade (1866-1944)

George Ade was an America playwright, newspaper columnist and humorist whose greatest recognition was "Fables in Slang" (1899), a satire that explored the colloquial vernacular of America. Ade eventually succeeded in doing what he set out to do: Make America laugh.

The Difference Between Learning and Learning How : "In due time the Faculty gave the Degree of M.A. to what was left of Otis and still his Ambition was not satisfied."
Luxuries: "About sixty-five per cent of all the people in the world think they are getting along great when they are not starving to death."
Vacations: "The planet you are now visiting may be the only one you ever see."

Susan B. Anthony (1820-1906)

American activist Susan B. Anthony crusaded for the women's suffrage movement, making way for the Nineteenth Amendment to the US Constitution in 1920, giving women the right to vote. Anthony is principally known for the six-volume "History of Woman Suffrage."

On Women's Right to Vote : "The only question left to be settled now is: Are women persons?"

Robert Benchley (1889-1945)

The writings of American humorist, actor and drama critic Robert Benchley are considered his best achievement. His socially awkward, slightly confused persona allowed him to write about the inanity of the world to great effect.

Advice to Writers : "A terrible plague of insufferably artificial and affected authors"
Business Letters : "As it stands now things are pretty black for the boy."
Christmas Afternoon : "Done in the Manner, If Not in the Spirit of Dickens"
Do Insects Think? : "It really was more like a child of our own than a wasp, except that it looked more like a wasp than a child of our own."
The Most Popular Book of the Month: "In practice, the book is not flawless. There are five hundred thousand names, each with a corresponding telephone number."

Joseph Conrad (1857-1924)

British novelist and short-story writer Joseph Conrad rendered about the "tragedy of loneliness" at sea and became known for his colorful, rich descriptions about the sea and other exotic places. He is regarded as one of the greatest English novelists of all time.

Outside Literature : "A sea voyage would have done him good. But it was I who went to sea--this time bound to Calcutta."

Frederick Douglass (1818-1895)

American Frederick Douglass' great oratory and literary skills helped him to become the first African American citizen to hold high office in the US government. He was one of the 19th century's most prominent human rights activist, and his autobiography, "Life and Times of Frederick Douglass" (1882), became an American literary classic.

The Destiny of Colored Americans : "Slavery is the peculiar weakness of America, as well as its peculiar crime."
A Glorious Resurrection: "My long-crushed spirit rose."

W.E.B. Du Bois (1868-1963)

W.E.B. Du Bois was an American scholar and human rights activist, a respected author and historian of literature. His literature and studies analyzed the unreachable depths of American racism. Du Bois' seminal work is a collection of 14 essays titled "The Souls of Black Folk" (1903).

Of Mr. Booker T. Washington and Others : "Mr. Washington represents in Negro thought the old attitude of adjustment and submission."
Of the Passing of the First-Born : "He knew no color-line, poor dear--and the Veil, though it shadowed him, had not yet darkened half his sun."

F. Scott Fitzgerald (1896-1940)

Known foremost for his novel "The Great Gatsby," American novelist and short-story writer F. Scott Fitzgerald was also a renown playboy and had a tumultuous life compounded by alcoholism and depression. Only after his death did he become known as a preeminent American literary author.

What I Think and Feel at 25: "The main thing is to be your own kind of a darn fool."

Ben Hecht (1894-1964)

American novelist, short-story writer and playwright Ben Hecht is remembered as one of Hollywood's greatest screenplay writers and may best be remembered for "Scarface," Wuthering Heights" and "Guys and Dolls."

Fog Patterns : "Yes, we are all lost and wandering in the thick mists. We have no destinations."
Letters: "You would see a procession of mysterious figures flitting through the streets, an unending swarm of dim ones, queer ones."

Ernest Hemingway (1899-1961)

American novelist Ernest Hemingway won the 1954 Nobel Prize in Literature for "his mastery of the art of narrative ... and for the influence he has exerted on contemporary style" as demonstrated in his brilliant novel "The Old Man and the Sea."

American Bohemians in Paris: "The scum of Greenwich Village, New York, has been skimmed off and deposited in large ladles on that section of Paris adjacent to the Café Rotonde."
Camping Out : "Any man of average office intelligence can make at least as good a pie as his wife."

Martin Luther King Jr. (1929-1968)

Civil rights activist and minister Martin Luther King Jr., winner of the Nobel Peace Prize in 1964, may be best known for "I Have A Dream," in which he wrote about love, peace, nonviolent activism and equality between all races.

I Have a Dream : "Now is the time to make justice a reality for all of God's children."
Reading Quiz on "I Have a Dream"
Ten Things You Should Know About Dr. King's "I Have a Dream" Speech

Jack London (1876-1916)

Nineteenth-century American author and journalist Jack London is best known for his adventures "White Fang" and "The Call of the Wild." London published more than 50 books over the last 16 years of his life, including "John Barleycorn," which was somewhat of a memoir about his lifelong battle with alcohol.

The Somnambulists : "[T]his archdeceiver believes all that they tell him. He reads only the newspapers and magazines that tell him what he wants to be told."
The Story of an Eyewitness: The San Francisco Earthquake : "Not in history has a modern imperial city been so completely destroyed."
Reading Quiz on "The San Francisco Earthquake"
What Life Means to Me : "I accepted that up above me was all that was fine and noble and gracious, all that gave decency and dignity to life."

H.L. Mencken (1880-1956)

American journalist, activist and editor H.L. Mencken was also a very influential literary critic. His columns were popular not only for their literary criticism, but also for their questioning of popular political, social and cultural views.

The Hills of Zion : "Dayton was having a roaring time. It was better than the circus."
The Libido for the Ugly : "Out of the melting pot emerges a race which hates beauty."
Literature and the Schoolma'm : "The essence of a sound style is that it cannot be reduced to rules."
The Lower Depths : "The worst idiots, even among pedagogues, are the teachers of English."
Portrait of an Ideal World : "All the great villainies of history have been perpetrated by sober men, and chiefly by teetotalers."

Christopher Morley (1890-1957)

American writer Christopher Morley was popular for his literary columns in the "New York Evening Post," among other literary magazines. His many collections of essays and columns were "lighthearted, vigorous displays of the English language."

1100 Words : "Let us be brief, crisp, packed with thought."
The Art of Walking : "Sometimes it seems as though literature were a co-product of legs and head."
A Morning in Marathon: "[W]e flashed onto the Hackensack marshes and into the fully minted gold of superb morning."
On Going to Bed : "The happier creatures ... take the tide of sleep at the flood and are borne calmly and with gracious gentleness out to great waters of nothingness."

George Orwell (1903-1950)

This British novelist, essayist and critic is best known for his novels "1984" and "Animal Farm." George Orwell's disdain for imperialism (he considered himself an anarchist) guided him in his life as well as through some of his writings.

A Hanging : "We all began laughing again. ... The dead man was a hundred yards away."
Why Are Beggars Despised? : "A beggar, looked at realistically, is simply a businessman, getting his living."

Dorothy Parker (1893-1967)

Witty American poet and short-story writer Dorothy Parker began as an editorial assistant at "Vogue" and eventually became the book reviewer known as the "Constant Reader" for "The New Yorker." Among her hundreds of works, Parker won the 1929 O. Henry Award for her short story "Big Blond."

Good Souls: "They are fated to go through life, congenial pariahs. They live out their little lives, mingling with the world, yet never a part of it."
Mrs. Post Enlarges on Etiquette : "As one delves deeper and deeper into Etiquette , disquieting thoughts come."

Bertrand Russell (1872-1970)

British philosopher and social reformer Bertrand Russell won the Nobel Prize in Literature in 1950 "in recognition of his varied and significant writings in which he champions humanitarian ideals and freedom of thought." Russell was one of the foremost philosophers of the 20th century.

In Praise of Idleness : "The road to happiness and prosperity lies in an organized diminution of work."

Margaret Sanger (1879-1966)

American activist Margaret Sanger was a sex educator, nurse and women's rights advocate. She began the first feminist publication, "The Woman Rebel," in 1914.

The Turbid Ebb and Flow of Misery: "My own cozy and comfortable family existence was becoming a reproach to me."

George Bernard Shaw (1856-1950)

An Irish dramatist and critic, George Bernard Shaw was also a socialist propagandist and winner of the 1925 Nobel Prize in Literature (which he didn't receive until 1926) for "his work which is marked by both idealism and beauty." Shaw wrote more than 60 plays during his lifetime.

Preface to Pygmalion: "It is impossible for an Englishman to open his mouth without making some other Englishman hate or despise him."
She Would Have Enjoyed It: "Why does a funeral always sharpen one's sense of humor?"
Why Law Is Indispensable: "Laws deaden the conscience of individuals by relieving them of responsibility."
The Art of Political Lying : "Considering that natural disposition in many men to lie, and in multitudes to believe, I have been perplexed what to do with that maxim so frequent in everybody's mouth, that truth will at last prevail."
Hints Toward an Essay on Conversation : "This degeneracy of conversation ... hath been owing, among other causes, to the custom arisen, for sometime past, of excluding women from any share in our society."
A Meditation Upon a Broomstick : "But a broomstick is an emblem of a tree standing on its head."

Henry David Thoreau (1817-1862)

American essayist, poet and philosopher Henry David Thoreau is most known for his masterful work, "Walden," about living a life close to nature. He was a dedicated abolitionist and a strong practitioner of civil disobedience.

The Battle of the Ants : "I never learned which party was victorious, nor the cause of the war."
The Landlord: "If we do not look up to the Landlord, we look round for him on all emergencies, for he is a man of infinite experience, who unites hands with wit."
The Last Days of John Brown : "[T]he one great rule of composition--and if I were a professor of rhetoric I should insist on this--is, to speak the truth ."

James Thurber (1894-1961)

American author and illustrator James Thurber is best known for his contributions to "The New Yorker." Via his contributions to the magazine, his cartoons became some of the most popular in the United States.

The Subjunctive Mood : "Husbands are suspicious of all subjunctives. Wives should avoid them."
Which: "Never monkey with 'which.'"

Anthony Trollope (1815-1882)

British author Anthony Trollope is best known for his writing in the Victorian Era--some of his work includes a series of novels known as "The Chronicles of Barsetshire." Trollope also wrote on political, social and gender issues.

The Plumber : "The plumber is doubtless aware that he is odious. He feels himself, like Dickens's turnpike-man, to be the enemy of mankind."

Mark Twain (1835-1910)

Mark Twain was an American humorist, journalist, lecturer and novelist best known for his classic American novels "The Adventures of Tom Sawyer" and "Adventures of Huckleberry Finn." With his wit and grand telling of tales, Twain is nothing short of an American national treasure.

Advice to Youth : "Always obey your parents, when they are present."
Corn-Pone Opinions : "Tell me whar a man gits his corn pone, en I'll tell you what his 'pinions is."
The Danger of Lying in Bed : "The danger isn't in traveling by rail, but in trusting to those deadly beds."
A Fable : "You can find in a text whatever you bring."
Fenimore Cooper's Literary Offences : " Deerslayer is just simply a literary delirium tremens."
The Lowest Animal : "[W]e have descended and degenerated ... till we have reached the bottom stage of development."
On the Decay of the Art of Lying: "Lying is universal: we all do it; we all must do it."
Two Ways of Seeing a River : "All the grace, the beauty, the poetry had gone out of the majestic river!"
Unconscious Plagiarism : "[P]ride protects a man from deliberately stealing other people's ideas."

H.G. Wells (1866-1944)

British author and historian H.G. Wells is best known for his works of science fiction, including "The Time Machine," "The First Men in the Moon" and "The War of the Worlds." Wells wrote an astounding 161 full-length books.

For Freedom of Spelling: The Discovery of an Art: "Why should correct spelling be the one absolutely essential literary merit?"
Of Conversation: An Apology: "I am no blowfly to buzz my way through the universe."
The Pleasure of Quarrelling : "Without quarreling you have not fully appreciated your fellow-man."
The Possible Collapse of Civilisation: "Modern warfare is an insanity, not a sane business proposition."
The Writing of Essays: "The art of the essayist ... may be learnt in a brief ten minutes or so."

Walt Whitman (1819-1892)

American poet and journalist Walt Whitman's verse collection "Leaves of Grass" is an American literature landmark. Ralph Waldo Emerson praised the collection as "the most extraordinary piece of wit and wisdom" America had yet contributed.

A Glimpse of War's Hell Scenes: "There was no exultation, very little said, almost nothing, yet every man there contributed his shot."
Slang in America : "Language in the largest sense ... is really the greatest of studies."
Street Yarn: "Come and walk in New York streets."

Virginia Woolf (1882-1941)

British author Virginia Woolf may be best known for her modernist classics "Mrs. Dalloway" and "To the Lighthouse." But she also produced feminist texts such as "A Room of One's Own" and "Three Guineas" and wrote pioneering essays on the politics of power, artistic theory and literary history.

The Decay of Essay Writing : "Under the decent veil of print one can indulge one's egoism to the full."
The Modern Essay : "The essay must lap us about and draw its curtain across the world."
The Patron and the Crocus : "Be sure you choose your patron wisely."
Street Haunting: A London Adventure : "Into each of these lives one could penetrate a little way."
Writing for My Eye Only: "I can trace some increase of ease in my professional writing which I attribute to my casual half hours after tea."
A List of Every Nobel Prize Winner in Literature
42 Must-Read Feminist Female Authors
Biography of John Updike, Pulitzer Prize Winning American Author
Complete List of John Steinbeck's Books
27 Black American Women Writers You Should Know
6 Speeches by American Authors for Secondary ELA Classrooms
10 Important Contemporary and Late-20th-Century Authors
Notable Authors of the 19th Century
Sinclair Lewis, First American to Win Nobel Prize for Literature
A Brief Overview of American Literary Periods
American Author Maps: Informational Texts in the English Classroom
Mark Twain: His Life and His Humor
Jack London: His Life and Work
Top 100 Women of History
What is a Familiar Essay in Composition?
Biography of Ernest Hemingway, Pulitzer and Nobel Prize Winning Writer

Florida State University

FSU | The English Department

The English Department

The american essay in the american century.

Find This Publication Online

In modern culture, the essay is often considered an old-fashioned, unoriginal form of literary styling. The word essay brings to mind the uninspired five-paragraph theme taught in schools around the country or the antiquated, Edwardian meanderings of English gentlemen rattling on about art and old books. These connotations exist despite the fact that Americans have been reading and enjoying personal essays in popular magazines for decades, engaging with a multitude of ideas through this short-form means of expression.

To defend the essay—that misunderstood staple of first-year composition courses—Ned Stuckey-French has written The American Essay in the American Century . This book uncovers the buried history of the American personal essay and reveals how it played a significant role in twentieth-century cultural history.

In the early 1900s, writers and critics debated the “death of the essay,” claiming it was too traditional to survive the era’s growing commercialism, labeling it a bastion of British upper-class conventions. Yet in that period, the essay blossomed into a cultural force as a new group of writers composed essays that responded to the concerns of America’s expanding cosmopolitan readership. These essays would spark the “magazine revolution,” giving a fresh voice to the ascendant middle class of the young century.

With extensive research and a cultural context, Stuckey-French describes the many reasons essays grew in appeal and importance for Americans. He also explores the rise of E. B. White, considered by many the greatest American essayist of the first half of the twentieth century whose prowess was overshadowed by his success in other fields of writing. White’s work introduced a new voice, creating an American essay that melded seriousness and political resolve with humor and self-deprecation. This book is one of the first to consider and reflect on the contributions of E. B. White to the personal essay tradition and American culture more generally.

The American Essay in the American Century is a compelling, highly readable book that illuminates the history of a secretly beloved literary genre. A work that will appeal to fiction readers, scholars, and students alike, this book offers fundamental insight into modern American literary history and the intersections of literature, culture, and class through the personal essay. This thoroughly researched volume dismisses, once and for all, the “death of the essay,” proving that the essay will remain relevant for a very long time to come.

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Today's Paper

Meaning of freedom: County students win American Legion Essay Contest

Warren Area Elementary Center American Legion essay contest winners include, from left, Grayson Zale (third grade, third place), Elizabeth Rockwell (third grade, second place), Lennox Wagner (third grade, first place), Lilly Flick (fourth grade, first place), Alex Lent (fourth grade, second place) and Sidney Arnold (fourth trade, third place). Also in the photo are, at left, Pam Colvin, American Legion Contest Coordinator for Warren, and, right, Rebecca Downey, enrichment instructor.

That was the prompt for this year’s American Legion Americanism Essay Contest.

Students across Warren County did the rest.

“Winners were selected from essay submissions from the various classes or age bands from each region in the county,” Rebecca Downey, enrichment instructor, explained.

The top three winners in each school received a monetary prize and have their essay now to go to the state competition.

Photos provided to the Times Observer Cailee Williams, a student at Eisenhower Elementary School, was first place at her school in the American Legion essay contest.

“Freedom means you can do what you want, when you want, and how you want to do it,” Cailee Williams, an Eisenhower Elementary student wrote. “Abusing these freedoms can lead to consequences. Even though there are consequences for every choice you make, having the ability to choose is what makes freedom so important to me.”

“Freedom is the basic source of happiness as every other thing will reach us only if we have the liberty to do things,” Lilly Flick, a fourth-grader at Warren Area Elementary Center explained. “Freedom gives you the opportunity to take risks, make mistakes, learn from them, and improve your skills.

“Freedom to protect people who protect us is also important,” Lennox Wagner, a WAEC third-grader wrote. “No one should be a slave to anyone. It is OK to work hard and have a boss, as long as you are being paid.”

“I was born and raised almost my whole life in Ukraine, but almost two years ago war started once again,” Sasha Komina, who took first at Beaty-Warren Middle School, wrote. “In some cities people were harmfully forced to leave our country, and go to Russian territory. If they didn’t leave, they would harm and kill those innocent people.

“At the moment, our country is fighting for our freedom. If we don’t fight, Russia would have taken over our country and they would control us. Russia has different opinions and rules than us that we don’t agree with, and if they would take over our country we would have no freedom (of) speech, no freedom of doing something or anything.”

“I want people to know what’s happening,” she added, “because not any of the innocent people that just wanted to live a peaceful life deserve any of this.”

According to the American Legion Auxiliary, the American Essay Contest was created to “teach students the value of patriotism and what it means to be Americans. Thousands of students participate in the program each year and help promote a lifelong respect of our flag and country.”

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What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

Introduction

This is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

A chart listing the 18 ethnic origins included in Pew Research Center's 66 focus groups, and the composition of the focus groups by income and birth place.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

Read the data essay: What It Means to Be Asian in America
Watch the documentary: Being Asian in America
Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
View expanded interviews: Extended Interviews: Being Asian in America
About this research project: More on the Being Asian in America project
Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

A chart showing how participants in the focus groups described the differences between race-centered and ethnicity-centered identities.

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

A Venn diagram showing how participants in the focus group study described their racial or ethnic identity overlaps with their American identity

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences.

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

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Freedom for the Wolves

Neoliberal orthodoxy holds that economic freedom is the basis of every other kind. That orthodoxy, a Nobel economist says, is not only false; it is devouring itself.

An illustration of a man hoarding a pile of money

A ny discussion of freedom must begin with a discussion of whose freedom we’re talking about. The freedom of some to harm others, or the freedom of others not to be harmed? Too often, we have not balanced the equation well: gun owners versus victims of gun violence; chemical companies versus the millions who suffer from toxic pollution; monopolistic drug companies versus patients who die or whose health worsens because they can’t afford to buy medicine.

Understanding the meaning of freedom is central to creating an economic and political system that delivers not only on efficiency, equity, and sustainability but also on moral values. Freedom—understood as having inherent ties to notions of equity, justice, and well-being—is itself a central value. And it is this broad notion of freedom that has been given short shrift by powerful strands in modern economic thinking—notably the one that goes by the shorthand term neoliberalism , the belief that the freedom that matters most, and from which other freedoms indeed flow, is the freedom of unregulated, unfettered markets.

F. A. Hayek and Milton Friedman were the most notable 20th-century defenders of unrestrained capitalism. The idea of “unfettered markets”—markets without rules and regulations—is an oxymoron because without rules and regulations enforced by government, there could and would be little trade. Cheating would be rampant, trust low. A world without restraints would be a jungle in which only power mattered, determining who got what and who did what. It wouldn’t be a market at all.

The cover of Joseph E. Stiglitz's new book

Nonetheless, Hayek and Friedman argued that capitalism as they interpreted it, with free and unfettered markets, was the best system in terms of efficiency, and that without free markets and free enterprise, we could not and would not have individual freedom. They believed that markets on their own would somehow remain competitive. Remarkably, they had already forgotten—or ignored—the experiences of monopolization and concentration of economic power that had led to the Sherman Antitrust Act (1890) and the Clayton Antitrust Act (1914). As government intervention grew in response to the Great Depression, Hayek worried that we were on “the road to serfdom,” as he put it in his 1944 book of that title; that is, on the road to a society in which individuals would become subservient to the state.

Rogé Karma: Why America abandoned the greatest economy in history

My own conclusions have been radically different. It was because of democratic demands that democratic governments, such as that of the U.S., responded to the Great Depression through collective action. The failure of governments to respond adequately to soaring unemployment in Germany led to the rise of Hitler. Today, it is neoliberalism that has brought massive inequalities and provided fertile ground for dangerous populists. Neoliberalism’s grim record includes freeing financial markets to precipitate the largest financial crisis in three-quarters of a century, freeing international trade to accelerate deindustrialization, and freeing corporations to exploit consumers, workers, and the environment alike. Contrary to what Friedman suggested in his 1962 book, Capitalism and Freedom , this form of capitalism does not enhance freedom in our society. Instead, it has led to the freedom of a few at the expense of the many. As Isaiah Berlin would have it: Freedom for the wolves; death for the sheep.

I t is remarkable that , in spite of all the failures and inequities of the current system, so many people still champion the idea of an unfettered free-market economy. This despite the daily frustrations of dealing with health-care companies, insurance companies, credit-card companies, telephone companies, landlords, airlines, and every other manifestation of modern society. When there’s a problem, ordinary citizens are told by prominent voices to “leave it to the market.” They’ve even been told that the market can solve problems that one might have thought would require society-wide action and coordination, some larger sense of the public good, and some measure of compulsion. It’s purely wishful thinking. And it’s only one side of the fairy tale. The other side is that the market is efficient and wise, and that government is inefficient and rapacious.

Mindsets, once created, are hard to change. Many Americans still think of the United States as a land of opportunity. They still believe in something called the American dream, even though for decades the statistics have painted a darker picture. The rate of absolute income mobility—that is, the percentage of children who earn more than their parents—has been declining steadily since the Second World War. Of course, America should aspire to be a land of opportunity, but clinging to beliefs that are not supported by today’s realities—and that hold that markets by themselves are a solution to today’s problems—is not helpful. Economic conditions bear this out, as more Americans are coming to understand. Unfettered markets have created, or helped create, many of the central problems we face, including manifold inequalities, the climate crisis, and the opioid crisis. And markets by themselves cannot solve any of our large, collective problems. They cannot manage the massive structural changes that we are going through—including global warming, artificial intelligence, and the realignment of geopolitics.

All of these issues present inconvenient truths to the free-market mindset. If externalities such as these are important, then collective action is important. But how to come to collective agreement about the regulations that govern society? Small communities can sometimes achieve a broad consensus, though typically far from unanimity. Larger societies have a harder go of it. Many of the crucial values and presumptions at play are what economists, philosophers, and mathematicians refer to as “primitives”—underlying assumptions that, although they can be debated, cannot be resolved. In America today we are divided over such assumptions, and the divisions have widened.

The consequences of neoliberalism point to part of the reason: specifically, growing income and wealth disparities and the polarization caused by the media. In theory, economic freedom was supposed to be the bedrock basis for political freedom and democratic health. The opposite has proved to be true. The rich and the elites have a disproportionate voice in shaping both government policies and societal narratives. All of which leads to an enhanced sense by those who are not wealthy that the system is rigged and unfair, which makes healing divisions all the more difficult.

Chris Murphy: The wreckage of neoliberalism

As income inequalities grow, people wind up living in different worlds. They don’t interact. A large body of evidence shows that economic segregation is widening and has consequences, for instance, with regard to how each side thinks and feels about the other. The poorest members of society see the world as stacked against them and give up on their aspirations; the wealthiest develop a sense of entitlement, and their wealth helps ensure that the system stays as it is.

The media, including social media, provide another source of division. More and more in the hands of a very few, the media have immense power to shape societal narratives and have played an obvious role in polarization. The business model of much of the media entails stoking divides. Fox News, for instance, discovered that it was better to have a devoted right-wing audience that watched only Fox than to have a broader audience attracted to more balanced reporting. Social-media companies have discovered that it’s profitable to get engagement through enragement. Social-media sites can develop their algorithms to effectively refine whom to target even if that means providing different information to different users.

N eoliberal theorists and their beneficiaries may be happy to live with all this. They are doing very well by it. They forget that, for all the rhetoric, free markets can’t function without strong democracies beneath them—the kind of democracies that neoliberalism puts under threat. In a very direct way, neoliberal capitalism is devouring itself.

Not only are neoliberal economies inefficient at dealing with collective issues, but neoliberalism as an economic system is not sustainable on its own. To take one fundamental element: A market economy runs on trust. Adam Smith himself emphasized the importance of trust, recognizing that society couldn’t survive if people brazenly followed their own self-interest rather than good codes of conduct:

The regard to those general rules of conduct, is what is properly called a sense of duty, a principle of the greatest consequence in human life, and the only principle by which the bulk of mankind are capable of directing their actions … Upon the tolerable observance of these duties, depends the very existence of human society, which would crumble into nothing if mankind were not generally impressed with a reverence for those important rules of conduct.

For instance, contracts have to be honored. The cost of enforcing every single contract through the courts would be unbearable. And with no trust in the future, why would anybody save or invest? The incentives of neoliberal capitalism focus on self-interest and material well-being, and have done much to weaken trust. Without adequate regulation, too many people, in the pursuit of their own self-interest, will conduct themselves in an untrustworthy way, sliding to the edge of what is legal, overstepping the bounds of what is moral. Neoliberalism helps create selfish and untrustworthy people. A “businessman” like Donald Trump can flourish for years, even decades, taking advantage of others. If Trump were the norm rather than the exception, commerce and industry would grind to a halt.

We also need regulations and laws to make sure that there are no concentrations of economic power. Business seeks to collude and would do so even more in the absence of antitrust laws. But even playing within current guardrails, there’s a strong tendency for the agglomeration of power. The neoliberal ideal of free, competitive markets would, without government intervention, be evanescent.

We’ve also seen that those with power too often do whatever they can to maintain it. They write the rules to sustain and enhance power, not to curb or diminish it. Competition laws are eviscerated. Enforcement of banking and environmental laws is weakened. In this world of neoliberal capitalism, wealth and power are ever ascendant.

Neoliberalism undermines the sustainability of democracy—the opposite of what Hayek and Friedman intended or claimed. We have created a vicious circle of economic and political inequality, one that locks in more freedom for the rich and leaves less for the poor, at least in the United States, where money plays such a large role in politics.

Read: When Milton Friedman ran the show

There are many ways in which economic power gets translated into political power and undermines the fundamental democratic value of one person casting one vote. The reality is that some people’s voices are much louder than others. In some countries, accruing power is as crude as literally buying votes, with the wealthy having more money to buy more votes. In advanced countries, the wealthy use their influence in the media and elsewhere to create self-serving narratives that in turn become the conventional wisdom. For instance, certain rules and regulations and government interventions—tax cuts for the wealthiest Americans, deregulation of key industries—that are purely in the interest of the rich and powerful are also, it is said, in the national interest. Too often that viewpoint is swallowed wholesale. If persuasion doesn’t work, there is always fear: If the banks are not bailed out, the economic system will collapse, and everyone will be worse off. If the corporate tax rate is not cut, firms will leave and go to other jurisdictions that are more business-friendly.

Is a free society one in which a few dictate the terms of engagement? In which a few control the major media and use that control to decide what the populace sees and hears? We now inhabit a polarized world in which different groups live in different universes, disagreeing not only on values but on facts.

A strong democracy can’t be sustained by neoliberal economics for a further reason. Neoliberalism has given rise to enormous “rents”—the monopoly profits that are a major source of today’s inequalities. Much is at stake, especially for many in the top one percent, centered on the enormous accretion of wealth that the system has allowed. Democracy requires compromise if it is to remain functional, but compromise is difficult when there is so much at stake in terms of both economic and political power.

A free-market, competitive, neoliberal economy combined with a liberal democracy does not constitute a stable equilibrium—not without strong guardrails and a broad societal consensus on the need to curb wealth inequality and money’s role in politics. The guardrails come in many forms, such as competition policy, to prevent the creation, maintenance, and abuse of market power. We need checks and balances, not just within government, as every schoolchild in the U.S. learns, but more broadly within society. Strong democracy, with widespread participation, is also part of what is required, which means working to strike down laws intended to decrease democratic participation or to gerrymander districts where politicians will never lose their seats.

Whether America’s political and economic system today has enough safeguards to sustain economic and political freedoms is open to serious question.

U nder the very name of freedom, neoliberals and their allies on the radical right have advocated policies that restrict the opportunities and freedoms, both political and economic, of the many in favor of the few. All these failures have hurt large numbers of people around the world, many of whom have responded by turning to populism, drawn to authoritarian figures like Trump, Jair Bolsonaro, Vladimir Putin, and Narendra Modi.

Perhaps we should not be surprised by where the U.S. has landed. It is a country now so divided that even a peaceful transition of power is difficult, where life expectancy is the lowest among advanced nations, and where we can’t agree about truth or how it might best be ascertained or verified. Conspiracy theories abound. The values of the Enlightenment have to be relitigated daily.

There are good reasons to worry whether America’s form of ersatz capitalism and flawed democracy is sustainable. The incongruities between lofty ideals and stark realities are too great. It’s a political system that claims to cherish freedom above all else but in many ways is structured to deny or restrict freedoms for many of its citizens.

I do believe that there is broad consensus on key elements of what constitutes a good and decent society, and on what kind of economic system supports that society. A good society, for instance, must live in harmony with nature. Our current capitalism has made a mess of this. A good society allows individuals to flourish and live up to their potential. In terms of education alone, our current capitalism is failing large portions of the population. A good economic system would encourage people to be honest and empathetic, and foster the ability to cooperate with others. The current capitalist system encourages the antithesis.

But the key first step is changing our mindset. Friedman and Hayek argued that economic and political freedoms are intimately connected, with the former necessary for the latter. But the economic system that has evolved—largely under the influence of these thinkers and others like them—undermines meaningful democracy and political freedom. In the end, it will undermine the very neoliberalism that has served them so well.

For a long time, the right has tried to establish a monopoly over the invocation of freedom , almost as a trademark. It’s time to reclaim the word.

This article has been adapted from Joseph E. Stiglitz’s new book, The Road to Freedom: Economics and the Good Society .

When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

Support for this project was provided by the William and Flora Hewlett Foundation.

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The Editorial Board

Donald Trump and American Justice

A black-and-white photo of Donald Trump from behind. He is walking into a courtroom.

By The Editorial Board

The editorial board is a group of opinion journalists whose views are informed by expertise, research, debate and certain longstanding values . It is separate from the newsroom.

The former and possibly future president of the United States is now on trial in Lower Manhattan, the first criminal prosecution of an American elected to the nation’s highest office. Donald Trump, who relentlessly undermined the justice system while in office and since, is enjoying the same protections and guarantees of fairness and due process before the law that he sought to deny to others during his term.

A jury of Americans will ultimately decide Mr. Trump’s legal fate. It may be the only one of the four criminal cases against the former president that comes to trial before the November election. Though the election interference charges are not the most serious of those he faces, the case will determine whether 12 of his fellow Americans find him guilty of a felony — a result that most voters say they would consider to be serious.

In the first two days of this trial, Mr. Trump has offered a defense of himself to the public, in brief appearances between his courtroom table and the television cameras: He portrays himself as a victim of an unfair and politically motivated prosecution. That defense is built on lies. Mr. Trump is no victim. He is fortunate to live in a country where the rule of law guarantees a presumption of innocence and robust rights for defendants.

A guiding principle of the American experiment is that the law applies to everyone equally. At the same time, prosecuting any current or former elected official requires vigilance against bias and awareness about how the case will be perceived by the public. For this reason, judges and prosecutors have an obligation to hew to stringent standards of fairness, to reduce the risk that they appear to be interfering in electoral politics by using criminal cases to damage or favor one candidate over another.

The former president refers to the four prosecutions he faces as “witch hunts” motivated by partisanship and part of a nefarious scheme to keep him from returning to the White House. He has repeated this narrative even though the prosecutions have been brought by different prosecutors around the country, and even though different grand juries, each composed of a random selection of regular citizens in different states, handed up indictments that now total 88 felony charges against him.

In the weeks leading up to the start of this trial, Mr. Trump has argued, dishonestly, that the judge and the prosecutor have treated him unfairly, and that it will be impossible for him to get a fair trial in Manhattan because New Yorkers are biased against him. But the opening days of the trial, devoted to jury selection, have already demonstrated the great care and respect with which everyone involved in the trial, except for Mr. Trump, has treated the process. Joshua Steinglass, a member of the office of the Manhattan district attorney, Alvin Bragg, told potential jurors on Tuesday that the case “has nothing to do with personal politics.”

“We don’t suggest you need to have been living under a rock for the last eight years, or the last 30 years,” he said . “We don’t expect you not to have heard about this, or not to have discussed this case with friends. What we do need is for you to keep an open mind.”

Dozens of potential jurors took those instructions seriously and admitted they could not be impartial. One man was excused from service after telling the judge that it was “going to be hard for me to be impartial,” since many of his family members and friends were Republicans. Justice Juan Merchan, the judge overseeing the trial, excused him, as other potential jurors stepped up. So far, seven jurors have been seated. At least two potential jurors were dismissed by the judge because of social media posts.

If anything, Justice Merchan has exhibited an extra degree of tolerance for Mr. Trump’s strategy of systematically attacking the legitimacy of the courts and court officials through repeated verbal outbursts and countless legal motions and other attempts to delay his trials. In the New York case, Mr. Trump received a short extension last month when federal prosecutors found a tranche of documents that had not been turned over to the defense team. In the week before the start of the trial, he filed three emergency appeals in three days , as The Times reported, including a civil action against the judge, which were quickly rejected by an appeals court.

The fact that he was able to have each of these motions fully considered is evidence of the justice system operating as it should, with deliberation and due process. Especially in criminal prosecutions, courts take the legal rights of litigants very seriously, to ensure that defendants receive fair trials. An appeals court is still considering Mr. Trump’s request to throw out a gag order that prevents him from verbally attacking witnesses, prosecutors or the judge’s family, but it will not delay the trial before the ruling. (Mr. Trump is not prevented from publicly criticizing the judge.)

In the other criminal cases against him, Mr. Trump has also been able to take full advantage of every legal protection available to him as a defendant.

He appealed his federal prosecution related to the Jan. 6 insurrection at the Capitol on the grounds that he enjoys absolute immunity for actions he took as president. This argument has been rejected by every judge to consider it. Still, the Supreme Court agreed to hear the appeal later this month, delaying the start of his trial in that case indefinitely, and possibly until after the election. While the Supreme Court weighs his immunity claim, the trial judge in the federal Jan. 6 case, Tanya Chutkan, put the proceedings on hold . In the other federal prosecution, on charges of illegally withholding highly classified national-security documents, Mr. Trump has had numerous favorable rulings from the judge handling that case.

The election-interference case out of Georgia was delayed by an extensive hearing on a possible conflict of interest for the lead prosecutor, Fani Willis, who had been in a romantic relationship with Nathan Wade, an outside prosecutor she hired to lead the case. After taking testimony from a series of witnesses, the judge decided Ms. Willis could remain on the case, but not with Mr. Wade. (Mr. Wade ultimately withdrew.) Mr. Trump appealed that decision, which the Georgia Court of Appeals is now considering.

The ability to file such appeals, successful or not, is essential to how the law functions in the United States. Despite having benefited from its protections, to Mr. Trump, the rule of law is nothing more than an obstacle to be overcome, an instrument of power to use at will.

Mr. Trump’s vision of an American legal system that protects his interests goes beyond his trial, of course, and extends in particular to the Justice Department. He has been explicit about his desire, if elected in November, to bring the Justice Department more fully under his control, to use it to protect his friends and, more important, punish his enemies. As president, Mr. Trump had an unparalleled record of abusing presidential pardons, and if he is re-elected, he appears likely to order the Justice Department to drop the criminal cases against him or to try to pardon himself for potential crimes. To Mr. Trump, independent prosecutors and Justice Department officials are precisely the problem. They will say no to him when he wants to do things that are illegal or unconstitutional, choosing to be faithful to the Constitution rather than to him. This Mr. Trump cannot abide.

Mr. Trump has said he intends to find a prosecutor to “go after” Mr. Biden and his family , suggesting that he intends to pursue prosecution with little regard to evidence or facts. According to The Washington Post , he also wants to investigate figures in his administration whom he perceives as being disloyal to him, including John Kelly, his former chief of staff; William Barr, his former attorney general; and Gen. Mark Milley, the former chair of the Joint Chiefs of Staff. (Mr. Trump has separately suggested General Milley should be executed for treason.)

As Mr. Kelly told The Post, “There is no question in my mind he is going to go after people that have turned on him.”

Mr. Trump has also repeatedly said that his prosecution is like no other. In fact, there are numerous examples of politicians, of both parties, who faced prosecution, and in some cases were convicted, during their candidacies. The former Texas governor Rick Perry, a Republican, ran for president in 2016 while under indictment for abuse of power . (Those charges were later dismissed.) Senator Robert Menendez, a Democrat of New Jersey, was indicted on federal bribery charges, and may run for re-election as an independent.

The former president is singular in one respect: As much as he accuses others of warping the justice system, he is the one who consistently demeans and disparages the role of the courts and the exercise of due process. The leaders of the Republican Party, echoing the views of Mr. Trump’s fervent base of followers, have fallen in line behind him, indicating that they will continue to support his candidacy even if he is a convicted felon.

While a Manhattan jury weighs the evidence of Mr. Trump’s alleged crimes, it’s the American people who will weigh the evidence of Mr. Trump’s actions. His party has allowed him to act with impunity, but voters still have the power to deliver accountability. They should consider not only the facts presented during the trial — the details about his judgment, his character and the way he conducted his life and his business — but also his disregard for the rule of law and his willingness to demean American justice when it suits his interests. Those actions render him manifestly unfit for office and would pose unique dangers to the United States during a second term. The greatest of those dangers, and the one that Americans should be most attuned to, is the damage that a second Trump presidency would inflict on the rule of law.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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The editorial board is a group of opinion journalists whose views are informed by expertise, research, debate and certain longstanding values. It is separate from the newsroom.

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Standard American English Usage. " Standard American English usage is linguistic good manners, sensitively and accurately matched to context—to listeners or readers, to situation, and to purpose. But because our language is constantly changing, mastering its appropriate usage is not a one-time task like learning the multiplication tables.
What Makes a Great American Essay? ‹ Literary Hub
November 17, 2020. Phillip Lopate spoke to Literary Hub about the new anthology he has edited, The Glorious American Essay. He recounts his own development from an "unpatriotic" young man to someone, later in life, who would embrace such writers as Ralph Waldo Emerson, who personified the simultaneous darkness and optimism underlying the ...
How To Write an Essay in English: 11 Tips To Write a Great Essay
5. Provide Clear Topic Sentences: Navigating the Reader Through Your Essay. Each paragraph in your essay should have a purpose, and this purpose should be encapsulated in a clear and concise topic sentence. These sentences act as signposts, guiding readers through the various facets of your argument.
How to Write a Good English Literature Essay
This point might be summarised by saying: the best way to write a good English Literature essay is to be honest about the reading you're putting forward, so you can be confident in your interpretation and use clear, bold language. ('Bold' is good, but don't get too cocky, of course…) 5. Read the work of other critics.
'The Glorious American Essay,' From Benjamin Franklin to David Foster
The Glorious American Essay: One Hundred Essays From Colonial Times to the Present. Edited and with an introduction by Phillip Lopate. 906 pages. Pantheon Books. $40. A version of this article ...
American Essay
One of the most significant events in the development of the American essay was the 1925 founding of The New Yorker magazine. The New Yorker provided an important outlet for the nation's essayists and attracted two of the best, James Thurber ( 1894-1961) and E. B. White ( 1899-1985 ).
PDF The American Essay
TOWARD THE CONTEMPORARY AMERICAN ESSAY (2000 2020) 31. The American Essay Film: A Neglected Genre 527 nora m. alter 32. Literary Theory, Criticism, and the Essay 545 carolina iribarren 33. Gender, Queerness, and the American Essay 565 david lazar 34. Disability and the American Essay 582 anne Þnger 35. The Radical Hybridity of the Lyric Essay ...
Classic British and American Essays and Speeches
Updated on October 02, 2019. From the works and musings of Walt Witman to those of Virginia Woolf, some of the cultural heroes and prolific artists of prose are listed below--along with some of the world's greatest essays and speeches ever composed by these British and American literary treasures. George Ade (1866-1944)
American English
American English, sometimes called United States English or U.S. English, is the set of varieties of the English language native to the United States. English is the most widely spoken language in the United States and in most circumstances is the de facto common language used in government, education and commerce. It is also the official language of most US states (at least 30 out of 50).
The American Essay in the American Century
To defend the essay—that misunderstood staple of first-year composition courses—Ned Stuckey-French has written The American Essay in the American Century. This book uncovers the buried history of the American personal essay and reveals how it played a significant role in twentieth-century cultural history. In the early 1900s, writers and ...
Voice of America
Learn American English with English language lessons from Voice of America. VOA Learning English helps you learn English with vocabulary, listening and comprehension lessons through daily news and ...
How to Write an Argumentative Essay
Make a claim. Provide the grounds (evidence) for the claim. Explain the warrant (how the grounds support the claim) Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives. The Toulmin model is a common approach in academic essays.
How to write an essay
a) An essay is a piece of writing in response to an essay question or statement. b) An essay in literature usually involves writing about a text (such as a novel, poem or play). c) An essay allows ...
Meaning of freedom: County students win American Legion Essay Contest
What does freedom mean to me? That was the prompt for this year's American Legion Americanism Essay Contest. Students across Warren County did the rest. "Winners were selected from essay submissions from the various classes or age bands from each region in the county," Rebecca Downey, enrichment instructor, explained. The top three winners in each […]
The new rules of political journalism
On a November evening in Brooklyn, in 2023, I was in trouble (hungry). I ordered a kale Caesar at a place I like. Instead, I got: a tangle of kale, pickled red onion, and "sweet and spicy ...
Pew Research Center
Pew Research Center
Opinion
Re "Why We Need to Talk About Teen Sex," by Peggy Orenstein (Opinion guest essay, April 14): As a psychotherapist and psychoanalyst who has worked for decades with teens and college-age ...
Surveillance Law Section 702 Keeps Us Safe
Guest Essay. Government Surveillance Keeps Us Safe. April 21, 2024. ... Many foreign nationals rely on American providers such as Google and Meta, which route or store data in the United States ...
How to Write an Essay Introduction
Table of contents. Step 1: Hook your reader. Step 2: Give background information. Step 3: Present your thesis statement. Step 4: Map your essay's structure. Step 5: Check and revise. More examples of essay introductions. Other interesting articles. Frequently asked questions about the essay introduction.
Joseph Stiglitz: Neoliberalism Is Devouring Itself
Neoliberal orthodoxy holds that economic freedom is the basis of every other kind. That orthodoxy, a Nobel economist says, is not only false; it is devouring itself.
Opinion
Donald Trump is enjoying the same guarantees of fairness and due process before the law that he sought to deny to others during his term.
and why it matters
For example, between 2000 and 2019, the death rate from cardiovascular causes fell, and the gap between Black and white adults narrowed, according to a study published in the American Heart Association journal Circulation in 2022. And federal data shows that in 1900, the life expectancy gap between Black and white Americans was more than 14 years.
The NFL Draft Prospect Moonlighting as an Investor
When Florida State defensive tackle Braden Fiske received a windfall in the new collegiate sports economy, he resisted the urge to spend it on cars and clothes. Instead, he put his money in the ...