The Lobster
TheLobster
26thMarch 2017
TheLobster
Theessay titled “” presents a description of the MaineLobster Festival in order to elaborate its history, origin, andpractices. This essay informs the reader about the festival as wellas the statistics of the most popular activities in the past.However, the author has not clarified whether the essay is meant todiscuss the festival or the lobster. It starts by developing a stagefor festival description but shifts to the taxonomy and animalfeatures. It also misses a tactical thesis to clarify this problem.
Theauthor applies a descriptive model in which he answers all the “WH”questions for each subject. For instance, a reader can tell thatMaine Lobster Festival is conducted at the end of July in PenobscotBay where people gather for recreational activities (MagFoster,2013). This description pulls down from the broader points tospecific issues. For instance, the author names the festival andproceeds to discuss its features and origins. Similarly, thedescription of a lobster moves from known marine animal to a featuredcrustacean with unique characteristics and uses. However, it expandsoutwardly when the author presents it as an arthropod. Initially, theauthor informed that the lobster was a crustacean, which would implythat it is an arthropod in nature like other crustaceans (Heffernan,2012). By presenting its class and phylum in the discussion, it maybe confusing for the readers who are new in this area. Such adescription should come from the broader description to the specificones. For instance, it should inform that the lobster belongs to theKingdom Animalia, Phylum Arthropoda, and Class Crustacea (Watling &Thiel, 2013). In this way, a person will be able to pull down fromthe broad and common topic to the specific ones. This descriptionwould be understood properly by people who know lobster’s taxonomy.
Ithink the use of “WH” to describe the various entities in theessay makes it strong and reliable. It presents a fully explanatoryargument that informs the reader about the key issues about thesubject. A reader can visualize the lobster’s appearance from thisdescription.
Itis vital to apply reliable descriptive strategies when presenting thefigure and appearance of something (Ataç, 2015 Biber & Gray,2016). I will apply this model of description to expand theinformation that a reader would need to know on my subject. It willalso be important in writing essays since the thesis statement isabout answering the “WH” questions about a topic. I willinvestigate all the issues about a subject and provide acomprehensive description that can enlighten readers who are new inan area. Finally, I will not assume that the reader knows somedetails about the topic being discussed.
References
Ataç,B. A. (2015). From Descriptive to Critical Writing: A Study on theEffectiveness of Advanced Reading and Writing Instruction. Procedia- Social and Behavioral Sciences,199,620-626. doi:10.1016/j.sbspro.2015.07.588
Biber,D., & Gray, B. (2016). Grammaticalcomplexity in academic English linguistic change in writing.Cambridge: Cambridge University Press.
Heffernan,O. (2012). Consider the lobster. NatureReports Climate Change,(1001), 2-2. doi:10.1038/climate.2010.130
MagFoster,D. (2013). Consider the Lobster. Retrieved April 03, 2017, fromhttp://www.gourmet.com/magazine/2000s/2004/08/consider_the_lobster.html
Watling,L., & Thiel, M. (2013). Thenatural history of the crustacea.New York: Oxford University Press.
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