Abstract
Summary The article is in three parts. In the first it is suggested, on the basis of personal experience, that essays are a primary part of undergraduate work in arts and social science, and yet that they are neglected in institutional teaching practice; a causal connection is suggested with emphasis on seminars and course work assessment. Neglect of the essay is then evidenced in research on teaching and learning, and in academic staff training, and the underlying cause is sought in a disregard of basic principles of the curriculum. The second part is largely concerned to propose ways in which points of essay technique and skill could be developed in students, and could lead on to the discussion of some fundamental educational questions. From this a general framework for fostering development in teaching and learning is deduced, and the ‘neglected essay˚s is suggested as a case for testing it.
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