Why learn Esperanto?

Sometime over the course of the past year, I've shifted from learning about Esperanto to learning Esperanto.

I'm doing it very slowly (which is ironic, seeing as one of the "selling points" of Esperanto is that it's quick to learn), but then I'm really only giving it five minutes a day and an extra 20-30 minutes a week.  In that light, it's actually a testament to the facileco of the language that I've picked up as much as I have.

One of the things you notice most when you start looking at Esperanto, is how often the question "why" tends to turn up.  It seems as if everyone struggles with understanding the point of it.  I did, initially, before I was won over.  It seems people who don't understand what Esperanto actually is are constantly asking why anyone would learn such a thing, while those who are learning Esperanto are constantly trying to give other people a good reason for it.

When I mention to others that I'm learning Esperanto, most people (if they've heard of it) ask me why - as in "why bother?" or "what's the point?" or "where will you use it?"

Well, to quote a character from Tashi:  "It doesn't matter!  You always ask the wrong questions!"

To be perfectly, strictly, completely honest, I'm learning Esperanto for the same reason one might take up quilting, amateur astronomy or chess.  I secretly suspect a lot of other Esperantists have taken it up for the same reason.

It's a hobby.  An amusement.  A diversion.  A chance to enjoy myself by engaging in something that pleases me.

Like quilting, I'm playing with pieces and patterns (only of words, rather than material), and as I learn more I can put the pieces together in the patterns in a way I find intellectually and creatively stimulating.

Like amateur astronomy I'm exploring part of the universe through a particular lens - picking up enough of a science I find fascinating (in this case, linguistics) to make new discoveries about the way it all works while keeping it light and fun.

As as for chess?

Well, chess is probably the best analogy for Esperanto I can think of.

When someone takes up chess, you don't ask "why" - the answer is incredibly obvious:  you take up chess in order to play chess.  And nobody asks you who you will play chess with, because that answer is also obvious:  You play chess with other chess players.

Why learn Esperanto?  Well, duh - you learn Esperanto to speak Esperanto.  Who will you speak with?  Other Esperanto speakers.  It's not rocket science.

And, just like taking up any other hobby, it opens up the world in a way that you'd never notice or appreciate unless you gave it a try yourself.

You can find a greater purpose or a more noble reason if you want to go looking for it - but you don't need it.  Esperanto is it's own reward.

Structure of a Paper

I found this in my notes from when I was doing the Graduate Diploma of Education (Tertiary Teaching).  It's the basic structure of a paper (for a journal).  I thought it was worth keeping - but it's also worth sharing.

These sorts of visual structures are gold, when you have never written something before, and you are trying to work out what it should look like:

Structure of a Paper

1. Set the scene
2. Present the Question/Problem your paper will address
3. Literature Review
4. Method
1. participants
2. data collection
3. data analysis
5. Present the Findings
6. Discussion (tying the findings to the literature review)
7. Conclusion.

Oh, and here's some heads-up about  one of the core differences between writing an essay for a journal and writing one for an assignment:

In a journal article, it is perfectly acceptable to talk about the fact that you are writing a paper.  You can use things like "we did X and we thought it would generate Y but it produced Z instead" and "this paper will explore the effect A has on B in the context of C".  However, you should try to stay as objective and neutral as you can - try to keep things general and professional, and avoid personal comments as much as possible.  The more scientific your article, the less "okay" it is to use personal pronouns (you still avoid contractions and colloquialisms, regardless of what you are writing).

In an academic essay, you avoid mentioning yourself (don't use personal pronouns) or drawing attention to the fact that you are writing an essay (although some lecturers will want the "this essay will" statement in the introduction, many consider it poor writing - find out what the person marking your essay expects).