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Analyzing The Effects of Forest Fires on Ecosystems and Biodiversity

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Effects of Forest Fires on Ecosystem Essay

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Introduction

Effects of forest fires on eco system, works cited.

The effects of fire on the environment and the ecosystem resources may be physical effects, biological, or even chemical. Its abiotic effects comprise the role it plays in altering the quality of air, the quality of water, the properties of soil as well as the cycling of nutrients. The biotic ones comprise the changes in vegetation and the associated impacts on flora and fauna. Fire effects come about as an outcome of an association between the heating system brought about by fire and the properties of the ecosystem. The specific fire effect on whatever components is flexible but will have to change depending on the characteristics of the site and the behavior of the fire. For instance, the effects of the burning fire in similar conditions may not be the same on soils that do not have similar textures.

It is quite important for the managers of forests to know and understand the fire effects. Fire is the basic ecosystems process in which the forest managers encounter challenges to deal with so as to achieve the objectives of the management of the ecosystem. These managers utilize fire to acquire effects that are of advantage and evade the outcomes that are not needed.

According to Gupta and Yunus (4), fire is among the greatest causes of deforestation all over the world. In the initial cultural era, the fire was the only available tool to be employed in clearing the land and making it most appropriate to facilitate easier grazing. In the current era, forest fires bring about forest deprivation by exerting prospective impact on forest crop, renewal, output, defensive power, soil, flora, and fauna. The general fire’s destruction on the forest crop is reliant on such factors as; the species that make up a portion of the crop or the forest components, the condition in which the crop is, the season and the crop’s age, and the status of the nutrients found in the soil. The breaking down of nitrogen compounds by the high temperatures brings about an additional reduction in nutrients. The forest fires bring about the great loss of flora and fauna by destroying the eggs and the young wildlife and destroying the areas in which they inhabit which is an essential component of the ecosystem of the forest.

However, according to Anon. (Wildfires 1), there has been a gathering of data by the researchers on the effects of fire on forest ecosystems. These researchers have come up with the knowledge that fires have their own positive effects and should not be completely excluded from the forests. This has resulted in coming up with a new technique referred to as prescribed fire.

In the last several years, the teams of management in forestry have realized that fire restraint has brought about quite a number of problems in the forest’s ecosystem. In the current times, it is known that fire exclusion brings about great amounts of materials that fall as well as vegetation that are thick. These materials together with the thick vegetation bring up the level of fuel on the forest’s floor and this enhances the ignition of fires. Whenever a fire is set up on the floor that is covered with large amounts of dead materials, it burns more intensely bringing about more destruction to the forest ecosystem (Rogers 7). More so, the thick vegetation has smaller trees that are found near the ground and whenever a fire is ignited, these smaller trees direct the fire to the larger older trees bringing about a crown fire.

More so, forests that have not experienced a fire for a long time may turn out to be a habitat for plant species that may not be able to adapt to fire. This is known as vegetation modification. Those plants that are able to adapt to fire possess thick barks and these barks offer protection to living tissues found inside for the heat originating from the fire. In addition, there are several species of plants that rely on heat originating from the fire that helps in the opening up of the seed cones in order to germinate. Vegetation modification affects the flora and fauna populations, diseases, the structure of the soil, and the recycling of the nutrients as well.

These issues of vegetation modification, accumulation of dead material, and the thick vegetation that are all brought about by fire suppression have triggered the turning to a technique referred to as “prescribed fire” by the managers of the forests. A prescribed fire refers to a fire that is set up by a human being or occurs naturally and is keenly controlled. The forest managers put into consideration several factors before setting up a prescribed fire. Such factors include the weather conditions, the quantity of moisture found in the dead accumulated material, the current season, the conditions of wind, humidity, and the amount of vegetation found on the floor of the forest. If all these conditions are in favor of setting up a fire, then these managers will have to plan about which area to burn.

Most of the effects of the prescribed burn are quite clear. One of these effects is that the materials found on the forest floor and the undergrowth vegetation are burned down and an open floor forest is obtained. This open forest floor does away with the likelihood of the forest experiencing an intense fire in time to come due to the absence of fuel on the floor of the forest.

After burning taking place, the ash is left and this is quite rich in nutrients. At the time when rain falls, there is the dissolving of the nutrients found in the ash in the soil which is utilized by the new plants. This is a process that is referred to as nutrient recycling. These nutrients are of great benefit to the young plants that would have to come up.

In addition, after the prescribed burn, there is a coming up of new growth just after the fires being put off. There are those that give out cones and these cones are given out at the time they are exposed to heat. This brings about the growth of new vegetation which takes advantage of the newly formed nutrients and this facilitates the thriving of the new vegetation. At this point, there is quite minimal competition for food as well as sunlight and this enables the new plants to grow at a higher rate (Anon. Role of fire in the forest ecosystems 1).

However, there have been concerns about the effects the prescribed fires can have on animals. People have raised issues that these fires might have negative effects on the animals. But on the other hand, most of the prescribed fires move quite slowly and this gives enough time for the animals to relocate to other places including those that live in the ground to dig deep in to the ground. More so, the prescribed fires are mostly set up during the seasons when the animals are taking care of the young ones or nesting. This season normally occurs in the course of the months between February to April and from September to early November. The only main threat associated with prescribed burns comes about after the burning has been carried out and the fire put off. The animals encounter hardships in the finding of food and shelter. However, majority of the animals move to the areas where burning has not occurred and later come back to inhabit their original place of stay when the vegetation has grown up.

Other concerns about the prescribed fires are in regard to air pollution. It is argued that the smoke produced during the burning brings about air pollution. This view is supported by Sandberg, Ottmar and Peterson (623) and they stress that, whereas fire is vital in bringing about the maintenance in most of the ecosystems, the emissions from the fire that pollutes air can turn out to be injurious on the health of human beings as well as their welfare. According to the aforementioned authors, the solution to this can be offered by putting in place effective programs in the management of smoke and the policies regarding the quality of the air and this has to be supported thorough research and land management agency. This solution is offered in part by the prescribed fire plan since in this plan, even if smoke is let into the atmosphere, this can not measure up to the level of smoke that is released in the conditions that are not controlled.

To this end, it has been realized that forest fires have both negative and positive effects on the ecosystem. However, there should be a distinction between wild fires and prescribed fires. The wildfires can be quite destructive to the ecosystem but on the other hand, the prescribed fires have several benefits as it has been seen. Therefore, this calls for the need to take control of the burning of fires in our forests, putting them at a particular limit. The forest managers should go on letting the prescribed fires to burn in order to ensure the sustainability of the forest ecosystem.

In conclusion, even if the long term effects of the prescribed fires are not well identified, the available evidence indicates that the benefits that come from a plan for prescribed fires are more than the benefits that could be derived in a case where such a plan is not put in place. There should be carrying out of more improvements in order to maintain fire prescription as an important practice. More research should be carried out in regard to the long term effects of the prescribed fires. More so, there should be rising of the public awareness about prescribed fires. This is a point where human beings should come to a realization that fire gave shape to the forests that are seen nowadays and there should be no letting the forest ecosystems to gradually diminish away.

Anon. Role of fire in the forest ecosystems, Slideshare Inc . 2009. Web.

Anon. Wildfires. Ajwaters. 2010. Web.

Gupta Anil K. and Yunus, M., Forest fire and ecosystem-health, Environews. 1998. Web.

Rogers, Chris. How does fire affect the ecosystem? eHow Inc. 2010. Web.

Sandberg D, Ottmar R, and Peterson J. Fire Effects on Air quality. Forest Encyclopedia Network . 2008. Web.

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IvyPanda. (2021, December 9). Effects of Forest Fires on Ecosystem. https://ivypanda.com/essays/effects-of-forest-fires-on-ecosystem/

"Effects of Forest Fires on Ecosystem." IvyPanda , 9 Dec. 2021, ivypanda.com/essays/effects-of-forest-fires-on-ecosystem/.

IvyPanda . (2021) 'Effects of Forest Fires on Ecosystem'. 9 December.

IvyPanda . 2021. "Effects of Forest Fires on Ecosystem." December 9, 2021. https://ivypanda.com/essays/effects-of-forest-fires-on-ecosystem/.

1. IvyPanda . "Effects of Forest Fires on Ecosystem." December 9, 2021. https://ivypanda.com/essays/effects-of-forest-fires-on-ecosystem/.

Bibliography

IvyPanda . "Effects of Forest Fires on Ecosystem." December 9, 2021. https://ivypanda.com/essays/effects-of-forest-fires-on-ecosystem/.

Essay on Wildfires

Wildfires are unplanned and unwanted fires that consume flammable vegetation and start in both rural and urban centers. The unexpected nature of the fire makes it a destroyer of our precious vegetation and forest. It is, therefore, worthy of us to understand the causes and possible effects of the wildfire. Notably, the consequences can both be direct and indirect. In the United States, like other states, wildfire is considered a threat to both human and animal lives. It is also a threat to the property of the people. Therefore, discussions on the bushfires should be done in schools and other related areas to keep our general public awareness of what is expected of them to prevent the wildfires or do at the point of a fire outbreak.

Firstly, acknowledging that the wildfires exist and can occur at any unspecified time is crucial in preparing for corrective emergency measures to curb the spread and even put out the wildfire as soon as it happens. In fact, with the change in both climate and the environment, we must expect that the wildfires be a familiar story in our lives as we go about our activities. Acknowledging this does not only make us prepare to act when bushfires breakout, but also is a contributing factor behind the prevention of the occurrence of wildfires, especially in areas where it is rampant.

The effects of the wildfires range from the environment to individuals. The effects, in the end, affect humans indirectly or directly. To begin with, bush fires destroy both human and animal lives. Fire is deadly. Therefore, we need to protect precious life from any type of damage. The animals in the wild get consumed by the fire in the forest and natural environments (Frost 2020). The unplanned nature of the fire puts the lives of both humans and animals at a greater risk. Homes close to such combustible vegetation also get consumed by the wildfire. Timber, especially in the planted forest, and the indigenous species of trees are destroyed by the fire, causing a loss of several billions of U.S. dollars of timber. The smoke from the fire is a health risk to humans. Smoke is a predisposing factor for many respiratory conditions affecting people across the U.S. (Reardon 2018). The wildfire is a producer of carbon dioxide, makes it a significant contributor to the greenhouse effect. The effects of the bushfire are subjective the condition of the forest before the fire and the actions taken or not taken at the point of an outbreak. The fire results are long-lasting on the landscape, and this calls out for action by the general public and the United States Forest Service to protect the environment, land, and people.

Disappointingly enough, human beings are the leading causes of wildfires. One would expect much from humans to protect the ecosystem, which is not the case as research reveals man as the leading cause of the wildfire. Wind can lead to the spread of fire from burning debris. Burning debris is legal, but care needs to be taken to control the effects of the same (Mietkiewicz et. al. 2020). Unattended campfires are flimsy grounds that can lead to bush fires. Fireworks and cigarettes accidentally lead to wildfires. Amateur handling of fireworks can be so destructive. The cigarettes and fireworks may end up as flames are improperly handled. Arson is found to be the cause of 30% of all wildfires in the United States. One may intentionally set fire on a property or even a forest on fire deliberately and cause a lot of damage.

Despite the human causes, wildfires also result from natural causes such as volcanic eruptions and lightning. The hot lightning is lengthy and can result in sparks that cause wildfires.

The problem persists due to the changing climate over time. The rain and snow have been greatly affected by climate change (Nagy et. al 2018). There have been record-breaking temperatures that have increased the rate of wildfires and drought for several months. At this point, there is no resolution to the ongoing wildfires; people will ultimately lose interest in protecting and taking care of the forests. Homes and businesses can be at risk if the problem is not resolved.

Solutions to wildfires require the contribution of the general public and that of the officers of the United States Forest Services. In fact, most solutions revolve around humans’ behavior since their behavior and themselves have caused a lot of damage (Mietkiewicz et. al. 2020). First, it is advisable to abide by the local regulation and laws concerning burning fires and what is legal to burn. Secondly, the public needs to keep themselves updated on the weather forecast to prevent burning things in a windy environment predisposing conditions (Huffman 2020). One should also note the areas prone to wildfires and take care.

Fires should only be areas that make it easy to contain them as this facilitates easy putting out if a risk is noticed or an emergency occurs. Burning combustible materials should also be avoided at all costs (Huffman et. al. 2020). Cigarette smokers are advised to avoid smoking in areas where smoking is prohibited. In fact, the cigarette should be put out before disposing of it. The children should be acquainted with safety precautions for camping. The U.S. forest service clears branches ad vegetation that can fuel wildfire within the forests. This reduces the risk of fire.

Keeping by the rules and safety regulations can save the homes and lives of many people and precious animals in the forest. Humans should be the front runners to offering solutions to wildfire. Knowing the rules makes as the solution and not the cause. Despite the solution being against the natural balance caused by wildfire in the ecosystem, it would be appropriate for us to protect the precious lives of humans and animals within our environment.

Frost, L. R. (2020). California Wildfires, Land Erosion, and the Effects on Ranchers and Farmers.

Huffman, D. W., Roccaforte, J. P., Springer, J. D., & Crouse, J. E. (2020). Restoration Applications of Resource Objective Wildfires in Western US forests: A status of knowledge review.  Fire Ecology ,  16 (1), 1-13.

Mietkiewicz, N., Balch, J. K., Schoennagel, T., Leyk, S., St Denis, L. A., & Bradley, B. A. (2020). In the Line of fire: Consequences of Human-ignited Wildfires to Homes in the US (1992–2015).  Fire ,  3 (3), 50.

Nagy, R., Fusco, E., Bradley, B., Abatzoglou, J. T., & Balch, J. (2018). Human-related ignitions increase the number of large wildfires across US ecoregions.  Fire ,  1 (1), 4.

Reardon, S. (2018). Raging wildfires send scientists scrambling to study health effects.  Nature ,  561 (7722), 157-159.

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Expository Essays

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What is an expository essay?

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Please note : This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

• Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

• A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of the Great Depression and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the exposition in the middle of my second point, questions would arise concerning the current effects on those who lived through the Depression. Therefore, the expository essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph Essay

A common method for writing an expository essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of:

• an introductory paragraph
• three evidentiary body paragraphs
• a conclusion

How to Write a Solid Thesis Statement

The important sentence expresses your central assertion or argument

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A thesis statement provides the foundation for your entire research paper or essay. This statement is the central assertion that you want to express in your essay. A successful thesis statement is one that is made up of one or two sentences clearly laying out your central idea and expressing an informed, reasoned answer to your research question.

Usually, the thesis statement will appear at the end of the first paragraph of your paper. There are a few different types, and the content of your thesis statement will depend upon the type of paper you’re writing.

Key Takeaways: Writing a Thesis Statement

• A thesis statement gives your reader a preview of your paper's content by laying out your central idea and expressing an informed, reasoned answer to your research question.
• Thesis statements will vary depending on the type of paper you are writing, such as an expository essay, argument paper, or analytical essay.
• Before creating a thesis statement, determine whether you are defending a stance, giving an overview of an event, object, or process, or analyzing your subject

Expository Essay Thesis Statement Examples

An expository essay "exposes" the reader to a new topic; it informs the reader with details, descriptions, or explanations of a subject. If you are writing an expository essay , your thesis statement should explain to the reader what she will learn in your essay. For example:

• The United States spends more money on its military budget than all the industrialized nations combined.
• Gun-related homicides and suicides are increasing after years of decline.
• Hate crimes have increased three years in a row, according to the FBI.
• Post-traumatic stress disorder (PTSD) increases the risk of stroke and arterial fibrillation (irregular heartbeat).

These statements provide a statement of fact about the topic (not just opinion) but leave the door open for you to elaborate with plenty of details. In an expository essay, you don't need to develop an argument or prove anything; you only need to understand your topic and present it in a logical manner. A good thesis statement in an expository essay always leaves the reader wanting more details.

Types of Thesis Statements

Before creating a thesis statement, it's important to ask a few basic questions, which will help you determine the kind of essay or paper you plan to create:

• Are you defending a stance in a controversial essay ?
• Are you simply giving an overview or describing an event, object, or process?
• Are you conducting an analysis of an event, object, or process?

In every thesis statement , you will give the reader a preview of your paper's content, but the message will differ a little depending on the essay type .

Argument Thesis Statement Examples

If you have been instructed to take a stance on one side of a controversial issue, you will need to write an argument essay . Your thesis statement should express the stance you are taking and may give the reader a preview or a hint of your evidence. The thesis of an argument essay could look something like the following:

• Self-driving cars are too dangerous and should be banned from the roadways.
• The exploration of outer space is a waste of money; instead, funds should go toward solving issues on Earth, such as poverty, hunger, global warming, and traffic congestion.
• The U.S. must crack down on illegal immigration.
• Street cameras and street-view maps have led to a total loss of privacy in the United States and elsewhere.

These thesis statements are effective because they offer opinions that can be supported by evidence. If you are writing an argument essay, you can craft your own thesis around the structure of the statements above.

Analytical Essay Thesis Statement Examples

In an analytical essay assignment, you will be expected to break down a topic, process, or object in order to observe and analyze your subject piece by piece. Examples of a thesis statement for an analytical essay include:

• The criminal justice reform bill passed by the U.S. Senate in late 2018 (" The First Step Act ") aims to reduce prison sentences that disproportionately fall on nonwhite criminal defendants.
• The rise in populism and nationalism in the U.S. and European democracies has coincided with the decline of moderate and centrist parties that have dominated since WWII.
• Later-start school days increase student success for a variety of reasons.

Because the role of the thesis statement is to state the central message of your entire paper, it is important to revisit (and maybe rewrite) your thesis statement after the paper is written. In fact, it is quite normal for your message to change as you construct your paper.

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• How to write an expository essay

How to Write an Expository Essay | Structure, Tips & Examples

Published on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

“Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter.

Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays .

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Table of contents

When should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays.

In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments.

Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below.

The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it.

Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes.

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An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”).

The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline .

A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.

Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it.

Hover over different parts of the example below to see how a typical introduction works.

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining.

It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs.

Hover over different parts of the example paragraph below to see how a body paragraph is constructed.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

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The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way.

Hover over different parts of the example below to see how a conclusion works.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

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An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

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What Are the Four Tips for Writing a Good Thesis Statement for an Expository Essay?

How to Write a Three Point Thesis Statement

An expository essay, often required in high school and college classes, allows you to explore an opinion or make an argument about a particular idea. The thesis statement usually appears at the end of the introductory paragraph of your essay, making a clear declaration about the opinion you wish to defend. The rest of your paper should speak back to this sentence and should be supported by reasons and evidence, such as statistics, facts, professional opinions and analyses.

Contestable and Debatable

A thesis statement should be contestable and debatable, which means that others could reasonably object to it. For example, it's unlikely that you will find sane objectors to the statement "murder is bad for society" unless that statement is qualified in some way (for example, if you are against the death penalty -- and then your statement will need to be more specific). Likewise, a thesis statement cannot be a fact, such as "the earth travels around the sun." This is a widely held belief, and such a paper would offer only an explanation, not an argument.

Supportable

A thesis statement should also be supportable. If you can't provide support for your statement, there won't be much content in the body of your paper. An unsupportable statement could be one attributed solely to taste -- for example, "chocolate is the best ice cream flavor" -- or one based only on your belief system, such as "the soul lives on after death." Make sure to qualify your statement correctly, because all-or-nothing terms, such as always and never, are often more difficult to support.

A simple or vague claim often leads to an unfocused paper, while a rich, complex and specific claim leads to a coherent paper. For example, the thesis "college athletics are unfair" will lead to a very desultory paper. A specific statement about why they are unfair -- "college athletics lead to an unfair distribution of scholarship funds" -- will result in a clearer paper. Depending on the kind of paper you want to write, you might be even more specific by offering a reason you will expound upon in your paper in more detail.

Sometimes, it is appropriate to frame your paper as a solution to a problem. "Alcohol abuse in college is out of control" is too vague, while "alcohol abuse in college can be limited by setting stricter on-campus policies" confronts a similar topic in a more specific way. Of course, being too specific can also get you into trouble. The specificity of your thesis should be appropriate to the length of your paper -- you want to be able to adequately cover your subject and prove your point in the required number of pages.

Finally, consider the wording of your thesis. While your statement should be conceptually complex, it shouldn't have wording that is too complicated. Your statement should be clear, concise and grammatically correct. Have a friend or peer read it over and offer feedback. Write it and rewrite it. Make sure it says what you mean it to say.

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Paige Johansen has been writing professionally since 2003. She holds a B.A. in psychology and English from Cornell University and an M.F.A. in fiction writing from The University of Virginia. Between degrees, she worked in the fashion industry for two years.

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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• Published: 14 June 2023

The scientific value of fire in wilderness

• Mark R. Kreider   ORCID: orcid.org/0000-0002-1518-8267 1 ,
• Melissa R. Jaffe 1 ,
• Julia K. Berkey 2 ,
• Sean A. Parks 3 &
• Andrew J. Larson 1  

Fire Ecology volume  19 , Article number:  36 ( 2023 ) Cite this article

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Wilderness areas are important natural laboratories for scientists and managers working to understand fire. In the last half-century, shifts in the culture and policy of land management agencies have facilitated the management practice of letting some naturally ignited fires burn, allowing fire to fulfill its ecological role and increasing the extent of fire-related research opportunities. With the goal of identifying the global scientific advances enabled by this paradigm shift in wilderness fire management, we conducted a systematic review of publications that either (1) selected protected areas for investigation because of an active fire regime enabled by wilderness fire management, (2) studied modern fires or fire regimes deliberately located in a wilderness area, or (3) conducted applied research to support wilderness fire management.

Our systematic review returned a sample of 222 publications that met these criteria, with an increase in wilderness fire science over time. Studies largely occurred in the USA and were concentrated in a relatively small number of protected areas, particularly in the Northern Rocky Mountains. As a result, this sample of wilderness fire science is highly skewed toward areas of temperate mixed-conifer forests and historical mixed-severity fire regimes. Common principal subjects of publications included fire effects (44%), wilderness fire management (18%), or fire regimes (17%), and studies tended to focus on vegetation, disturbance, or wilderness management as response variables.

Conclusions

This work identifies major scientific contributions facilitated by fire in wilderness, including self-limitation of fire, the effects of active fire regimes on forest and aquatic systems, barriers and potential solutions to wilderness fire management, and the effect of fire on wilderness recreation and visitor experiences. Our work reveals geographic and bioclimatic areas where more research attention is needed and highlights under-represented wilderness areas that could serve to fill these gaps. Finally, we identify priorities for future wilderness fire research, including the past and potential role of Indigenous and prescribed burning, the effects of changing climate and fire regimes on ecosystem processes, and how to overcome barriers to wilderness fire management.

Antecedentes

Las áreas silvestres son laboratorios naturales importantes para científicos y gestores que trabajan para entender el fuego. En los pasados 50 años, cambios en la cultura y en políticas de manejo del fuego promovidas por las agencias de manejo de tierras, han facilitado la práctica de dejar que algunos fuegos iniciados naturalmente (i.e. por rayos) puedan quemar diferentes superficies, permitiendo que el fuego cumpla con su rol ecológico e incrementar asimismo las oportunidades de extender las investigaciones relacionadas con el fuego. Con el objetivo de identificar los avances científicos globales alcanzados por este cambio de paradigma en el manejo del fuego en áreas silvestres, condujimos una revisión sistemática de publicaciones que: (1) eligieron áreas protegidas para la investigación pues tenían un régimen activo de fuegos permitido por el manejo del fuego en esas áreas silvestres, (2) estudiaban fuegos modernos o actuales o regímenes de fuego ubicados deliberadamente en un área silvestre, o (3) condujeran investigación aplicada para apoyar el manejo del fuego en esas áreas silvestres.

Nuestra investigación sistemática condujo a una muestra de 222 publicaciones que cumplía con esos criterios, con un incremento paulatino, en el tiempo, de investigaciones sobre la ciencia del fuego en áreas silvestres. Los estudios fueron en su mayoría originados en los EEUU y estuvieron concentrados en un número reducido áreas protegidas, y particularmente en las montañas rocallosas del norte. Como resultado, esta muestra de la ciencia del fuego en áreas silvestres está totalmente sesgada hacia bosques templados mixtos de coníferas que tenían históricamente regímenes de fuego de severidad mixta. Los sujetos principales de publicación incluían efectos del fuego (44%), manejo del fuego en áreas silvestres (18%) o regímenes de fuego (17%), y los estudios tendían a enfocarse en la vegetación, los disturbios, o en el manejo de áreas silvestres como variable de respuesta.

Conclusiones

Este trabajo identifica contribuciones científicas importantes facilitadas por los incendios en áreas silvestres, incluyendo la autolimitación del fuego, los efectos de los regímenes activos del fuego en el bosque o en los sistemas acuáticos, las barreras y soluciones potenciales al manejo del fuego en áreas silvestres, y los efectos del fuego en la recreación y experiencias de los visitantes de estas áreas. Nuestro trabajo revela áreas geográficas y bioclimáticas donde mayor atención debe ser puesta en relación a la necesidad de realizar investigaciones en fuegos, y destaca áreas silvestres que podrían servir para llenar esos vacíos. Finalmente, identificamos prioridades para futuras Investigaciones en fuego en áreas silvestres, incluyendo el rol pasado y potencial de los indígenas y de las quemas prescriptas, los efectos del cambio climático y regímenes de fuego en procesos ecosistémicos, y como superar barreras en el manejo del fuego en áreas silvestres.

Wilderness and other protected areas provide value to society as places for scientific research and knowledge production. This is true in a strict sense for congressionally designated Wilderness Areas in the United States of America (USA), where the Wilderness Act of 1964 explicitly identifies scientific use as one of the six public purposes of wilderness (“Wilderness Act 16 U.S. Code § 1131,” 1964 ). More generally, scientific study of ecosystems in wilderness and protected areas provides the basis for developing natural models of ecosystem structure and dynamics, including the role of natural disturbances (Franklin et al. 2002 ; Berkey et al. 2021a ). This knowledge informs ecosystem restoration and conservation (Hopkins et al. 2014 ), including the development of ecologically based management systems used outside of formal reserves (Kuuluvainen et al. 2021 ).

A profound contribution of wilderness and protected area management has been to catalyze a paradigm shift from fire suppression to fire management for resource benefit (Van Wagtendonk 2007 ). This is especially true in the USA, where, for much of the 20 th century, there was very little fire activity due to the 10 AM Policy—a national policy enacted in 1935 to suppress all wildfire ignitions—as well as earlier depopulation and displacement of Native Americans and their use of fire (Fisher 1997 ; Kimmerer and Lake 2001 ; Ostlund et al. 2005 ; Roos et al. 2021 ). However, the Leopold report (Leopold et al. 1963 ), which stimulated the National Park Service to recognize fire as an ecological process (Rothman 2007 ), along with the Wilderness Act (“Wilderness Act 16 U.S. Code § 1131,” 1964 ), which prompted Forest Service managers in the US Northern Rocky Mountains to manage some natural ignitions (Smith 2014 ; Berkey et al. 2021b ), began to restore fire as an ecological process and management tool in some parks and wilderness areas starting in the late 1960s and early 1970s. At this same time, a shift was also occurring in the scientific literature, acknowledging the important role of fire in ecosystems (Habeck and Mutch 1973 ; Heinselman 1973 ; Kilgore 1973 ; Wright 1974 ).Together, these changes created opportunities to study fire as an socioecological process and required development of new knowledge to support fire management decision making (Agee 2000 ; Kilgore 1987 ; Miller and Aplet 2016 ; Smith 2014 ).

We assessed the scientific contributions and knowledge production enabled by the shift toward recognizing fire as an integral ecosystem process, and the accompanying development of wilderness fire management in some places. Our review is partially motivated by the Wilderness Act’s explicit identification of scientific use as one of the purposes of wilderness. Wilderness has, in the past, been criticized as not delivering on the promise and potential as a place for research (Franklin 1987 ); we question if that holds in the case of wilderness fire science in the present. While wilderness is largely a legal and philosophical construct originating from the early and middle 20 th century environmental protection movement in the USA, many protected areas globally have active fire regimes. To include scientific contributions from those regions, we defined the geographic scope of our study to be global. Our specific objectives were to:

Summarize the scientific contributions made possible by wilderness fires and wilderness fire management in terms of their distribution in time and space, principal subject and environmental resource, and type of study and publication.

Assess the representativeness of studies in our sample in climate and fire regime space.

Synthesize major areas of scientific advancement and discovery made possible by wilderness fire management and identify future research priorities.

To establish the scope of our review, we defined wilderness as protected areas globally where natural disturbance processes such as fire are allowed to proceed under some cases. We thus used International Union for Conservation of Nature (IUCN) protected area management categories Ia (strict nature reserve), Ib (wilderness), and II (national park) (Dudley 2013 ). Though most naturally-ignited fires in wilderness are suppressed to some extent (Miller 2012 ), these areas nonetheless tend to have less suppression than outside of wilderness (Haire et al. 2013 ; Morgan et al. 2014 ), and are not subject to intensive management such as salvage logging.

Database search : We conducted a database search to identify a global sample of studies where fire in wilderness created either the opportunity or the need for research. Initially, we tested several search strings, including [“Wilderness” AND “fire”], [“National Park” AND “fire”], [“National Wildlife Refuge” AND “fire”], [“National Preserve” AND “fire”], and [“National Monument” AND “fire”], as well as searches for individual wilderness areas, national parks, or regions [e.g., “Denali National Park” AND “fire”]. Preliminary analysis of these search strings revealed that searches other than [“Wilderness” AND “fire”] were overly sensitive, returning many studies that did not meet our inclusion criteria. Thus, we ultimately compiled our dataset from a sample of the literature using the single search string [“Wilderness” AND “fire”]. These preliminary and final searches took place during May 2019 using the ISI Web of Science ( https://webofknowledge.com ) and  U.S. Forest Service Treesearch ( https://www.fs.usda.gov/treesearch/ ) databases.

We screened all publications, retaining those that met at least one of the following criteria: 1) studies that had selected a wilderness or other protected area for investigation because of the modern (post-mid-20 th century) active fire regime enabled by wilderness fire management; 2) studies of modern fires or fire regimes deliberately located in wilderness or other protected areas; 3) applied research undertaken to support implementation or continuation of wilderness fire management. We used systematic literature review methods (Pullin and Stewart 2006 ) and placed no disciplinary or subject matter constraints on our review—our objective was to document the full range of scientific contributions made possible by wilderness fire management. However, we did exclude studies conducted in wilderness but with a pre-historical or historical focus prior to the mid-20 th century. We also excluded large scale (e.g., regional to subcontinental scale) studies where the inclusion of protected areas was incidental to the core focus or study area. We retained reviews, syntheses, and meta-analyses when the scope, inference, or conclusions of these publications depended significantly on the contribution of one or more qualifying (as described above) wilderness fire studies. Four of the authors (MRK, MRJ, SAP, AJL) assessed publications for inclusion. We automatically included publications when three or more reviewers independently recommended inclusion in the final dataset, with ties reassessed and decided by the senior author.

To identify the scientific advances within this final dataset, we collected information on each study’s research subject, themes, and location. The same four authors each assessed every publication in the final dataset to collect information on publication type, study type, principal subject, environmental resource, country, and protected area (Appendix 1 ). We initially used the Joint Fire Science Program (JFSP) Findings Data Dictionary ( https://www.firescience.gov/PSR/documents/Findings_Data_Dictionary.pdf ) to define possible categories for the study type, principal subject, and environmental resource attributes. However, preliminary review of qualifying studies in our sample showed a greater breadth of environmental resources and study types than those listed in the JFSP data dictionary. Thus, we ultimately adopted the value definitions described in Appendix 2 for definitions of possible publication type, study type, principal subject, and environmental resource categories.

Representativeness: To assess how representative our sample was of broader climate and fire activity, we compared patterns of climate and historical fire regimes represented in sampled wilderness areas to those of 1) wilderness areas in general and 2) all land designations. Because most studies focused on protected areas in the contiguous United States, we restricted our representativeness analyses to this area.

To assess the climatic representativeness of sampled areas, we constructed climate envelopes using annual climate water deficit and actual evapotranspiration data (aggregated to 1981–2010 averages) from gridded TerraClimate datasets (Abatzoglou et al. 2018 ). We compared the climate envelope for sampled wilderness areas to 1) a climate envelope of all wilderness areas in the contiguous USA and to 2) a climate envelope of the entire contiguous USA. To assess the historical fire regime representativeness of sampled areas, we constructed fire regime envelopes using Mean Fire Return Interval (MFRI) and Percent of Replacement-Severity Fire (PRS) from gridded LANDFIRE datasets (Rollins 2009 ). We converted these binned categorical values to their average value (e.g., the Replacement-Severity Fire category of 41-45% was converted to 43%). As before, we compared the fire regime envelope for sampled areas to that of all wilderness areas in the contiguous USA, as well as to that of the entire contiguous USA. We accessed TerraClimate and LANDFIRE datasets via Google Earth Engine (Gorelick et al. 2017 ), and extracted the values of all pixels at 4-km scale that fell within sampled wilderness areas, contiguous USA wilderness areas, and the entire contiguous USA respectively.

Our initial keyword search returned 608 publications. Following the screening process, 222 publications were retained in our final sample and analyzed (Appendix 3 ). Code and data to reproduce all results and figures from this paper can be accessed through the Zenodo open-access repository at https://doi.org/10.5281/zenodo.6326355 .

Summary statistics

Most studies in our sample reported on research conducted in the USA (90%). Australia (6%) and Canada (5%) were the only other countries with more than one publication, with a handful of additional countries—Dominican Republic, Mongolia, Russian Federation, South Africa, Spain, Zambia, and Zimbabwe—each the subject of a single publication (Fig. 1 ). Percentages sum to greater than 100 because nine publications focused on more than one country. Publications in our sample were published from 1970–2019, with an increasing trend in publications per year through time (Fig. 2 ).

A  Number of studies taking place in each country. Note that some studies ( n = 9) reported on research in more than one country. B  Frequency of studies by wilderness area (USA only). Of the 199 studies from the USA in our sample, none documented research outside of the contiguous USA. Labels shown for the 10 wilderness areas with the most studies (Bob Marshall Wilderness, Scapegoat Wilderness, and Great Bear Wilderness were combined into “Bob Marshall Wilderness Complex”; Gila Wilderness and Aldo Leopold Wilderness were combined into “Gila / Aldo Leopold Wilderness Complex”). Note that many studies occurred in multiple wilderness areas

A  Frequency of studies by year. B  Cumulative frequency of the 10 wilderness areas with the most studies. Circles indicate the first year the wilderness area occurs in our sample. Bob Marshall Wilderness, Scapegoat Wilderness, and Great Bear Wilderness were combined into “Bob Marshall Wilderness Complex”; Gila Wilderness and Aldo Leopold Wilderness were combined into “Gila / Aldo Leopold Wilderness Complex”

Most publications in our final sample were journal articles (68%), with proceedings papers another common avenue for wilderness fire science (18%). The remaining publications were from books or book chapters (5%), General Technical Reports (3%), datasets (2%), management documents (2%), or other (2%) (Fig. 3 A). Publications spanned many study types (Fig. 3 B), with most reporting on new data in the form of observational studies (62%) or synthesizing information through reviews/meta-analyses (25%). The remainder of publications were modeling studies (7%), methods papers (3%), datasets (2%), or field experiments (1%).

Percentage of studies by A  publication type, B  study type, C  principal subject, and D  environmental resource. *Because studies could have more than one Environmental resource, values sum to greater than 100%

Publications in our sample focused on a variety of principal subjects (Fig. 3 C). The most common were publications primarily dealing with fire effects (44%), with additional representation from incident management (18%), fire regimes (17%), and fire ecology (12%). Remaining publications focused on fuel treatments (5%), monitoring (2%), fire behavior (1%), tool assessment (<1%), smoke management (<1%), and fuel characterization (<1%). Beyond their primary focus, publications dealt with an even more varied suite of environmental resources, or response variables. Over half of publications explored fire effects on vegetation (64%), patterns of fire (57%), or wilderness management in the context of active fire management (51%). Publications also reported, in lower numbers, on a wide variety of other response variables (Fig. 3 D). Because publications could have more than one response variable, percentages sum to more than 100.

Publications in our sample that focused on fire ecology and fire effects were more likely to be published in peer-reviewed journals, while publications that focused on fire regimes, incident management, and fuel treatments were more likely to be published in proceedings papers (Fig. 4 ). Principal subjects of publications also tended to be linked to specific types of environmental resources. For example, fire ecology, fire effects, and fire regime publications focused more often on physical variables such as soil, water, vegetation, and biota, while publications with principal subjects of fuel treatment or incident management focused on more abstract variables such as economics or law/policy (Fig. 5 ).

Proportion of publication type by principal subject. Only the five principal subjects with the most publications are shown ( n = 212; 95% of studies). Numbers on top of each column indicate the number of studies in that category

Connections between the principal subjects and environmental resources of publications

Representativeness

All the publications from the United States of America ( n = 199) occurred in the contiguous USA (Fig. 1 ), and we conducted further analysis of representativeness on this sub-sample. Within the USA, studies were largely concentrated in the Northern Rocky Mountains, several southwestern wilderness areas, the Sierra Nevada, and the Boundary Waters Canoe Area Wilderness (Fig. 1 ). Climate of wilderness areas represented in our sub-sample occupied a reduced climate envelope (Fig. 6 E) compared both to wilderness areas in the contiguous USA (Fig. 6 C) and especially the contiguous USA at large (Fig. 6 A). Research from this sub-sample has predominately occurred in areas with climate characterizing mixed-conifer forests.

Climate and fire regime envelopes for the contiguous USA A , B ; all wilderness areas in the contiguous USA C , D ; and only wilderness areas in our sample E , F . Grey shading in the lefthand maps show the spatial extent of pixels contributing to each row. Envelopes are approximated by 2D density plots (orange) with actual values shown by black dots. Data in E and F are proportional to the number of times a wilderness area was included in the sample (i.e., if a wilderness area was included 10 times in the sample, each pixel value from that wilderness area is also included 10 times)

In a similar manner, historical fire regimes of studied wilderness areas (Fig. 6 F) represent a reduced fire regime envelope relative to wilderness areas in the contiguous USA (Fig. 6 D) and the contiguous USA overall (Fig. 6 B). Historical fire regimes of studied wilderness areas were clustered in mixed-severity regime space (i.e., stand-replacing proportion ~0.5 and mean return intervals of 30–100 years). There were few studied wilderness areas with historical frequent low-severity fire regimes, and virtually none with frequent stand-replacing fire regimes (i.e., grassland and shrubland ecosystems).

In the contiguous USA, every wilderness area with extensive fire in the last several decades (i.e., cumulative area >200,000 ha burned 1984–2019) is represented by at least one study in our sample (Fig. 7 A). However, many of the wilderness areas with little or no representation in our sample have, in fact, experienced a relatively high amount of fire since 1984 (Fig. 7 B).

A  Relationship between total amount of fire burned (1984–2019) in each wilderness area in the contiguous USA and the number of times that wilderness area was studied in our sample. B  Inset of wilderness areas falling within the red box in panel A

Beyond the quantifiable metrics of research described above, we identified major conceptual areas in which scientific advancements have been facilitated by fire in wilderness. We do not imply that research from outside of wilderness areas has nothing to offer, but rather that the following advancements have depended, in significant part, on research opportunities afforded by wilderness fires and wilderness fire management. We also propose high-priority research questions which future wilderness fire science is well-suited to address.

Self-limitation

A primary scientific advancement enabled by wilderness fire management is the extent to which fire limits the spread and intensity of subsequent fire. Ecological theory of this pattern-process relationship between fire and vegetation (Agee 1999 ; Peterson 2002 ; Turner 1989 ) has been demonstrated with field data largely arising from studies in wilderness areas (e.g., Collins et al. 2009 ; Parks et al. 2016 , 2015 , 2014 ; Teske et al. 2012 ). Areas with a management history of wildland fire use are essential for this research (Miller and Aplet 2016 ), because locations with heavy suppression provide few instances of interactions between fire perimeters through time. Wilderness fire science has also revealed that the self-limiting effects of fire vary by ecosystem, diminish over time, and are reduced by extreme fire weather (Collins et al. 2009 ; Parks et al. 2015 ). This body of research underscores how the decision to suppress a fire is a lost opportunity to create natural fuel breaks and restore ecosystem resilience (Miller 2012 ; Parks et al. 2015 ). Wilderness areas with active fire regimes can serve as excellent places for future research that tests how changing climate and fire regimes will impact the strength and longevity of self-limitation effects following fire.

Forest ecosystem dynamics under active fire regimes

With high levels of fire suppression in nearly all non-wilderness areas (Calkin et al. 2005 ; Quadrennial Fire Review 2014 ), wilderness areas with active fire management offer some of the only contemporary insights into how active fire regimes (i.e., where fires are allowed to burn under a wider range of conditions) shape forest ecosystems. Research in wilderness areas has highlighted fire as a driver of heterogeneity, both by increasing structural complexity in forest ecosystems (e.g., Holden et al. 2006 ; Kane et al. 2013 ; Robinson et al. 2005 ) as well as by catalyzing shifts in composition that maintain dynamic landscape mosaics (e.g., Jackson and Sullivan 2009 ; Kleindl et al. 2015 ; Reilly et al. 2006 ; van Wagtendonk et al. 2012 ). Additionally, wilderness fire research has assessed the ability of wildfires to restore target ranges of structure and composition, showing that wildfires, especially when allowed to burn under less extreme conditions, can be a successful restoration treatment in ecosystems with low- and moderate-severity fire regimes (Fulé and Laughlin 2007 ; Larson et al. 2013 ; Pawlikowski et al. 2019 ; Taylor 2010 ). As fire activity increases in many areas (e.g., Schoennagel et al. 2017 ; Jain et al. 2022 ), research from wilderness areas provides an important ecological baseline (Belote et al. 2015 ; Frelich 2017 ), helping us to create mechanistic predictions of how ecosystems may respond to changing climate and fire regimes. Furthermore, wilderness areas provide an excellent opportunity to test whether locations with active fire regimes—which tend to have reduced fuels, more structurally-diverse forests, and greater landscape heterogeneity—exhibit greater resiliency or smoother transitions to ecological change than areas where fire continues to be suppressed (Coop et al. 2020 ).

Aquatic ecosystem dynamics under active fire regimes

Though representing a much smaller proportion of our sample relative to publications dealing with vegetation, an important body of wilderness fire science has advanced understandings of the effects of fire on fluvial geomorphology and aquatic processes and biota. Wildfires strongly influence the routing of wood and sediment from upland and riparian areas to the channel network (Robinson et al. 2005 ; Marcus et al. 2011 ; Kleindl et al. 2015 ), which can increase spatial complexity (Arkle et al. 2010 ; Robinson et al. 2005 ), shift species composition of macroinvertebrates (Arkle et al. 2010 ; Jackson et al. 2012 ; Jackson and Sullivan 2009 ; Malison and Baxter 2010 ), and provide salmonid spawning habitat (Jacobs et al. 2021 ). Physical changes associated with increased flows following wildfires may also have negative effects such as increased nutrient loadings (Spencer et al. 2003 ) and decreased abundance of macroinvertebrates and fish (Bozek and Young 1994 ; Minshall et al. 2001 ; Rugenski and Minshall 2014 ). However, restoring natural wildfire regimes can provide numerous benefits, including increasing snowpack and reducing forest water stress (Boisramé et al. 2019 ). Wilderness fire management provides many research opportunities to explore how changing climate and fire regimes will impact aquatic systems, and whether aquatic systems within an active fire regime are better able to adapt to these changes.

Wilderness fire management decision making

Advancements in our understanding of self-limitation have equipped wilderness managers with improved tools for predicting when wildfires can be safely managed within wilderness boundaries (e.g., Barnett et al. 2016 ; Scott et al. 2012 ; Suffling et al. 2008 ). A sizeable body of publications in our sample have also identified the social and institutional challenges to restoring natural fire regimes to wilderness areas, such as a poor public perception of fire, negative smoke impacts, and a lack of institutional support (e.g., Miller 2003 ; Miller et al. 2011 ; Parsons 2000 ; Parsons et al. 2003 ; Williamson 2007 ). As a result of these barriers, the majority of fires continue to be suppressed in all but a handful of wilderness areas, where historical precedents exist for allowing wilderness fire (Seielstad 2015 ; Berkey et al. 2021b ). To incentivize the wider implementation of active fire management, it is vital to increase public understanding of the inevitability of fire events and the importance of fire to ecosystem processes, build cooperation across administrative boundaries, and create a culture within land management agencies that equips, supports, and expects managers to manage fires for resource benefit when possible (Berkey et al. 2021b ; Miller et al. 2011 ). Fifty years of training and experience might be expected to have made it easier to manage wilderness fires for resource benefit, but instead, social and institutional barriers continue to discourage the practice on a widescale basis (Seielstad 2015 ). Future wilderness fire science  can investigate how to reverse this trend.

Fire impacts on recreation

Many of the qualities that draw recreationalists to wilderness areas—remoteness and ruggedness—are also what promote wildfires that burn with minimal, or no, suppression. As such, wilderness fire management often provides the opportunity for social science research exploring the effects of fire on recreation and recreationists’ experiences and attitudes. Wilderness fire science has shown that fires and resulting trail closures can negatively impact experiences of wilderness recreationalists (Boxall et al. 1996 ; Brown et al. 2008 ; Tanner et al.  2022 ), although not all wildfires have this adverse effect (e.g., Love and Watson 1992 ). In fact, visual evidence of disturbances can increase wilderness character and public interest (Schroeder and Schneider 2010 ), leading recreationalists to seek out recently burned areas (Englin et al. 2008 ; Dvorak and Small 2011 ; Sánchez et al. 2016 ; but see Tanner et al. 2022 ). Studies in wilderness have shown that recreationalists often support natural and prescribed fires in wilderness (Borrie et al. 2006 ; Knotek et al. 2008 ; McCool and Stankey 1986 ; Watson et al. 2015 ), although this support may drop during high fire-activity years (Borrie et al. 2006 ). Public support is crucial to the feasibility of wilderness fire management, and an important future role of wilderness fire science will be to understand how the increasing size and severity of wildfires (Schoennagel et al. 2017 ) is impacting patterns of recreation and recreationalists’ perceptions of wilderness fire management.

This systematic review illustrates how fire in wilderness has created opportunities for research—and therefore the production of knowledge—related to patterns, processes, and effects of wildfire, as well as management of wildfire. While we present a diversity of research topics and advancements that have originated from wilderness fire science, our analysis also reveals areas—geographic, bioclimatic, and conceptual—where more research attention is needed.

Our sample of wilderness fire science is heavily skewed towards studies from the contiguous USA. Less than 10% of studies in our sample reported on findings from outside of North America, even though many other regions of the world have experienced more fire over the last several decades (Robinne et al. 2019 ). We only searched for publications in English, and our search string of [“Wilderness” AND “Fire”] may have contributed to the observed bias by identifying fewer studies from countries with protected areas named with other descriptors (e.g., “Reserve”, “National Park”, “Provincial Park”, “Strictly Protected Area”, etc.). However, given that the USA had among the earliest adoption of wilderness fire management and provided an early model of wilderness areas as a construct, it is perhaps not surprising that many of these publications come from landscapes in the USA.

Within the USA, studies were also heavily concentrated in a relatively small number of wilderness areas, particularly in the northern Rockies. This pattern is largely driven by where wilderness managers have allowed fire to burn (Miller and Aplet 2016 ). For example, the Selway-Bitterroot Wilderness had the most studies in our sample by far, likely because it was the first US Forest Service-managed area to allow for scientific observation of fire (Smith 2014 ), as well as the first Forest Service area to adopt wilderness fire management (Berkey et al. 2021b ). Furthermore, fires are almost always suppressed in small wilderness areas (Zimmerman et al. 2006 ) because unplanned ignitions are more likely to spread outside of wilderness boundaries (Barnett et al. 2016 ). For this reason, large wild areas (e.g., Selway-Bitterroot Wilderness, Frank Church River of No Return Wilderness, Bob Marshall Wilderness Complex, Yellowstone National Park, and Gila/Aldo Leopold Wilderness Complex) have allowed for greater use of wilderness fire management, resulting in increased research attention.

Our study is a sample of a broader body of research, and thus does not capture every wilderness fire science study. For example, there are some wilderness areas which did not appear in our sample, but where research has occurred: e.g., Kalmiopsis Wilderness in Oregon (Thompson and Spies 2009 ; Donaghy Cannon 2013 ) and Ventana Wilderness in California (Talley and Griffin 1980 ). Furthermore, our search strings may have not detected studies in designated wilderness areas where the location is better known by another name (e.g., a study conducted in Marjory Stoneman Douglas Wilderness in Florida, but using “Everglades National Park” to describe the study location; Beckage et al. 2003 ; Ruiz et al. 2013 ). However, despite the imperfect detection of all wilderness fire science, we expect that the frequency with which wilderness areas appear in our sample is a useful proxy for the relative amounts of fire research attention, at least in the USA.

This sample of wilderness fire science is not fully representative of climate or fire regimes in the USA, and certainly not globally (Robinne et al. 2019 ). Rather, the sample is highly skewed toward the climate space of temperate mixed-conifer forests and the fire regime space of mixed-severity fire—largely due to where designated wilderness areas occur. Even if all current wilderness areas in the contiguous USA had active fire regimes, knowledge derived from these areas would still represent a reduced climate and fire regime space relative to the whole country (Fig. 6 ). Nevertheless, even when only considering available wilderness areas, there is potential to broaden the scope of fire science to better include under-represented climates and historical fire regimes. We identify many wilderness areas that have experienced significant wildfire but where our database search detected little or no research (e.g., many of the labeled wilderness areas in Fig. 7 B). These under-represented areas offer the possibility for studies that would expand the geographic, climate, and fire regime spaces of wilderness fire science, thereby helping to address knowledge gaps. Additionally, allowing more fire to burn in wilderness areas with little to no contemporary fire can create additional research opportunities, especially in wilderness areas that might help to expand the representativeness of the current body of wilderness fire research.

While the body of research documented here covers a diversity of research areas and questions, there are several notable conceptual gaps. First, wilderness fire science has largely focused on fire effects on vegetation. Notwithstanding the valuable advances in other categories described in the synthesis section above, we urge the continued increase of research that explore how fire impacts other domains such as wildlife, fungi, the pyrodiversity-biodiversity hypothesis, soil, aquatic systems, and human dimensions in a wilderness context. Secondly, very few publications in our sample explicitly addressed the impacts of climate change on fire dynamics in wilderness (e.g., Frelich and Reich 2009 ; Rugenski and Minshall 2014 ). Many of the high-priority future research areas identified in the synthesis section relate to climate change, and we urge the greater use of wilderness areas as a natural laboratory to explore impacts of climate change on fire regimes and fire-prone ecosystems (Belote et al. 2015 ). Finally, while there is a growing appreciation that most wilderness areas were historically managed and impacted by Indigenous groups and their use of fire (Fisher 1997 ; Kimmerer and Lake 2001 ; Watson et al. 2011 ), our sampled detected very few publications that focused on the past or present role of cultural or Indigenous burning in wilderness (e.g., Kay 2000 ; Trauernicht et al. 2013 ). Despite the fact that Indigenous burning was identified as a research focus already forty years ago at a large North American symposium on wilderness fire (Kilgore 1987 ; Lotan et al. 1985 ), we found that this emphasis has largely diminished in our sample in more recent years. Research published since our analysis has begun to address this gap (e.g., Kipfmueller et al. 2021 ; Larson et al. 2021 ), however we believe that wilderness areas provide an excellent opportunity to expand on this vital research area.

Another critical issue that remains unresolved is the role of prescribed fire in wilderness settings. Prescribed fire is legally allowed in virtually all wilderness areas, with varying goals of reducing fire hazard, restoring historical structure and habitat, or allowing natural fire regimes to return (e.g., Bureau of Land Management, 2012 ; National Park Service, 2006 ; U.S. Fish and Wildlife Service 2008 ; U.S. Forest Service 2007 ). Furthermore, many backcountry recreationalists support the use of prescribed fire in wilderness (Knotek et al. 2008 ; McCool and Stankey 1986 ). However, prescribed fire is rarely implemented and is subject to many of the same challenges inherent in managing wildfire (Jaffe et al. 2020 ; Parsons 2000 ; Schultz et al. 2018 ) in addition to philosophical questions as to the appropriate level of human influence in wilderness (Lawhon 2011 ; Lotan et al. 1985 ; Parsons et al. 2003 ). Several publications identified by our review have attempted to overcome these hurdles: e.g., by making an ecological case for prescribed fire (Heinselman 1970 ), showing the important role that prescribed fire can play in restoring degraded habitats (Keane et al. 2006 ; Vequist 2007 ), or demonstrating that prescribed fire can often meet many of the management objectives of wildfires (Nesmith et al. 2011 ). However, the limited application of prescribed fire in wilderness areas today shows that additional work is needed, including applied research to help understand perceived policy barriers to using prescribed fire in wilderness and develop strategies to overcome these barriers. Future wilderness fire science can explore the extent to which prescribed fire emulates natural patterns of wildfire (e.g., seasonality, severity, duration, patch size), especially under changing climate and fire regimes.

Unlike previous reviews of wilderness fire science (Agee 2000 ; Kilgore 1987 ; Miller and Aplet 2016 ), we used systematic methods, allowing for quantitative analysis of research patterns. Additionally, our study differs from previous reviews in that we maintained a global scope. The previous reviews explicitly acknowledge their general emphasis on fire science from the western USA (e.g., Kilgore 1987 ; Miller and Aplet 2016 ), and while our study clearly bears witness to and quantifies this bias, it also highlights important research from other parts of the USA and globally. In the nearly four decades spanning these reviews, wilderness fire science has helped to identify and address many important research questions (Table 1 ). For example, fire as a landscape process and as a driver of complexity have remained active topics of wilderness fire science for several decades, as knowledge of these areas is continually deepened and expanded. Improved data and models were key areas featured by both Agee ( 2000 ) and Miller and Aplet ( 2016 )—however, because these advances developed from and apply to fire science broadly, they were largely outside the defined scope of our wilderness-specific study and search strings.

Identifying and overcoming barriers to wilderness fire management has been a focus in every wilderness fire science review (Table 1 ), highlighting the complex and persistent hurdles faced by wilderness fire managers and calling into question whether this problem will be solely solved by additional research (Miller and Aplet 2016 ). Successful implementation of wilderness fire management depends both on managers with a deep commitment to fire as a fundamental ecological process, as well as strong support from institutional leaders to deal with the short-term risk incurred by allowing fire (Berkey et al. 2021b ). It is important to support initiatives that cultivate and deepen managers’ professional wilderness fire ethic and encourage leaders to provide a supportive environment where this ethic can be expressed instead of being at odds with institutional leadership.

Some topics featured in wilderness fire science reviews have experienced a resurgence in recent years (Table 1 ). The roles of Indigenous and prescribed fire in wilderness were a major focus of the field at the time of Kilgore’s review ( 1987 ), however they are absent from the priority research areas of later reviews (Agee 2000 ; Miller and Aplet 2016 ). Today, Indigenous and prescribed fire will likely play an important role in addressing the impacts of changing climate and fire regimes in protected areas, and increased research and discussion is vital (Larson et al. 2021 ).

Our review identified over 220 scientific studies enabled by fire in wilderness. Given that we were focused on the relatively narrow topic of fire, our sample of scientific literature is a conservative estimate of the total scientific contribution of wilderness. Research and scientific use of wilderness is often questioned and challenged by managers (Landres 2010 ), and the policies of some agencies force researchers to demonstrate that the work cannot be accomplished outside of wilderness. This distinction is not mandated by law or required of other wilderness uses or user groups (e.g., a recreational visitor does not need to demonstrate that their recreational activity can only be accomplished in wilderness before they are allowed to visit). Greater effort to quantify the scope, impact, and societal benefits of scientific research and monitoring conducted in wilderness, or in support of wilderness management, could help wilderness managers better understand the role of wilderness in larger socioecological systems (Parsons 2007 ; Smith and Gray 2021 ), potentially leading to greater support from managers for scientific activities in wilderness. At the same time, researchers have a responsibility to familiarize themselves with wilderness law and policy—especially section 4c of the Wilderness Act (“Wilderness Act 16 U.S. Code § 1131,” 1964 ) which describes prohibited uses—as well as important wilderness management decision support tools, such as minimum requirements analysis. This will help to ensure that researchers propose appropriate methods, reducing conflicts with wilderness managers.

Wilderness fire science has increased in pace and scope over the last five decades, helping to advance knowledge in a variety of conceptual areas, including self-limitation of fire, forest and aquatic ecosystem dynamics under active fire regimes, fire management and decision-making, and fire effects on recreation and visitor experiences. Systematic methods enabled us to detect a wide range of disciplines; however, we show that our sample of wilderness fire science was heavily skewed towards studies from a handful of wilderness areas in the northern Rocky Mountains of the USA. As a result, the climate and fire regime spaces of this sample of studies are not entirely representative of wilderness areas in general, and certainly not of broader geographic areas. We identify several wilderness areas that have experienced wildfire but few or no studies—under-represented areas that offer the possibility for future research to help expand the geographic, climate, and fire spaces of wilderness fire science. Finally, we urge continued research in wilderness areas that deepens our understanding of the past and potential role of cultural and Indigenous burning, the impacts of changing climate and fire regimes on ecosystems and landscape processes, and how to increase support for wilderness fire management and prescribed fire.

Availability of data and materials

The datasets and scripts generated and analyzed during the current study are available in the Zenodo repository, https://doi.org/10.5281/zenodo.6326355 .

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Acknowledgements

We thank Bethany Allen for assistance in the literature search, and Carol Miller for supporting this project at the earliest stages. This research was supported in part by the USDA Forest Service, Rocky Mountain Research Station, Aldo Leopold Wilderness Research Institute. The findings and conclusions in this publication are those of the authors and should not be construed to represent any official USDA or U.S. Government determination or policy.

Funding support provided by US Forest Service Rocky Mountain Research Station agreement number 17-JV-11221639-092. This material is based upon work supported by the National Science Foundation under Grant No. 1745048.

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Mark R. Kreider: Investigation, Formal analysis, Data curation, Writing—original draft, Writing – review & editing, Visualization. Melissa R. Jaffe: Investigation, Writing – review & editing. Julia K. Berkey: Methodology, Writing – review & editing. Sean A. Parks: Investigation, Writing – review & editing. Andrew J. Larson: Conceptualization, Methodology, Investigation, Writing – original draft, Writing – review & editing, Supervision, Project administration, Funding acquisition.

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Kreider, M.R., Jaffe, M.R., Berkey, J.K. et al. The scientific value of fire in wilderness. fire ecol 19 , 36 (2023). https://doi.org/10.1186/s42408-023-00195-2

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Need editing and proofreading services, expository essays | step-by-step manual with examples.

• Tags: Academic Writing , Essay , Essay Writing

The term “expository” refers to expounding on, or elaborating on a topic. Hence, the main goal of an expository essay is to provide factual information on a particular subject. Although writing an engaging essay is definitely a plus, it is secondary. The main goal of writing an expository essay is to educate. 

An expository essay is a relatively unbiased piece of writing that explores a topic from all angles. In this article, we will explore the meaning of an expository essay and how to write one with the help of a few expository essay examples. Let’s take a look.

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What is an expository essay?

An expository essay is an unbiased, factual piece of writing that provides an in-depth explanation of a topic or set of ideas. It aims to explain a topic from all angles and takes no decisive stance on it.

Expository essays make no new arguments on a topic but rather explain preexisting information in a structured format. They are mainly used in assignments or exams to test the student’s knowledge of a subject. 

However, the expository essay definition remains incomplete without understanding the different types of expository essays. An “expository essay” is an umbrella term used to describe different types of essays. These essays include classification essays, definition essays, process essays, compare and contrast essays, and cause-and-effect essays.

Now that we’ve understood what is an expository essay, let’s look at its types.

1. Classification essay

A classification essay aims to group objects into distinct categories. It also involves comparing objects within the same group and highlighting their similarities and differences. For example, if the essay topic is evergreen trees, it would explore different types like pine and fir and discuss the similarities and differences between them.

2. Definition essay

A definition essay aims to provide a comprehensive explanation of a particular topic. As the name implies, the main goal is to define the subject matter in detail. So if you were writing a definition essay on the Victorian era, you would begin by defining the historical period. Then, you would move on to describe the cultural aspects such as fashion styles, notable figures, and societal norms that characterized that period.

3. Process essay

A process essay is a step-by-step guide to performing a particular task. It follows a logical, chronological order of detailed steps on how to achieve a desired outcome. For instance, if you want to write a process essay on “how to make a paper airplane” you will provide a step-by-step chronological guide on how to fold the paper in different ways to create the airplane. 

4. Compare and contrast essay

A compare and contrast essay aims to point out the subtle differences or unexpected similarities between two or more subjects. For instance, a compare and contrast essay about the types of ramen served in different parts of Japan may include the differences and similarities in the broth, ingredients used, types of noodles, and flavor profiles in each of them. 

5. Cause and effect essay

A cause-and-effect essay seeks to explore the aftermath of a specific incident. So a cause-and-effect essay on the Himalayan mountain range may analyze the movement of the tectonic plates that led to the formation of the Himalayas.

Now that we’ve fully understood what’s an expository essay let’s understand its structure.

Expository essay structure

An expository essay is written in the third person and the expository essay format, like any other essay format, consists of an introduction, body paragraphs, and a conclusion. There is no limit on the length of your essay unless instructed by your teacher or professor. 

The expository essay format typically consists of one paragraph for the introduction and conclusion and three paragraphs for the body. But you can add additional body paragraphs depending on the scope of your topic. Here’s the expository essay paragraph structure:

1. Introduction

The purpose of an introduction is to acquaint your reader with‌ your topic or thesis statement. It also involves using engaging information and a relevant context to captivate the reader.

The thesis statement for an expository essay should be unbiased and should aim to provide the reader with more information on a topic. Here’s an example of an introductory paragraph for an expository essay:

• Background information
• Thesis statement

The Victorian era, spanning from 1837 to 1901, left an indelible mark on English society. With its strict expectations governing everything from fashion to employment, it was known to be a conservative society. But amidst the rigidity, the period also saw remarkable progress in industry, technology, and science. It’s a time of paradox, where tradition and innovation coexisted. In this essay, we’ll delve into the fascinating complexities of the Victorian era and how they shaped English society for generations to come.

2. Body paragraph

After understanding how to start an expository essay the next step is to construct substantial body paragraphs. Each body paragraph in an expository essay consists of a topic sentence, its explanation, and a transition statement. A single idea should be introduced in each paragraph. 

These ideas can be arranged chronologically, in the order of importance, or even in a random manner, depending on the purpose and the message of your essay. For instance, a step-by-step guide will always be written chronologically, from the first to the final step.  Let’s take a look at an example of a body paragraph for an expository essay.

• Topic sentence
• Explanation
• Transition statement

During the Victorian era, the social hierarchy was rigid, with the aristocracy and landed gentry holding most of the power, wealth, and privilege . Shockingly, the upper class comprised only 0.7% of the population, yet dominated England’s resources and politics. Meanwhile, the working class, who made up the majority of society, faced harsh living and working conditions and had limited opportunities for upward mobility. Working-class men in industrial cities had an average life expectancy of just 16 years. Despite these challenges, the Victorian era also saw a growing movement towards social reform, such as the National Health Service and Factory Act, aimed at improving the working class’s quality of life. Although the oppressive social hierarchy was highly apparent, the Victorian era represented a time of progress and change in England for many.

3. Conclusion

The purpose of the conclusion is to tie up loose ends and to provide a short summary of your essay. End your essay with a strong, meaningful statement that leaves a lasting impression. This helps reinforce the significance of your thesis statement to the reader.

The conclusion should introduce no new information but rather focus on the broader impact and applications of your topic and central idea. Here’s an example of a concluding paragraph for an expository essay.

• Updated thesis statement
• Brief overview
• Concluding statement

The Victorian era brought about significant changes in society, culture, and technology, including the rise of the middle class, the expansion of the British Empire, the emergence of new literary and artistic movements, and the advancement of science and technology. Despite its flaws, it laid the foundation for modern society and continues to impact contemporary culture. This essay explored the Victorian era’s impact on literature, social norms, and technological advancements, providing a comprehensive overview of this era’s influence on society and culture. Overall, the Victorian era’s legacy continues to shape our world today.

Now that we’re familiar with the structure of an expository essay, let’s understand how to write it.

How to write an expository essay  

Although an essay is a highly versatile piece of writing, it follows the same basic steps. This involves choosing a relevant topic, crafting a clear thesis statement, creating a structured outline, and writing and revising your essay. Here are some simple steps to write an expository essay.

1. Choose an appropriate topic

An expository essay is based on accurate facts and information, so it makes sense to choose a topic you’re already familiar with. This will not only make the research process much easier but will also help you approach your topic in depth.

2. Craft the thesis statement

Create an interesting and succinct thesis statement that you can expound on. A thesis statement that is both intriguing and clear creates a strong foundation for your essay.

3. Create an essay outline

You can better understand how to structure your expository essay by constructing an outline.

An outline not only provides flow to your essay but also serves as a base to fall back on when in doubt. It is created by constructing relevant topic sentences that support your thesis statement and arranging them in a logical order. 

4. Write the first draft

Once you have created the outline, the next step is to flesh it out and start writing your essay. Make sure that you use reliable sources of information and accurately cite them during your writing process.

5. Revise and proofread 

After the first draft of your essay is complete, make sure to proofread it and revise any structural, grammatical, or factual inconsistencies. If you have the option, it always helps to hire essay editing services that can handle this crucial task for you.

Expository essay outline 

Before embarking on your essay writing journey, make sure that you have a solid base to fall back on. This can be done by creating a comprehensive expository essay outline with a detailed thesis statement, relevant topic sentences, and supporting bits of information. 

Here’s an example of an expository essay outline on the impact of the wheel on modern-day technology: 

The Impact of the Wheel on Modern-Day Technology

I. Introduction

A. Hook: An interesting fact or a historical anecdote about the invention of the wheel

B. Context: The significance of the wheel in ancient times

C. Thesis statement: The wheel has been a crucial invention that has influenced modern-day technology in various fields.

II. History and Evolution of the Wheel

A. Origin and early uses of the wheel

B. Development of the wheel and axle

C. Role of the wheel in ancient civilizations, such as Mesopotamia, China, and Egypt

D. The role of the wheel in the Industrial Revolution

III. The Influence of the Wheel on Transportation Technology

A. The invention of the modern-day car and its components

B. The development of airplanes and trains

C. The influence of the wheel on space exploration

IV. The Influence of the Wheel on Manufacturing Technology

A. The role of wheels and conveyors in modern factories

B. The use of wheels in heavy machinery and equipment

C. The influence of the wheel in assembly line production

V. The Influence of the Wheel on Everyday Technology

A. The role of the wheel in household appliances and gadgets

B. The use of wheels in sporting equipment and toys

C. The influence of the wheel on modern-day robotics

VI. Conclusion

A. Restate thesis statement

B. Summarize the main points of the essay

C. Final thoughts: The significance of the wheel on modern-day technology

D. Call to action or recommendation for further research or action

Expository essay example

To help you in your writing process, we’ve provided a comprehensive expository essay example. It discusses the impact of Shakespeare’s work on modern-day literature. This expository essay sample deviates from the original five-paragraph structure and consists of an introductory paragraph, four body paragraphs, and a concluding paragraph.

Influence of Shakespeare on Modern-Day Literature

William Shakespeare is widely regarded as one of the greatest playwrights in the history of English literature. His works have had a significant influence on modern-day literature, and his plays continue to be performed and adapted into various forms, including films, television shows, and novels. In this essay, we will explore the influence of Shakespeare on modern-day literature.

Shakespeare’s influence on the English language cannot be overstated. He is credited with the invention of over 1,700 words and phrases, including “eyeball,” “fashionable,” “addiction,” and “bedazzled,” to name a few. His writing style, characterized by poetic language, rich imagery, and powerful themes, has inspired countless writers and poets over the centuries. Many writers have attempted to imitate his style or use his works as a reference for their writing.

Moreover, Shakespeare’s plays, which were written over 400 years ago, still resonate with audiences today. His exploration of universal themes such as love, jealousy, power, and ambition, continues to captivate readers and audiences worldwide. The characters in his plays, such as Romeo and Juliet , Hamlet , Macbeth , and Othello , are iconic and have become part of our cultural heritage.

As a result, today’s media and entertainment have been heavily influenced by Shakespeare’s works. Many writers have adapted his plays into modern settings, retelling the stories in contemporary contexts. For example, the musical West Side Story , which is based on Romeo and Juliet , is set in 1950s New York City, while the film 10 Things I Hate About You is a modern retelling of The Taming of the Shrew .

Shakespeare’s influence is not only evident in media but also in the language and themes used in modern literature. His exploration of human nature and the human condition has inspired many writers to delve deeper into the human psyche, exploring complex emotions and motivations. His use of metaphors, symbolism, and imagery has become a hallmark of literary writing, inspiring many writers to use similar techniques in their works.

In conclusion, William Shakespeare’s influence on modern-day literature cannot be overstated. His works continue to be read and performed, inspiring writers and artists around the world. His use of language, themes, and characters has become part of our cultural heritage and continues to shape how we view the world. Shakespeare’s impact on modern-day literature is a testament to his enduring legacy as one of the greatest writers of all time.

Now that you have clarity about expository essays, you can use this information to write expository essays. As providers of essay editing services , we realize that you may also have doubts about other types of essays like narrative essays, argumentative essays, and more.

Keep reading with more resources from your loyal editors and proofreaders:

• Narrative Essay | Step-by-Step Guide with Examples
• 8 Types of Essays | Quick Summary with Examples
• How to Write an Essay in 8 Simple Steps (Examples Included)
• What Is an Essay? Structure, Parts, and Types
• How to Write an Argumentative Essay with Examples

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Excerpts From My Speech on Forest Fire Prevention

By arthur bradford.

Ladies and Gentlemen, this is the time of the year that we really have to watch out. Every day now, as we sit in our homes, thousands of acres of good forest are burning to the ground… and there is nothing we can do about it! We sometimes fly helicopters over forest fires and drop sacks of water on the flames, but that’s just for show. It doesn’t do any good. Even those ditches we dig and those smokejumpers we employ have no conceivable effect on the course of a raging fire. But listen, if we put all that energy into simple PREVENTION , then we’d be a lot better off. It’s a lot easier to put out a fire which has already been prevented. A LOT easier.

YOU DON’T JUST LEAVE A CAMPFIRE UNATTENDED ! It could go off and destroy a National Park while you weren’t looking. DON’T TAKE YOUR EYES OFF THAT FIRE ! Another thing which can sometimes happen is that a fire can creep along underground, unbeknownst to the firekeeper, and then it pops up fifty yards away — a forest fire. This is why I think you should always have plenty of water nearby. And don’t be afraid to use it. People these days are always talking about saving water and conserving it for this and that, but what’s more important, trees or water?

Well, let’s look at it this way, you can make an awful lot of paper out of just a few acres of forest. And most of the animals we really love — deer, rabbits, hippos, goats — they all live in the forest. Imagine all of them burning up! Fish, for the most part, are unaffected by forest fires, which is probably why you don’t hear much from water conservation activists on this subject.

I suggest we put up a fireproof barrier or something. Keep the kids out of the forests if we must. Let them play on supervised playgrounds, or indoors, at least until they can learn to handle matches properly. Also, maybe if we were to make sure things weren’t so DRY out there then our hillsides might not go up in flames so easily. This gets back to my point about water conservation. We could prevent a lot of fires if we just moved a few lakes around. I understand that much of the technology which I am discussing here tonight might not actually exist, but that is no reason not to mention it.

Also, I understand that if you leave certain glass containers, like soda bottles or jars, out in the middle of a dry field, the containers can act like magnifying glasses and concentrate the sun’s rays onto a specific points on the ground. This, too, can start a forest fire. Someone once told me that forest fires are natural and we should let them happen. This is a lot of crap. Trees turn carbon dioxide into oxygen, which is probably the single most important gas on this planet. We probably wouldn’t have any oxygen at all if it weren’t for trees. I think people who believe forest fires are natural are just like people who don’t use deodorant because they think the way they smell is good. No one really likes to be around such a person.

In conclusion, I’d like to make a few points about bears. Many people are afraid of bears. Small children, in particular, find them terrifying. So why, I ask you, do we employ a bear, SMOKEY THE BEAR , as our national spokesperson for forest fire prevention? I would imagine that some children see him up there with his hat and big teeth and they think, “Let him burn.” That is awful! How can we let our children feel this way? Some recent statistics have shown a startling trend towards arson-induced forest fires. That is to say, fires started by people ON PURPOSE ! Damn it! What is wrong with the world today that some sick child would burn up all those trees? And bears! And frogs and foxes and all the things that call our forests home. What greater waste is there on this earth than a God-damned forest fire? When I think about all those trees out there in Idaho burning up like matchsticks just because we don’t have the sense to protect them, it makes me want to puke.

Thank you for your time. Good night.

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Which of the following is an effective thesis statement for an expository essay about animal adaptations. a. In this essay, I will tell you all the ways animals have adapted to their environment. b. Animals have developed physical and behavioral adaptations to help them survive in harsh or new environments. c. One of the coolest animal adaptations is a chameleon, which I have at home. d. Have you ever seen an animal that adapts to its environment?

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The effective thesis statement for an expository essay about animal adaptations is "Animals have developed physical and behavioral adaptations to help them survive in harsh or new environments. Thus, Option B is the correct answer.

A thesis statement is a sentence that summarizes the main point or claim of an essay. In an expository essay, the thesis statement should inform the reader about the topic and provide an insight into the writer's perspective.

In this case, option B is an effective thesis statement because it directly addresses the main topic of the essay and clearly presents the writer's point of view. It also highlights the key idea of how animals have developed adaptations to survive in different environments.

To learn more on thesis statement , here:

brainly.com/question/2094985

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Answer: The answer is D  

Explanation:

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