dictionary for essays called

Montaigne's Autobiographical Essays "Although Michel de Montaigne, who fathered the modern essay in the 16th century, wrote autobiographically (like the essayists who claim to be his followers today), his autobiography was always in the service of larger existential discoveries. He was forever on the lookout for life lessons. If he recounted the sauces he had for dinner and the stones that weighted his kidney, it was to find an element of truth that we could put in our pockets and carry away, that he could put in his own pocket. After all, Philosophy — which is what he thought he practiced in his essays, as had his idols, Seneca and Cicero, before him — is about 'learning to live.' And here lies the problem with essayists today: not that they speak of themselves, but that they do so with no effort to make their experience relevant or useful to anyone else, with no effort to extract from it any generalizable insight into the human condition." (Cristina Nehring, "What’s Wrong With the American Essay." Truthdig, Nov. 29, 2007)

The Artful Formlessness of the Essay "[G]ood essays are works of literary art. Their supposed formlessness is more a strategy to disarm the reader with the appearance of unstudied spontaneity than a reality of composition. . . . "The essay form as a whole has long been associated with an experimental method. This idea goes back to Montaigne and his endlessly suggestive use of the term essai for his writing. To essay is to attempt, to test, to make a run at something without knowing whether you are going to succeed. The experimental association also derives from the other fountain-head of the essay, Francis Bacon , and his stress on the empirical inductive method, so useful in the development of the social sciences." (Phillip Lopate, "The Art of the Personal Essay". Anchor, 1994)

Articles vs. Essays "[W]hat finally distinguishes an essay from an article may just be the author's gumption, the extent to which personal voice, vision, and style are the prime movers and shapers, even though the authorial 'I' may be only a remote energy, nowhere visible but everywhere present." (Justin Kaplan, ed. "The Best American Essays: 1990". Ticknor & Fields, 1990) "I am predisposed to the essay with knowledge to impart — but, unlike journalism, which exists primarily to present facts, the essays transcend their data, or transmute it into personal meaning. The memorable essay, unlike the article, is not place or time-bound; it survives the occasion of its original composition. Indeed, in the most brilliant essays, language is not merely the medium of communication ; it is communication." (Joyce Carol Oates, quoted by Robert Atwan in "The Best American Essays, College Edition", 2nd ed. Houghton Mifflin, 1998) "I speak of a 'genuine' essay because fakes abound. Here the old-fashioned term poetaster may apply, if only obliquely. As the poetaster is to the poet — a lesser aspirant — so the average article is to the essay: a look-alike knockoff guaranteed not to wear well. An article is often gossip. An essay is reflection and insight. An article often has the temporary advantage of social heat — what's hot out there right now. An essay's heat is interior. An article can be timely, topical, engaged in the issues and personalities of the moment; it is likely to be stale within the month. In five years it may have acquired the quaint aura of a rotary phone. An article is usually Siamese-twinned to its date of birth. An essay defies its date of birth — and ours, too. (A necessary caveat: some genuine essays are popularly called 'articles' — but this is no more than an idle, though persistent, habit of speech. What's in a name? The ephemeral is the ephemeral. The enduring is the enduring.)" (Cynthia Ozick, "SHE: Portrait of the Essay as a Warm Body." The Atlantic Monthly, September 1998)

The Status of the Essay "Though the essay has been a popular form of writing in British and American periodicals since the 18th century, until recently its status in the literary canon has been, at best, uncertain. Relegated to the composition class, frequently dismissed as mere journalism, and generally ignored as an object for serious academic study, the essay has sat, in James Thurber's phrase, ' on the edge of the chair of Literature.' "In recent years, however, prompted by both a renewed interest in rhetoric and by poststructuralist redefinitions of literature itself, the essay — as well as such related forms of 'literary nonfiction' as biography , autobiography , and travel and nature writing — has begun to attract increasing critical attention and respect." (Richard Nordquist, "Essay," in "Encylopedia of American Literature", ed. S. R. Serafin. Continuum, 1999)

The Contemporary Essay "At present, the American magazine essay , both the long feature piece and the critical essay, is flourishing, in unlikely circumstances... "There are plenty of reasons for this. One is that magazines, big and small, are taking over some of the cultural and literary ground vacated by newspapers in their seemingly unstoppable evaporation. Another is that the contemporary essay has for some time now been gaining energy as an escape from, or rival to, the perceived conservatism of much mainstream fiction... "So the contemporary essay is often to be seen engaged in acts of apparent anti-novelization: in place of plot , there is drift or the fracture of numbered paragraphs; in place of a frozen verisimilitude, there may be a sly and knowing movement between reality and fictionality; in place of the impersonal author of standard-issue third-person realism, the authorial self pops in and out of the picture, with a liberty hard to pull off in fiction." (James Wood, "Reality Effects." The New Yorker, Dec. 19 & 26, 2011)

The Lighter Side of Essays: "The Breakfast Club" Essay Assignment "All right people, we're going to try something a little different today. We are going to write an essay of not less than a thousand words describing to me who you think you are. And when I say 'essay,' I mean 'essay,' not one word repeated a thousand times. Is that clear, Mr. Bender?" (Paul Gleason as Mr. Vernon) Saturday, March 24, 1984 Shermer High School Shermer, Illinois 60062 Dear Mr. Vernon, We accept the fact that we had to sacrifice a whole Saturday in detention for whatever it was we did wrong. What we did was wrong. But we think you're crazy to make us write this essay telling you who we think we are. What do you care? You see us as you want to see us — in the simplest terms, in the most convenient definitions. You see us as a brain, an athlete, a basket case, a princess and a criminal. Correct? That's the way we saw each other at seven o'clock this morning. We were brainwashed... But what we found out is that each one of us is a brain and an athlete and a basket case, a princess, and a criminal. Does that answer your question? Sincerely yours, The Breakfast Club (Anthony Michael Hall as Brian Johnson, "The Breakfast Club", 1985)

• The Essay: History and Definition
• What is a Familiar Essay in Composition?
• What Is a Personal Essay (Personal Statement)?
• Definition and Examples of Formal Essays
• exploratory essay
• The Difference Between an Article and an Essay
• What Is Colloquial Style or Language?
• Definition and Examples of Humorous Essays
• What Is Expository Writing?
• 'Whack at Your Reader at Once': Eight Great Opening Lines
• Classic British and American Essays and Speeches
• Definition and Examples of Analysis in Composition
• Expressive Discourse in Composition
• Periodical Essay Definition and Examples
• What Does "Persona" Mean?
• The Title in Composition

• How to Write a Definition Essay

A definition essay can be deceivingly difficult to write. This type of paper requires you to write a personal yet academic definition of one specific word. The definition must be thorough and lengthy. It is essential that you choose a word that will give you plenty to write about, and there are a few standard tactics you can use to elaborate on the term. Here are a few guidelines to keep in mind when writing a definition essay.

Part 1 of 3: Choosing the Right Word

1: choose an abstract word with a complex meaning. [1].

A simple word that refers to a concrete word will not give you much to write about, but a complex word that refers to an abstract concept provides more material to explore.

• Typically, nouns that refer to a person, place, or thing are too simple for a definition essay. Nouns that refer to an idea work better, however, as do most adjectives.
• For example, the word “house” is fairly simple and an essay written around it may be dull. By switching to something slightly more abstract like “home,” however, you can play around with the definition more. A “home” is a concept, and there are many elements involved in the creation of a “home.” In comparison, a “house” is merely a structure.

2: Make sure that the word is disputable.

Aside from being complex, the word should also refer to something that can mean different things to different people.

• A definition essay is somewhat subjective by nature since it requires you to analyze and define a word from your own perspective. If the answer you come up with after analyzing a word is the same answer anyone else would come up with, your essay may appear to lack depth.

3: Choose a word you have some familiarity with.

Dictionary definitions can only tell you so much. Since you need to elaborate on the word you choose to define, you will need to have your own base of knowledge or experience with the concept you choose.

• For instance, if you have never heard the term “pedantic,” your understanding of the word will be limited. You can introduce yourself to the word for your essay, but without previous understanding of the concept, you will not know if the definition you describe is truly fitting.

4: Read the dictionary definition.

While you will not be relying completely on the dictionary definition for your essay, familiarizing yourself with the official definition will allow you to compare your own understanding of the concept with the simplest, most academic explanation of it.

• As an example, one definition of “friend” is “a person attached to another by feelings of affection or personal regard.” [2] Your own ideas or beliefs about what a “friend” really is likely include much more information, but this basic definition can present you with a good starting point in forming your own.

5:  Research the word’s origins.

Look up your chosen word in the Oxford English Dictionary or in another etymology dictionary. [3]

• These sources can tell you the history behind a word, which can provide further insight on a general definition as well as information about how a word came to mean what it means today.

Part 2 of 3: Potential Elements of an Effective Definition

1: write an analysis. [4].

Separate a word into various parts. Analyze and define each part in its own paragraph.

• You can separate “return” into “re-” and “turn.” The word “friendship” can be separated into “friend” and “ship.”
• In order to analyze each portion of a word, you will still need to use additional defining tactics like negation and classification.
• Note that this tactic only works for words that contain multiple parts. The word “love,” for instance, cannot be broken down any further. If defining “platonic love,” though, you could define both “platonic” and “love” separately within your essay.

2:  Classify the term.

Specify what classes and parts of speech a word belongs to according to a standard dictionary definition.

• While this information is very basic and dry, it can provide helpful context about the way that a given word is used.

3: Compare an unfamiliar term to something familiar.

An unfamiliar or uncommon concept can be explained using concepts that are more accessible to the average person.

• Many people have never heard of the term “confrere,” for instance. One basic definition is “a fellow member of a profession, fraternity, etc.” As such, you could compare “confrere” with “colleague,” which is a similar yet more familiar concept. [5]

4:  Provide traditional details about the term.

Explain any physical characteristics or traditional thoughts used to describe your term of choice.

• The term “home” is often visualized physically as a house or apartment. In more abstract terms, “home” is traditionally thought to be a warm, cozy, and safe environment. You can include all of these features in a definition essay on “home.”

5: Use examples to illustrate the meaning.

People often relate to stories and vivid images, so using a fitting story or image that relates to the term can be used in clarifying an abstract, formless concept.

• In a definition essay about “kindness,” for example, you could write about an act of kindness you recently witnessed. Someone who mows the lawn of an elderly neighbor is a valid example, just as someone who gave you an encouraging word when you were feeling down might be.

6: Use negation to explain what the term does not mean.

If a term is often misused or misunderstood, mentioning what it is not is an effective way to bring the concept into focus.

• A common example would be the term “courage.” The term is often associated with a lack of fear, but many will argue that “courage” is more accurately described as acting in spite of fear.

7: Provide background information.

This is when your research about the etymology of a word will come in handy. Explain where the term originated and how it came to mean what it currently means.

Part 3 of 3: Definition Essay Structure

1: introduce the standard definition..

You need to clearly state what your word is along with its traditional or dictionary definition in your introductory paragraph.

• By opening with the dictionary definition of your term, you create context and a basic level of knowledge about the word. This will allow you to introduce and elaborate on your own definition.
• This is especially significant when the traditional definition of your term varies from your own definition in notable ways.

2: Define the term in your own words in your thesis.

Your actual thesis statement should define the term in your own words.

• Keep the definition in your thesis brief and basic. You will elaborate on it more in the body of your paper.
• Avoid using passive phrases involving the word “is” when defining your term. The phrases “is where” and “is when” are especially clunky. [6]
• Do not repeat part of the defined term in your definition.

3:  Separate different parts of the definition into separate paragraphs.

Each tactic or method used to define your term should be explored in a separate paragraph.

• Note that you do not need to use all the possible methods of defining a term in your essay. You should use a variety of different methods in order to create a full, well-rounded picture of the term, but some tactics will work great with some terms but not with others.

4: Conclude with a summary of your main points.

Briefly summarize your main points around the start of your concluding paragraph.

• This summary does not need to be elaborate. Usually, looking at the topic sentence of each body paragraph is a good way to form a simple list of your main points.
• You can also draw the essay to a close by referring to phrases or images evoked in your introduction.

5: Mention how the definition has affected you, if desired.

If the term you define plays a part in your own life and experiences, your final concluding remarks are a good place to briefly mention the role it plays.

• Relate your experience with the term to the definition you created for it in your thesis. Avoid sharing experiences that relate to the term but contradict everything you wrote in your essay.

Sources and Citations

• http://www.roanestate.edu/owl/Definition.html
• http://dictionary.reference.com/browse/friend?s=t
• http://www.etymonline.com/
• http://leo.stcloudstate.edu/acadwrite/definition.html
• http://dictionary.reference.com/browse/confrere?s=t
• http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
• How to Write a Definition Essay. Provided by : WikiHow. Located at : http://www.wikihow.com/Write-a-Definition-Essay . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
• Creating Paragraphs
• Conclusions
• Editing and Proofreading
• Matters of Grammar, Mechanics, and Style
• Peer Review Checklist
• Comparative Chart of Writing Strategies

Using Sources

• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write an Annotation
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

Definition of 'essay'

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The Writer’s Dictionary

Home » The Writer’s Dictionary

a b c d e f g h i j k l m n o p q r s t u v w

How many of us can remember exactly what a past participle is? Or how about the differences between restrictive and nonrestrictive clauses?

I know it can be difficult to remember some of these concepts and terms if you haven’t taken a formal writing class in a while, so, to help us all remember, I have compiled some of the most frequently used grammar words and phrases here in The Writer’s Dictionary.

But, this isn’t just an ordinary dictionary of grammatical terms and literary concepts. The Writer’s Dictionary is written in plain everyday language so that everyone from the beginner to the experienced writer can understand it. We also incorporate examples in as many places as possible so the reader can visualize the concepts being discussed.

The Writer’s Dictionary is meant to be not only a refresher tool to help us remember some of the terms we may have forgotten but also a learning tool where we can deepen our understanding of language and become betters writers.

If there are any terms that you would like to see added to The Writer’s Dictionary, feel free to email me with a suggestion at [email protected]!

Absolute Possessive Pronoun

Abstract noun, accusative case, acrostic poem, action verb, active sentence, active voice, adjective clause, alliteration, anadiplosis, anthropomorphism, appositive / appositive phrase, apostrophe (punctuation mark), auxiliary verb, cardinal numbers, closed-ended question, collective noun, comma splice, common noun, comparative adjective, complete subject, compound adjective, compound predicate, compound subject, concrete noun, conditional sentence, conjugation, conjunction, connotation, coordinating conjunction, copular verb, correlative conjunction, countable noun, dangling modifier, dangling participle, dative case, definite articles, demonstrative adjective, demonstrative pronoun, dependent clause, dialogue (literary), diction (word choice), didacticism, direct object, double entendre, double negative, dramatic irony, emotive language, essential clause, exaggeration, exclamation point, exclamation sentence, exclamatory sentence, external conflict, falling action, figure of speech, first person, flash-forward, flat character, foreshadowing, future perfect progressive tense, future perfect tense, future progressive tense, future tense, genitive case, gerund phrase, helping verbs, imperative mood, indefinite adjective, indefinite articles, indefinite pronoun, independent clause, indirect object, indirect question, infinitive phrase, interjection, internal rhyme, interrogative sentence, intransitive verb, juxtaposition, linking verb, lowercase letters, main clause, misplaced modifier, mood (grammatical), mood (literary), nominative case, non-count noun, nonessential clause, nonrestrictive clause, noun clause, objective case, object complement, object / objective pronoun, onomatopoeia, open-ended question, ordinal numbers, parallel structure, parallelism, passive voice, past participle, past perfect progressive tense, past perfect tense, past progressive tense, perfect tense, personal pronoun, personification, phrasal verb, plural form, plural noun, poetic justice, possessive adjective, possessive noun, possessive pronoun, predicate adjective, predicate nominative, predicate noun, preposition, present perfect tense, present perfect progressive tense, present progressive tense, present tense, progressive tense, proper adjective, proper noun, red herring, relative clause, relative pronoun, restrictive clause, rising action, round character, run-on sentence, second person, sentence fragment, sentence structure, simple aspect, simple predicate, simple subject, simple tense, singular form, singular noun, situational irony, split infinitive, slant rhyme, squinting modifier, stream of consciousness, strong verb, subordinating conjunctions, subject complement, subject / subjective pronoun, subject-verb agreement, subordinate clause, superlative adjective, theme (literary), third person, transitive verb, uncountable noun, uppercase letters, vocative comma.

https://writingexplained.org/affect-vs-effect

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Meaning of essayist in English

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• autobiographer
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veterinary surgeon

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'Rule for the ages': Takeaways from historic Supreme Court arguments in Trump immunity case

WASHINGTON − The Supreme Court appeared inclined Thursday to reject former President Donald Trump’s historic claim that he’s immune from prosecution – but the justices could still limit the charges he faces and delay his trial on election interference charges. 

The justices could decide that the lower courts need to investigate whether immunity applies to any of Trump’s actions before he can be tried.

That would likely make it impossible for a trial to be finished before voters decide in November whether to return Trump to the White House.

"Trump had much more success than many court watchers expected,” said John Yoo, a former Justice Department official under George W. Bush. “Only the three liberal justices seemed to reject the idea of immunity outright.” 

Trump trial updates Latest news from Trump criminal trial, including cross-examination of David Pecker

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

If Trump becomes president , he could order the Justice Department to dismiss the charges against him.

Here are the takeaways from the court's more than two-and-a-half hours of debate.

Trump's lawyer agrees some alleged acts can be prosecuted

It was a conservative justice – and one of Trump’s three nominees on the court – who looked for ways for Trump’s trial to proceed.

Justice Amy Coney Barrett first got Trump’s attorney to agree that there’s no immunity for a president’s private actions, as opposed to those taken in his official capacity as president.

Reading from the indictment, Barrett then asked John Sauer if some of the charges against Trump involved only private conduct.

What about conspiring with a private attorney to file false allegations or to using another attorney to spread claims about election fraud he knew were false,” she asked.

Sauer disputed the characterization of the allegations but said that, if true, they cover private actions.

When it was the Justice Department’s turn at the bench, Barrett asked Michael Dreeben about the possibility of the special counsel trying Trump just on the charges that undisputable include only private actions.

“The special counsel has expressed some concern for speed and wanting to move forward,” she said. “Is another option for the special counsel to just proceed based on the private conduct and drop the official conduct?”

Dreeben said the two are interrelated because the steps Trump took as president made his other actions more likely to succeed.  

“We would like to present that as an integrated picture to the jury so that it sees the sequence and the gravity of the conduct and why each step occurred,” he said.

Debate over how quickly trial could proceed

Since even Trump’s attorney agreed that the former president is not immune from prosecution from some of the charges, the big question is whether the Supreme Court will direct the lower court to take additional action before seating a jury. That will determine whether a trial can begin before the November election.

Chief Justice John Roberts asked Sauer what should happen if the Supreme Court latches on to his concession that private acts can be prosecuted.

Sauer said the district court should have to determine which charges meet that definition before Trump can be tried.

Justice Sonya Sotomayor backed the Justice Department’s position that the district court judge can decide those issues as the trial unfolds.

"So I'm not sure that I understand why your problems couldn't be taken care of at trial with an instruction if we believe − if the court were to find − I'm not even sure how they could − but if it were to find that some publicacts could not be the basis of criminal liability," she told Sauer.

Rick Hasen, an election law expert at the UCLA School of Law, predicts the court’s decision will be closer the government's position than it will be to Trump’s sweeping immunity argument. But the justices are likely to find different ways of getting there, which means the opinion will take longer to write, and a majority will want further proceedings.

“The bottom line is that Trump is likely to get what he wants – a further delay of this election subversion case, maybe pushing it to after the election,” Hasen wrote .

Justices revive debate about presidents killing political opponents with immunity

When Sauer argued for Trump at the D.C. Circuit Court of Appeals, Judge Florence Pan pressed him on whether a president could order Seal Team 6 to kill his opponent and be immune from prosecution unless impeached and convicted. Sauer said the hypothetical president could only be prosecuted after he was impeached and convicted in Congress.

Justice Samuel Alito said he didn’t want to slander Seal Team 6 because its members are honorable and are bound under the Uniform Code of Military Justice not to obey unlawful orders.

“I'm sure you've thought of lots of hypotheticals where a president could say, ‘I'm using an official power,’ and yet the president uses it in an absolutely outrageous manner,” Alito said.

Sauer tried to steer the conversation away from what the immunity would cover. But Justice Elena Kagan asked whether it could be an official act for a president to order a military coup.

“It’s an official act, but that sure sounds bad, doesn't it?” Kagan asked.

Sauer said it sounded bad but that the framers of the Constitution put checks in place such as impeachment to prevent something like that from happening.

“Well, it certainly sounds very bad, and that's why the Framers have a whole series of structural checks that have successfully for the last 234 years prevented that very kind of extreme hypothetical,” Sauer said.

Justices question whether presidents can pardon themselves

No president has yet pardoned himself and neither the courts nor the Justice Department have issued opinions on whether it’s possible.

But the threat of criminal charges looming over former presidents after the leave office is why Trump contends presidents must be immune from prosecution for their official acts.

Justice Neil Gorsuch raised the issue of whether presidents can pardon themselves because of fears a successor could charge them criminally. He suggested presidents might pardon themselves every four years to avoid the threat.

“It seems to me like one of the incentives that might be created is for presidents to try to pardon themselves,” Gorsuch said. “We’ve never answered whether a president can do that. Happily, it’s never been presented to us.”

Sauer, Trump’s lawyer, said if the court rules presidents have immunity, justices wouldn’t have to worry about whether presidents could pardon themselves.

“The legality of that has never been addressed,” Sauer said of self-pardons.

Alito said the court needs to know the Justice Department’s position on whether presidents could pardon themselves because if there is no immunity, “won’t the predictable result be that presidents in the last couple of days of office will pardon themselves from anything they might have been conceivably charged with committing?"

Dreeben, counselor to Justice Department special counsel Jack Smith, said the department hasn’t taken a position on whether a president could pardon himself, although a member of the Office of Legal Counsel wrote that “there is no self-pardon authority.”

Dreeben said the issue has only arisen in the case of Richard Nixon, who was pardoned by his successor after the Watergate scandal, and in Trump’s case. But he said a self-pardon would violate a “bedrock principle” that people shouldn’t judge themselves.

More: Trump at Supreme Court: Ham sandwiches and solar eclipses: Justice Alito has questions

Supreme Court `writing a rule for the ages' in Trump case

The justices sounded quite aware of deciding the historic case. Trump is the first former president ever to face criminal charges. Potential immunity from charges isn’t written into the Constitution. And the high court has never ruled on what immunity the president might enjoy.

“We’re writing a rule for the ages,” Gorsuch said.

Justice Brett Kavanaugh said he was thinking about how the court’s ruling would affect future presidents because a previous Supreme Court decision was mistaken in upholding independent counsels that could investigate presidents, a law that has since lapsed.

"I'm not focused on the here and now of this case," Kavanaugh said. "I'm very concerned about the future."

Alito characterized the case as “more than just a quarrel.”

“What we do is going to apply to all future presidents,” Alito said.

• International

Day 8 of Trump New York hush money trial

By CNN's Kara Scannell, Lauren Del Valle and Jeremy Herb in the courthouse

Analysis: Why Rhona Graff is a "valuable" witness

From CNN's Kaanita Iyer and Ramishah Maruf

Prosecutors have called Rhona Graff, Donald Trump's former longtime assistant, to the witness stand.

Former National Enquirer publisher David Pecker in his testimony Tuesday described sitting in Trump's office Graff walked in and gave him invoices and checks to sign.

CNN previously reported in 2022 that Graff was subpoenaed as part of the separate New York attorney general's investigation into the Trump Organization’s finances.

CNN analyst Gloria Borger said that Graff was very close to Trump.

Graff can also reveal how the Trump organization worked, Borger said, and even provide a glimpse into Trump's life and speak on the relationships between Trump and his children.

Assistants also make powerful witnesses because they can see who is coming in out of the office.

Prosecutors ask Graff about emails she exchanged with an official at the Trump White House

Prosecutors asked Graff to verify several exhibits that are emails she exchanged with Madeleine Westerhout, who worked in the Trump White House.

As we get into the minutiae of emails sent between Trump's White House and Trump Organization assistants, Trump has sat back in his chair and closed his eyes again.

Some background: Graff trained Westerhout for her role. She sat outside the Oval Office and observed almost every coming and going over more than two and a half years.

Trump never used email to communicate as far as Graff can remember

Under direct examination, Graff said that Trump never used email to communicate as far as she can remember.

A court security officer also handed Graff a thumb drive.

Graff says she worked for Trump for 34 years, managing his calendar and contacts

Rhona Graff, Trump's former longtime assistant, is testifying pursuant to a subpoena.

The assistant district attorney started her questions for Graff by asking her about her time with the Trump organization.

Graff said she worked for Trump for 34 years at the Trump Organization, sitting outside his office on the 26th floor of Trump Tower. She was largely in control of his calendar and in charge of maintaining Trump's contacts at the organization, she testifies.

Graff is being questioned by prosecutor Susan Hoffinger

Assistant District Attorney Susan Hoffinger is handling the direct examination of Rhona Graff.

Prosecutors call witness Rhona Graff, Trump's longtime assistant, to the stand

Prosecutors have called witness Rhona Graff to the stand.

Graff is Trump's former longtime assistant. She was also a senior vice president at the Trump organization.

As she entered the courtroom, Trump looked over at her. She did not appear to glance at his table on her walk to the witness stand.

David Pecker has ended his testimony

From CNN's Elizabeth Hartfield

The first witness for the prosecution, David Pecker, is off the stand.

Pecker testified for a little over 10 hours across four days.

Pecker says "of course" Trump cares about his family

Bove concludes by asking Pecker whether he believes Donald Trump cares about people? "I do," Pecker says.

Pecker testified previously that Trump cares about his family.

Asked by Steinglass if he believes that, Pecker said, "Of course I do."

Pecker is asked whether McDougal met the definition of a celebrity. He says she didn't

Bove asks Pecker whether McDougal met the definition of a celebrity. "Did she meet the celebrity category at the time? No," Pecker responds.

Bove asks Pecker whether there was a "real value" to her brand, as a former Playboy playmate and the first woman on the cover of a men's fitness magazine.

"I wouldn’t say there was a value to her brand to a media company. To herself there would be," Pecker says.

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Student Protest Movement Could Cause a Tumultuous End to School Year

Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

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By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening. Speaker Mike Johnson said he would meet with Jewish students at Columbia University on Wednesday and give remarks about the “troubling rise of virulent antisemitism on America’s college campuses,” according to a news release.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson