classification essay on love

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Classification of Love

Updated 25 October 2023

Subject Love

Downloads 30

Category Life ,  Sociology

Love: A Virtue of Human Compassion and Affection

Love is a feeling, which can be described as a strong emotion and personal affection for someone else. Moreover, it is the virtue signifying human compassion, empathy, and sympathy, as well as the selfless, loyal and generous concern for another good. Based on the above explanations, love forms a virtual bond that makes people united through having affection for each other. The essence and nature of love is a topic of numerous arguments. Most people have diverse features of the word love, as some can view the gift of love having affection for each other, another talk of familial love while other view love as deep feelings that connects spouses. The above diverse perceptions of love lead to the various classifications of love, which include erotic love, affectionate love, obsessive love. The essay talks about classification of love through the erotic, affectionate, familial, and obsessive loves using respective examples in each category.

Erotic Love: Passion Driven by Intensities

The first classification of love is erotic love. Erotic love, which is also called Eros, a Greek term that means God of fertility. Erotic love happens based on sexual desire and passion driven by intensities between two people. This love inspires the eroticism spirits and sexual cravings that often makes people love each other and become spouses. A good example of erotic love is love between two people, which eventually leads to matrimony. However, erotic love assumes reciprocity and strives for a unity of lovers in which in some frequent instances there is no reciprocity. The lack of reciprocity makes people act differently as some move on to find other spouses while others might have had intensified love towards a spouse, where the lack of reciprocity makes other people commit suicide. The major purpose of erotic love is making two people live together unitedly as from aspects such as religion; God decided that he should put people together in the case of Adam and Eve to help each other and procreate to fill the earth. Erotic love runs its course although, at times, erotic love might arise from affectionate love.

Affectionate Love: A Bond Formed Through Shared Experiences

The second classification of love is affectionate love. Affectionate love is the type of love, which is practiced by persons who have experienced hard times together as one. Touches, gestures, and looks can share this type of love. For example, affectionate love gives great health benefits, where a good instance can be portrayed when a family has a sick family member. The other family members help the sick member through feeding him, taking him to the hospital and showing empathy through quick recovery wishes ( Christofi 134). The affection makes one feel appreciated and being a special member of the society, which augments hope for recuperation. This type of love increases interaction between people, as expressed in great admiration to be with your loved one.

Familial Love: A Bond Among Relatives and Close Friends

The next classification of love is familial love. Familiar love also called Storge love is comparable to affectionate love, which is expressed through people closely related through blood or close friends. Storge love is similar to affectionate and erotic love except the distinct fact that storge love has no sexual magnetism, where most people say familial love is platonic. Storge is about the affiliation and acquaintance (Peterson 4). A good example of familial love would be between siblings, parents, and kids, and among friends. In addition, this type of love forgives. Familial love is also unconditional and accepts flaws or faults importance of this love, it sacrificial and make a person feel comfortable, safe and feel secure.

Obsessive Love: The Perils of Overwhelming Desire

The last category of love is the obsessive love. Obsessive or mania love is a love type that can cause a person to be fanatical in doing something. It mainly happens if there is a disproportion between erotic and ludus loves. As a result, one person feels an overwhelming, obsessive desire to possess another person with a strong attraction, with an inability to accept failure or rejection. Obsessive love is considered to be a mental illness and sometimes requires psychotherapy. (De Robertis et al. 76). A good example of obsessive love can be portrayed by people who are crazy and passionate about their talents, for example, swimming, playing basketball and playing music. Doing, talking and referring to these types of talents almost all the time can portray obsessive love. Other classifications of love include selfless, age and enduring love, which are minor classifications and in most of the occasions, these classifications are auxiliary to the above-discussed major categories.

The Power of Love: A Life-Changing Force

In conclusion, love is a wonderful entity whether it is unintentional or thoughtful dedication. Love can boost the spirit of a person in spite of the condition one is in. When an individual experience love feelings, he/she feels something, which is unique to them. Love is possibly the most astonishing thing a human can feel that no one should take it for granted. Love saved lives for many, who went through the war and disaster but had a reason to live because of love to somebody. Without love, society would not survive. Our self-esteem comes from a young age when we feel parents and siblings love. People who can feel love discover that they can write music, poems, write songs. Love can change the hardest heart.

Works Cited

Christofi, Alex. Let Us Be True. Profile Books, 2017.

De Robertis, Carolina, et al. Radical Hope: Letters of Love and Dissent in Dangerous Times.             2017.

Peterson, Tracie. A Love Transformed. 2016.

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This essay focuses on personal love, or the love of particular persons as such. Part of the philosophical task in understanding personal love is to distinguish the various kinds of personal love. For example, the way in which I love my wife is seemingly very different from the way I love my mother, my child, and my friend. This task has typically proceeded hand-in-hand with philosophical analyses of these kinds of personal love, analyses that in part respond to various puzzles about love. Can love be justified? If so, how? What is the value of personal love? What impact does love have on the autonomy of both the lover and the beloved?

1. Preliminary Distinctions

2. love as union, 3. love as robust concern, 4.1 love as appraisal of value, 4.2 love as bestowal of value, 4.3 an intermediate position, 5.1 love as emotion proper, 5.2 love as emotion complex, 6. the value and justification of love, other internet resources, related entries.

In ordinary conversations, we often say things like the following:

• I love chocolate (or skiing).
• I love doing philosophy (or being a father).
• I love my dog (or cat).
• I love my wife (or mother or child or friend).

However, what is meant by ‘love’ differs from case to case. (1) may be understood as meaning merely that I like this thing or activity very much. In (2) the implication is typically that I find engaging in a certain activity or being a certain kind of person to be a part of my identity and so what makes my life worth living; I might just as well say that I value these. By contrast, (3) and (4) seem to indicate a mode of concern that cannot be neatly assimilated to anything else. Thus, we might understand the sort of love at issue in (4) to be, roughly, a matter of caring about another person as the person she is, for her own sake. (Accordingly, (3) may be understood as a kind of deficient mode of the sort of love we typically reserve for persons.) Philosophical accounts of love have focused primarily on the sort of personal love at issue in (4); such personal love will be the focus here (though see Frankfurt (1999) and Jaworska & Wonderly (2017) for attempts to provide a more general account that applies to non-persons as well).

Even within personal love, philosophers from the ancient Greeks on have traditionally distinguished three notions that can properly be called “love”: eros , agape , and philia . It will be useful to distinguish these three and say something about how contemporary discussions typically blur these distinctions (sometimes intentionally so) or use them for other purposes.

‘ Eros ’ originally meant love in the sense of a kind of passionate desire for an object, typically sexual passion (Liddell et al., 1940). Nygren (1953a,b) describes eros as the “‘love of desire,’ or acquisitive love” and therefore as egocentric (1953b, p. 89). Soble (1989b, 1990) similarly describes eros as “selfish” and as a response to the merits of the beloved—especially the beloved’s goodness or beauty. What is evident in Soble’s description of eros is a shift away from the sexual: to love something in the “erosic” sense (to use the term Soble coins) is to love it in a way that, by being responsive to its merits, is dependent on reasons. Such an understanding of eros is encouraged by Plato’s discussion in the Symposium , in which Socrates understands sexual desire to be a deficient response to physical beauty in particular, a response which ought to be developed into a response to the beauty of a person’s soul and, ultimately, into a response to the form, Beauty.

Soble’s intent in understanding eros to be a reason-dependent sort of love is to articulate a sharp contrast with agape , a sort of love that does not respond to the value of its object. ‘ Agape ’ has come, primarily through the Christian tradition, to mean the sort of love God has for us persons, as well as our love for God and, by extension, of our love for each other—a kind of brotherly love. In the paradigm case of God’s love for us, agape is “spontaneous and unmotivated,” revealing not that we merit that love but that God’s nature is love (Nygren 1953b, p. 85). Rather than responding to antecedent value in its object, agape instead is supposed to create value in its object and therefore to initiate our fellowship with God (pp. 87–88). Consequently, Badhwar (2003, p. 58) characterizes agape as “independent of the loved individual’s fundamental characteristics as the particular person she is”; and Soble (1990, p. 5) infers that agape , in contrast to eros , is therefore not reason dependent but is rationally “incomprehensible,” admitting at best of causal or historical explanations. [ 1 ]

Finally, ‘ philia ’ originally meant a kind of affectionate regard or friendly feeling towards not just one’s friends but also possibly towards family members, business partners, and one’s country at large (Liddell et al., 1940; Cooper, 1977). Like eros , philia is generally (but not universally) understood to be responsive to (good) qualities in one’s beloved. This similarity between eros and philia has led Thomas (1987) to wonder whether the only difference between romantic love and friendship is the sexual involvement of the former—and whether that is adequate to account for the real differences we experience. The distinction between eros and philia becomes harder to draw with Soble’s attempt to diminish the importance of the sexual in eros (1990).

Maintaining the distinctions among eros , agape , and philia becomes even more difficult when faced with contemporary theories of love (including romantic love) and friendship. For, as discussed below, some theories of romantic love understand it along the lines of the agape tradition as creating value in the beloved (cf. Section 4.2 ), and other accounts of romantic love treat sexual activity as merely the expression of what otherwise looks very much like friendship.

Given the focus here on personal love, Christian conceptions of God’s love for persons (and vice versa ) will be omitted, and the distinction between eros and philia will be blurred—as it typically is in contemporary accounts. Instead, the focus here will be on these contemporary understandings of love, including romantic love, understood as an attitude we take towards other persons. [ 2 ]

In providing an account of love, philosophical analyses must be careful to distinguish love from other positive attitudes we take towards persons, such as liking. Intuitively, love differs from such attitudes as liking in terms of its “depth,” and the problem is to elucidate the kind of “depth” we intuitively find love to have. Some analyses do this in part by providing thin conceptions of what liking amounts to. Thus, Singer (1991) and Brown (1987) understand liking to be a matter of desiring, an attitude that at best involves its object having only instrumental (and not intrinsic) value. Yet this seems inadequate: surely there are attitudes towards persons intermediate between having a desire with a person as its object and loving the person. I can care about a person for her own sake and not merely instrumentally, and yet such caring does not on its own amount to (non-deficiently) loving her, for it seems I can care about my dog in exactly the same way, a kind of caring which is insufficiently personal for love.

It is more common to distinguish loving from liking via the intuition that the “depth” of love is to be explained in terms of a notion of identification: to love someone is somehow to identify yourself with him, whereas no such notion of identification is involved in liking. As Nussbaum puts it, “The choice between one potential love and another can feel, and be, like a choice of a way of life, a decision to dedicate oneself to these values rather than these” (1990, p. 328); liking clearly does not have this sort of “depth” (see also Helm 2010; Bagley 2015). Whether love involves some kind of identification, and if so exactly how to understand such identification, is a central bone of contention among the various analyses of love. In particular, Whiting (2013) argues that the appeal to a notion of identification distorts our understanding of the sort of motivation love can provide, for taken literally it implies that love motivates through self -interest rather than through the beloved’s interests. Thus, Whiting argues, central to love is the possibility that love takes the lover “outside herself”, potentially forgetting herself in being moved directly by the interests of the beloved. (Of course, we need not take the notion of identification literally in this way: in identifying with one’s beloved, one might have a concern for one’s beloved that is analogous to one’s concern for oneself; see Helm 2010.)

Another common way to distinguish love from other personal attitudes is in terms of a distinctive kind of evaluation, which itself can account for love’s “depth.” Again, whether love essentially involves a distinctive kind of evaluation, and if so how to make sense of that evaluation, is hotly disputed. Closely related to questions of evaluation are questions of justification: can we justify loving or continuing to love a particular person, and if so, how? For those who think the justification of love is possible, it is common to understand such justification in terms of evaluation, and the answers here affect various accounts’ attempts to make sense of the kind of constancy or commitment love seems to involve, as well as the sense in which love is directed at particular individuals.

In what follows, theories of love are tentatively and hesitantly classified into four types: love as union, love as robust concern, love as valuing, and love as an emotion. It should be clear, however, that particular theories classified under one type sometimes also include, without contradiction, ideas central to other types. The types identified here overlap to some extent, and in some cases classifying particular theories may involve excessive pigeonholing. (Such cases are noted below.) Part of the classificatory problem is that many accounts of love are quasi-reductionistic, understanding love in terms of notions like affection, evaluation, attachment, etc., which themselves never get analyzed. Even when these accounts eschew explicitly reductionistic language, very often little attempt is made to show how one such “aspect” of love is conceptually connected to others. As a result, there is no clear and obvious way to classify particular theories, let alone identify what the relevant classes should be.

The union view claims that love consists in the formation of (or the desire to form) some significant kind of union, a “we.” A central task for union theorists, therefore, is to spell out just what such a “we” comes to—whether it is literally a new entity in the world somehow composed of the lover and the beloved, or whether it is merely metaphorical. Variants of this view perhaps go back to Aristotle (cf. Sherman 1993) and can also be found in Montaigne ([E]) and Hegel (1997); contemporary proponents include Solomon (1981, 1988), Scruton (1986), Nozick (1989), Fisher (1990), and Delaney (1996).

Scruton, writing in particular about romantic love, claims that love exists “just so soon as reciprocity becomes community: that is, just so soon as all distinction between my interests and your interests is overcome” (1986, p. 230). The idea is that the union is a union of concern, so that when I act out of that concern it is not for my sake alone or for your sake alone but for our sake. Fisher (1990) holds a similar, but somewhat more moderate view, claiming that love is a partial fusion of the lovers’ cares, concerns, emotional responses, and actions. What is striking about both Scruton and Fisher is the claim that love requires the actual union of the lovers’ concerns, for it thus becomes clear that they conceive of love not so much as an attitude we take towards another but as a relationship: the distinction between your interests and mine genuinely disappears only when we together come to have shared cares, concerns, etc., and my merely having a certain attitude towards you is not enough for love. This provides content to the notion of a “we” as the (metaphorical?) subject of these shared cares and concerns, and as that for whose sake we act.

Solomon (1988) offers a union view as well, though one that tries “to make new sense out of ‘love’ through a literal rather than metaphoric sense of the ‘fusion’ of two souls” (p. 24, cf. Solomon 1981; however, it is unclear exactly what he means by a “soul” here and so how love can be a “literal” fusion of two souls). What Solomon has in mind is the way in which, through love, the lovers redefine their identities as persons in terms of the relationship: “Love is the concentration and the intensive focus of mutual definition on a single individual, subjecting virtually every personal aspect of one’s self to this process” (1988, p. 197). The result is that lovers come to share the interests, roles, virtues, and so on that constitute what formerly was two individual identities but now has become a shared identity, and they do so in part by each allowing the other to play an important role in defining his own identity.

Nozick (1989) offers a union view that differs from those of Scruton, Fisher, and Solomon in that Nozick thinks that what is necessary for love is merely the desire to form a “we,” together with the desire that your beloved reciprocates. Nonetheless, he claims that this “we” is “a new entity in the world…created by a new web of relationships between [the lovers] which makes them no longer separate” (p. 70). In spelling out this web of relationships, Nozick appeals to the lovers “pooling” not only their well-beings, in the sense that the well-being of each is tied up with that of the other, but also their autonomy, in that “each transfers some previous rights to make certain decisions unilaterally into a joint pool” (p. 71). In addition, Nozick claims, the lovers each acquire a new identity as a part of the “we,” a new identity constituted by their (a) wanting to be perceived publicly as a couple, (b) their attending to their pooled well-being, and (c) their accepting a “certain kind of division of labor” (p. 72):

A person in a we might find himself coming across something interesting to read yet leaving it for the other person, not because he himself would not be interested in it but because the other would be more interested, and one of them reading it is sufficient for it to be registered by the wider identity now shared, the we . [ 3 ]

Opponents of the union view have seized on claims like this as excessive: union theorists, they claim, take too literally the ontological commitments of this notion of a “we.” This leads to two specific criticisms of the union view. The first is that union views do away with individual autonomy. Autonomy, it seems, involves a kind of independence on the part of the autonomous agent, such that she is in control over not only what she does but also who she is, as this is constituted by her interests, values, concerns, etc. However, union views, by doing away with a clear distinction between your interests and mine, thereby undermine this sort of independence and so undermine the autonomy of the lovers. If autonomy is a part of the individual’s good, then, on the union view, love is to this extent bad; so much the worse for the union view (Singer 1994; Soble 1997). Moreover, Singer (1994) argues that a necessary part of having your beloved be the object of your love is respect for your beloved as the particular person she is, and this requires respecting her autonomy.

Union theorists have responded to this objection in several ways. Nozick (1989) seems to think of a loss of autonomy in love as a desirable feature of the sort of union lovers can achieve. Fisher (1990), somewhat more reluctantly, claims that the loss of autonomy in love is an acceptable consequence of love. Yet without further argument these claims seem like mere bullet biting. Solomon (1988, pp. 64ff) describes this “tension” between union and autonomy as “the paradox of love.” However, this a view that Soble (1997) derides: merely to call it a paradox, as Solomon does, is not to face up to the problem.

The second criticism involves a substantive view concerning love. Part of what it is to love someone, these opponents say, is to have concern for him for his sake. However, union views make such concern unintelligible and eliminate the possibility of both selfishness and self-sacrifice, for by doing away with the distinction between my interests and your interests they have in effect turned your interests into mine and vice versa (Soble 1997; see also Blum 1980, 1993). Some advocates of union views see this as a point in their favor: we need to explain how it is I can have concern for people other than myself, and the union view apparently does this by understanding your interests to be part of my own. And Delaney, responding to an apparent tension between our desire to be loved unselfishly (for fear of otherwise being exploited) and our desire to be loved for reasons (which presumably are attractive to our lover and hence have a kind of selfish basis), says (1996, p. 346):

Given my view that the romantic ideal is primarily characterized by a desire to achieve a profound consolidation of needs and interests through the formation of a we , I do not think a little selfishness of the sort described should pose a worry to either party.

The objection, however, lies precisely in this attempt to explain my concern for my beloved egoistically. As Whiting (1991, p. 10) puts it, such an attempt “strikes me as unnecessary and potentially objectionable colonization”: in love, I ought to be concerned with my beloved for her sake, and not because I somehow get something out of it. (This can be true whether my concern with my beloved is merely instrumental to my good or whether it is partly constitutive of my good.)

Although Whiting’s and Soble’s criticisms here succeed against the more radical advocates of the union view, they in part fail to acknowledge the kernel of truth to be gleaned from the idea of union. Whiting’s way of formulating the second objection in terms of an unnecessary egoism in part points to a way out: we persons are in part social creatures, and love is one profound mode of that sociality. Indeed, part of the point of union accounts is to make sense of this social dimension: to make sense of a way in which we can sometimes identify ourselves with others not merely in becoming interdependent with them (as Singer 1994, p. 165, suggests, understanding ‘interdependence’ to be a kind of reciprocal benevolence and respect) but rather in making who we are as persons be constituted in part by those we love (cf., e.g., Rorty 1986/1993; Nussbaum 1990).

Along these lines, Friedman (1998), taking her inspiration in part from Delaney (1996), argues that we should understand the sort of union at issue in love to be a kind of federation of selves:

On the federation model, a third unified entity is constituted by the interaction of the lovers, one which involves the lovers acting in concert across a range of conditions and for a range of purposes. This concerted action, however, does not erase the existence of the two lovers as separable and separate agents with continuing possibilities for the exercise of their own respective agencies. [p. 165]

Given that on this view the lovers do not give up their individual identities, there is no principled reason why the union view cannot make sense of the lover’s concern for her beloved for his sake. [ 4 ] Moreover, Friedman argues, once we construe union as federation, we can see that autonomy is not a zero-sum game; rather, love can both directly enhance the autonomy of each and promote the growth of various skills, like realistic and critical self-evaluation, that foster autonomy.

Nonetheless, this federation model is not without its problems—problems that affect other versions of the union view as well. For if the federation (or the “we”, as on Nozick’s view) is understood as a third entity, we need a clearer account than has been given of its ontological status and how it comes to be. Relevant here is the literature on shared intention and plural subjects. Gilbert (1989, 1996, 2000) has argued that we should take quite seriously the existence of a plural subject as an entity over and above its constituent members. Others, such as Tuomela (1984, 1995), Searle (1990), and Bratman (1999) are more cautious, treating such talk of “us” having an intention as metaphorical.

As this criticism of the union view indicates, many find caring about your beloved for her sake to be a part of what it is to love her. The robust concern view of love takes this to be the central and defining feature of love (cf. Taylor 1976; Newton-Smith 1989; Soble 1990, 1997; LaFollette 1996; Frankfurt 1999; White 2001). As Taylor puts it:

To summarize: if x loves y then x wants to benefit and be with y etc., and he has these wants (or at least some of them) because he believes y has some determinate characteristics ψ in virtue of which he thinks it worth while to benefit and be with y . He regards satisfaction of these wants as an end and not as a means towards some other end. [p. 157]

In conceiving of my love for you as constituted by my concern for you for your sake, the robust concern view rejects the idea, central to the union view, that love is to be understood in terms of the (literal or metaphorical) creation of a “we”: I am the one who has this concern for you, though it is nonetheless disinterested and so not egoistic insofar as it is for your sake rather than for my own. [ 5 ]

At the heart of the robust concern view is the idea that love “is neither affective nor cognitive. It is volitional” (Frankfurt 1999, p. 129; see also Martin 2015). Frankfurt continues:

That a person cares about or that he loves something has less to do with how things make him feel, or with his opinions about them, than with the more or less stable motivational structures that shape his preferences and that guide and limit his conduct.

This account analyzes caring about someone for her sake as a matter of being motivated in certain ways, in part as a response to what happens to one’s beloved. Of course, to understand love in terms of desires is not to leave other emotional responses out in the cold, for these emotions should be understood as consequences of desires. Thus, just as I can be emotionally crushed when one of my strong desires is disappointed, so too I can be emotionally crushed when things similarly go badly for my beloved. In this way Frankfurt (1999) tacitly, and White (2001) more explicitly, acknowledge the way in which my caring for my beloved for her sake results in my identity being transformed through her influence insofar as I become vulnerable to things that happen to her.

Not all robust concern theorists seem to accept this line, however; in particular, Taylor (1976) and Soble (1990) seem to have a strongly individualistic conception of persons that prevents my identity being bound up with my beloved in this sort of way, a kind of view that may seem to undermine the intuitive “depth” that love seems to have. (For more on this point, see Rorty 1986/1993.) In the middle is Stump (2006), who follows Aquinas in understanding love to involve not only the desire for your beloved’s well-being but also a desire for a certain kind of relationship with your beloved—as a parent or spouse or sibling or priest or friend, for example—a relationship within which you share yourself with and connect yourself to your beloved. [ 6 ]

One source of worry about the robust concern view is that it involves too passive an understanding of one’s beloved (Ebels-Duggan 2008). The thought is that on the robust concern view the lover merely tries to discover what the beloved’s well-being consists in and then acts to promote that, potentially by thwarting the beloved’s own efforts when the lover thinks those efforts would harm her well-being. This, however, would be disrespectful and demeaning, not the sort of attitude that love is. What robust concern views seem to miss, Ebels-Duggan suggests, is the way love involves interacting agents, each with a capacity for autonomy the recognition and engagement with which is an essential part of love. In response, advocates of the robust concern view might point out that promoting someone’s well-being normally requires promoting her autonomy (though they may maintain that this need not always be true: that paternalism towards a beloved can sometimes be justified and appropriate as an expression of one’s love). Moreover, we might plausibly think, it is only through the exercise of one’s autonomy that one can define one’s own well-being as a person, so that a lover’s failure to respect the beloved’s autonomy would be a failure to promote her well-being and therefore not an expression of love, contrary to what Ebels-Duggan suggests. Consequently, it might seem, robust concern views can counter this objection by offering an enriched conception of what it is to be a person and so of the well-being of persons.

Another source of worry is that the robust concern view offers too thin a conception of love. By emphasizing robust concern, this view understands other features we think characteristic of love, such as one’s emotional responsiveness to one’s beloved, to be the effects of that concern rather than constituents of it. Thus Velleman (1999) argues that robust concern views, by understanding love merely as a matter of aiming at a particular end (viz., the welfare of one’s beloved), understand love to be merely conative. However, he claims, love can have nothing to do with desires, offering as a counterexample the possibility of loving a troublemaking relation whom you do not want to be with, whose well being you do not want to promote, etc. Similarly, Badhwar (2003) argues that such a “teleological” view of love makes it mysterious how “we can continue to love someone long after death has taken him beyond harm or benefit” (p. 46). Moreover Badhwar argues, if love is essentially a desire, then it implies that we lack something; yet love does not imply this and, indeed, can be felt most strongly at times when we feel our lives most complete and lacking in nothing. Consequently, Velleman and Badhwar conclude, love need not involve any desire or concern for the well-being of one’s beloved.

This conclusion, however, seems too hasty, for such examples can be accommodated within the robust concern view. Thus, the concern for your relative in Velleman’s example can be understood to be present but swamped by other, more powerful desires to avoid him. Indeed, keeping the idea that you want to some degree to benefit him, an idea Velleman rejects, seems to be essential to understanding the conceptual tension between loving someone and not wanting to help him, a tension Velleman does not fully acknowledge. Similarly, continued love for someone who has died can be understood on the robust concern view as parasitic on the former love you had for him when he was still alive: your desires to benefit him get transformed, through your subsequent understanding of the impossibility of doing so, into wishes. [ 7 ] Finally, the idea of concern for your beloved’s well-being need not imply the idea that you lack something, for such concern can be understood in terms of the disposition to be vigilant for occasions when you can come to his aid and consequently to have the relevant occurrent desires. All of this seems fully compatible with the robust concern view.

One might also question whether Velleman and Badhwar make proper use of their examples of loving your meddlesome relation or someone who has died. For although we can understand these as genuine cases of love, they are nonetheless deficient cases and ought therefore be understood as parasitic on the standard cases. Readily to accommodate such deficient cases of love into a philosophical analysis as being on a par with paradigm cases, and to do so without some special justification, is dubious.

Nonetheless, the robust concern view as it stands does not seem properly able to account for the intuitive “depth” of love and so does not seem properly to distinguish loving from liking. Although, as noted above, the robust concern view can begin to make some sense of the way in which the lover’s identity is altered by the beloved, it understands this only an effect of love, and not as a central part of what love consists in.

This vague thought is nicely developed by Wonderly (2017), who emphasizes that in addition to the sort of disinterested concern for another that is central to robust-concern accounts of love, an essential part of at least romantic love is the idea that in loving someone I must find them to be not merely important for their own sake but also important to me . Wonderly (2017) fleshes out what this “importance to me” involves in terms of the idea of attachment (developed in Wonderly 2016) that she argues can make sense of the intimacy and depth of love from within what remains fundamentally a robust-concern account. [ 8 ]

4. Love as Valuing

A third kind of view of love understands love to be a distinctive mode of valuing a person. As the distinction between eros and agape in Section 1 indicates, there are at least two ways to construe this in terms of whether the lover values the beloved because she is valuable, or whether the beloved comes to be valuable to the lover as a result of her loving him. The former view, which understands the lover as appraising the value of the beloved in loving him, is the topic of Section 4.1 , whereas the latter view, which understands her as bestowing value on him, will be discussed in Section 4.2 .

Velleman (1999, 2008) offers an appraisal view of love, understanding love to be fundamentally a matter of acknowledging and responding in a distinctive way to the value of the beloved. (For a very different appraisal view of love, see Kolodny 2003.) Understanding this more fully requires understanding both the kind of value of the beloved to which one responds and the distinctive kind of response to such value that love is. Nonetheless, it should be clear that what makes an account be an appraisal view of love is not the mere fact that love is understood to involve appraisal; many other accounts do so, and it is typical of robust concern accounts, for example (cf. the quote from Taylor above , Section 3 ). Rather, appraisal views are distinctive in understanding love to consist in that appraisal.

In articulating the kind of value love involves, Velleman, following Kant, distinguishes dignity from price. To have a price , as the economic metaphor suggests, is to have a value that can be compared to the value of other things with prices, such that it is intelligible to exchange without loss items of the same value. By contrast, to have dignity is to have a value such that comparisons of relative value become meaningless. Material goods are normally understood to have prices, but we persons have dignity: no substitution of one person for another can preserve exactly the same value, for something of incomparable worth would be lost (and gained) in such a substitution.

On this Kantian view, our dignity as persons consists in our rational nature: our capacity both to be actuated by reasons that we autonomously provide ourselves in setting our own ends and to respond appropriately to the intrinsic values we discover in the world. Consequently, one important way in which we exercise our rational natures is to respond with respect to the dignity of other persons (a dignity that consists in part in their capacity for respect): respect just is the required minimal response to the dignity of persons. What makes a response to a person be that of respect, Velleman claims, still following Kant, is that it “arrests our self-love” and thereby prevents us from treating him as a means to our ends (p. 360).

Given this, Velleman claims that love is similarly a response to the dignity of persons, and as such it is the dignity of the object of our love that justifies that love. However, love and respect are different kinds of responses to the same value. For love arrests not our self-love but rather

our tendencies toward emotional self-protection from another person, tendencies to draw ourselves in and close ourselves off from being affected by him. Love disarms our emotional defenses; it makes us vulnerable to the other. [1999, p. 361]

This means that the concern, attraction, sympathy, etc. that we normally associate with love are not constituents of love but are rather its normal effects, and love can remain without them (as in the case of the love for a meddlesome relative one cannot stand being around). Moreover, this provides Velleman with a clear account of the intuitive “depth” of love: it is essentially a response to persons as such, and to say that you love your dog is therefore to be confused.

Of course, we do not respond with love to the dignity of every person we meet, nor are we somehow required to: love, as the disarming of our emotional defenses in a way that makes us especially vulnerable to another, is the optional maximal response to others’ dignity. What, then, explains the selectivity of love—why I love some people and not others? The answer lies in the contingent fit between the way some people behaviorally express their dignity as persons and the way I happen to respond to those expressions by becoming emotionally vulnerable to them. The right sort of fit makes someone “lovable” by me (1999, p. 372), and my responding with love in these cases is a matter of my “really seeing” this person in a way that I fail to do with others who do not fit with me in this way. By ‘lovable’ here Velleman seems to mean able to be loved, not worthy of being loved, for nothing Velleman says here speaks to a question about the justification of my loving this person rather than that. Rather, what he offers is an explanation of the selectivity of my love, an explanation that as a matter of fact makes my response be that of love rather than mere respect.

This understanding of the selectivity of love as something that can be explained but not justified is potentially troubling. For we ordinarily think we can justify not only my loving you rather than someone else but also and more importantly the constancy of my love: my continuing to love you even as you change in certain fundamental ways (but not others). As Delaney (1996, p. 347) puts the worry about constancy:

while you seem to want it to be true that, were you to become a schmuck, your lover would continue to love you,…you also want it to be the case that your lover would never love a schmuck.

The issue here is not merely that we can offer explanations of the selectivity of my love, of why I do not love schmucks; rather, at issue is the discernment of love, of loving and continuing to love for good reasons as well as of ceasing to love for good reasons. To have these good reasons seems to involve attributing different values to you now rather than formerly or rather than to someone else, yet this is precisely what Velleman denies is the case in making the distinction between love and respect the way he does.

It is also questionable whether Velleman can even explain the selectivity of love in terms of the “fit” between your expressions and my sensitivities. For the relevant sensitivities on my part are emotional sensitivities: the lowering of my emotional defenses and so becoming emotionally vulnerable to you. Thus, I become vulnerable to the harms (or goods) that befall you and so sympathetically feel your pain (or joy). Such emotions are themselves assessable for warrant, and now we can ask why my disappointment that you lost the race is warranted, but my being disappointed that a mere stranger lost would not be warranted. The intuitive answer is that I love you but not him. However, this answer is unavailable to Velleman, because he thinks that what makes my response to your dignity that of love rather than respect is precisely that I feel such emotions, and to appeal to my love in explaining the emotions therefore seems viciously circular.

Although these problems are specific to Velleman’s account, the difficulty can be generalized to any appraisal account of love (such as that offered in Kolodny 2003). For if love is an appraisal, it needs to be distinguished from other forms of appraisal, including our evaluative judgments. On the one hand, to try to distinguish love as an appraisal from other appraisals in terms of love’s having certain effects on our emotional and motivational life (as on Velleman’s account) is unsatisfying because it ignores part of what needs to be explained: why the appraisal of love has these effects and yet judgments with the same evaluative content do not. Indeed, this question is crucial if we are to understand the intuitive “depth” of love, for without an answer to this question we do not understand why love should have the kind of centrality in our lives it manifestly does. [ 9 ] On the other hand, to bundle this emotional component into the appraisal itself would be to turn the view into either the robust concern view ( Section 3 ) or a variant of the emotion view ( Section 5.1 ).

In contrast to Velleman, Singer (1991, 1994, 2009) understands love to be fundamentally a matter of bestowing value on the beloved. To bestow value on another is to project a kind of intrinsic value onto him. Indeed, this fact about love is supposed to distinguish love from liking: “Love is an attitude with no clear objective,” whereas liking is inherently teleological (1991, p. 272). As such, there are no standards of correctness for bestowing such value, and this is how love differs from other personal attitudes like gratitude, generosity, and condescension: “love…confers importance no matter what the object is worth” (p. 273). Consequently, Singer thinks, love is not an attitude that can be justified in any way.

What is it, exactly, to bestow this kind of value on someone? It is, Singer says, a kind of attachment and commitment to the beloved, in which one comes to treat him as an end in himself and so to respond to his ends, interests, concerns, etc. as having value for their own sake. This means in part that the bestowal of value reveals itself “by caring about the needs and interests of the beloved, by wishing to benefit or protect her, by delighting in her achievements,” etc. (p. 270). This sounds very much like the robust concern view, yet the bestowal view differs in understanding such robust concern to be the effect of the bestowal of value that is love rather than itself what constitutes love: in bestowing value on my beloved, I make him be valuable in such a way that I ought to respond with robust concern.

For it to be intelligible that I have bestowed value on someone, I must therefore respond appropriately to him as valuable, and this requires having some sense of what his well-being is and of what affects that well-being positively or negatively. Yet having this sense requires in turn knowing what his strengths and deficiencies are, and this is a matter of appraising him in various ways. Bestowal thus presupposes a kind of appraisal, as a way of “really seeing” the beloved and attending to him. Nonetheless, Singer claims, it is the bestowal that is primary for understanding what love consists in: the appraisal is required only so that the commitment to one’s beloved and his value as thus bestowed has practical import and is not “a blind submission to some unknown being” (1991, p. 272; see also Singer 1994, pp. 139ff).

Singer is walking a tightrope in trying to make room for appraisal in his account of love. Insofar as the account is fundamentally a bestowal account, Singer claims that love cannot be justified, that we bestow the relevant kind of value “gratuitously.” This suggests that love is blind, that it does not matter what our beloved is like, which seems patently false. Singer tries to avoid this conclusion by appealing to the role of appraisal: it is only because we appraise another as having certain virtues and vices that we come to bestow value on him. Yet the “because” here, since it cannot justify the bestowal, is at best a kind of contingent causal explanation. [ 10 ] In this respect, Singer’s account of the selectivity of love is much the same as Velleman’s, and it is liable to the same criticism: it makes unintelligible the way in which our love can be discerning for better or worse reasons. Indeed, this failure to make sense of the idea that love can be justified is a problem for any bestowal view. For either (a) a bestowal itself cannot be justified (as on Singer’s account), in which case the justification of love is impossible, or (b) a bestowal can be justified, in which case it is hard to make sense of value as being bestowed rather than there antecedently in the object as the grounds of that “bestowal.”

More generally, a proponent of the bestowal view needs to be much clearer than Singer is in articulating precisely what a bestowal is. What is the value that I create in a bestowal, and how can my bestowal create it? On a crude Humean view, the answer might be that the value is something projected onto the world through my pro-attitudes, like desire. Yet such a view would be inadequate, since the projected value, being relative to a particular individual, would do no theoretical work, and the account would essentially be a variant of the robust concern view. Moreover, in providing a bestowal account of love, care is needed to distinguish love from other personal attitudes such as admiration and respect: do these other attitudes involve bestowal? If so, how does the bestowal in these cases differ from the bestowal of love? If not, why not, and what is so special about love that requires a fundamentally different evaluative attitude than admiration and respect?

Nonetheless, there is a kernel of truth in the bestowal view: there is surely something right about the idea that love is creative and not merely a response to antecedent value, and accounts of love that understand the kind of evaluation implicit in love merely in terms of appraisal seem to be missing something. Precisely what may be missed will be discussed below in Section 6 .

Perhaps there is room for an understanding of love and its relation to value that is intermediate between appraisal and bestowal accounts. After all, if we think of appraisal as something like perception, a matter of responding to what is out there in the world, and of bestowal as something like action, a matter of doing something and creating something, we should recognize that the responsiveness central to appraisal may itself depend on our active, creative choices. Thus, just as we must recognize that ordinary perception depends on our actively directing our attention and deploying concepts, interpretations, and even arguments in order to perceive things accurately, so too we might think our vision of our beloved’s valuable properties that is love also depends on our actively attending to and interpreting him. Something like this is Jollimore’s view (2011). According to Jollimore, in loving someone we actively attend to his valuable properties in a way that we take to provide us with reasons to treat him preferentially. Although we may acknowledge that others might have such properties even to a greater degree than our beloved does, we do not attend to and appreciate such properties in others in the same way we do those in our beloveds; indeed, we find our appreciation of our beloved’s valuable properties to “silence” our similar appreciation of those in others. (In this way, Jollimore thinks, we can solve the problem of fungibility, discussed below in Section 6 .) Likewise, in perceiving our beloved’s actions and character, we do so through the lens of such an appreciation, which will tend as to “silence” interpretations inconsistent with that appreciation. In this way, love involves finding one’s beloved to be valuable in a way that involves elements of both appraisal (insofar as one must thereby be responsive to valuable properties one’s beloved really has) and bestowal (insofar as through one’s attention and committed appreciation of these properties they come to have special significance for one).

One might object that this conception of love as silencing the special value of others or to negative interpretations of our beloveds is irrational in a way that love is not. For, it might seem, such “silencing” is merely a matter of our blinding ourselves to how things really are. Yet Jollimore claims that this sense in which love is blind is not objectionable, for (a) we can still intellectually recognize the things that love’s vision silences, and (b) there really is no impartial perspective we can take on the values things have, and love is one appropriate sort of partial perspective from which the value of persons can be manifest. Nonetheless, one might wonder about whether that perspective of love itself can be distorted and what the norms are in terms of which such distortions are intelligible. Furthermore, it may seem that Jollimore’s attempt to reconcile appraisal and bestowal fails to appreciate the underlying metaphysical difficulty: appraisal is a response to value that is antecedently there, whereas bestowal is the creation of value that was not antecedently there. Consequently, it might seem, appraisal and bestowal are mutually exclusive and cannot be reconciled in the way Jollimore hopes.

Whereas Jollimore tries to combine separate elements of appraisal and of bestowal in a single account, Helm (2010) and Bagley (2015) offer accounts that reject the metaphysical presupposition that values must be either prior to love (as with appraisal) or posterior to love (as with bestowal), instead understanding the love and the values to emerge simultaneously. Thus, Helm presents a detailed account of valuing in terms of the emotions, arguing that while we can understand individual emotions as appraisals , responding to values already their in their objects, these values are bestowed on those objects via broad, holistic patterns of emotions. How this amounts to an account of love will be discussed in Section 5.2 , below. Bagley (2015) instead appeals to a metaphor of improvisation, arguing that just as jazz musicians jointly make determinate the content of their musical ideas through on-going processes of their expression, so too lovers jointly engage in “deep improvisation”, thereby working out of their values and identities through the on-going process of living their lives together. These values are thus something the lovers jointly construct through the process of recognizing and responding to those very values. To love someone is thus to engage with them as partners in such “deep improvisation”. (This account is similar to Helm (2008, 2010)’s account of plural agency, which he uses to provide an account of friendship and other loving relationships; see the discussion of shared activity in the entry on friendship .)

5. Emotion Views

Given these problems with the accounts of love as valuing, perhaps we should turn to the emotions. For emotions just are responses to objects that combine evaluation, motivation, and a kind of phenomenology, all central features of the attitude of love.

Many accounts of love claim that it is an emotion; these include: Wollheim 1984, Rorty 1986/1993, Brown 1987, Hamlyn 1989, Baier 1991, and Badhwar 2003. [ 11 ] Thus, Hamlyn (1989, p. 219) says:

It would not be a plausible move to defend any theory of the emotions to which love and hate seemed exceptions by saying that love and hate are after all not emotions. I have heard this said, but it does seem to me a desperate move to make. If love and hate are not emotions what is?

The difficulty with this claim, as Rorty (1980) argues, is that the word, ‘emotion,’ does not seem to pick out a homogeneous collection of mental states, and so various theories claiming that love is an emotion mean very different things. Consequently, what are here labeled “emotion views” are divided into those that understand love to be a particular kind of evaluative-cum-motivational response to an object, whether that response is merely occurrent or dispositional (‘emotions proper,’ see Section 5.1 , below), and those that understand love to involve a collection of related and interconnected emotions proper (‘emotion complexes,’ see Section 5.2 , below).

An emotion proper is a kind of “evaluative-cum-motivational response to an object”; what does this mean? Emotions are generally understood to have several objects. The target of an emotion is that at which the emotion is directed: if I am afraid or angry at you, then you are the target. In responding to you with fear or anger, I am implicitly evaluating you in a particular way, and this evaluation—called the formal object —is the kind of evaluation of the target that is distinctive of a particular emotion type. Thus, in fearing you, I implicitly evaluate you as somehow dangerous, whereas in being angry at you I implicitly evaluate you as somehow offensive. Yet emotions are not merely evaluations of their targets; they in part motivate us to behave in certain ways, both rationally (by motivating action to avoid the danger) and arationally (via certain characteristic expressions, such as slamming a door out of anger). Moreover, emotions are generally understood to involve a phenomenological component, though just how to understand the characteristic “feel” of an emotion and its relation to the evaluation and motivation is hotly disputed. Finally, emotions are typically understood to be passions: responses that we feel imposed on us as if from the outside, rather than anything we actively do. (For more on the philosophy of emotions, see entry on emotion .)

What then are we saying when we say that love is an emotion proper? According to Brown (1987, p. 14), emotions as occurrent mental states are “abnormal bodily changes caused by the agent’s evaluation or appraisal of some object or situation that the agent believes to be of concern to him or her.” He spells this out by saying that in love, we “cherish” the person for having “a particular complex of instantiated qualities” that is “open-ended” so that we can continue to love the person even as she changes over time (pp. 106–7). These qualities, which include historical and relational qualities, are evaluated in love as worthwhile. [ 12 ] All of this seems aimed at spelling out what love’s formal object is, a task that is fundamental to understanding love as an emotion proper. Thus, Brown seems to say that love’s formal object is just being worthwhile (or, given his examples, perhaps: worthwhile as a person), and he resists being any more specific than this in order to preserve the open-endedness of love. Hamlyn (1989) offers a similar account, saying (p. 228):

With love the difficulty is to find anything of this kind [i.e., a formal object] which is uniquely appropriate to love. My thesis is that there is nothing of this kind that must be so, and that this differentiates it and hate from the other emotions.

Hamlyn goes on to suggest that love and hate might be primordial emotions, a kind of positive or negative “feeling towards,” presupposed by all other emotions. [ 13 ]

The trouble with these accounts of love as an emotion proper is that they provide too thin a conception of love. In Hamlyn’s case, love is conceived as a fairly generic pro-attitude, rather than as the specific kind of distinctively personal attitude discussed here. In Brown’s case, spelling out the formal object of love as simply being worthwhile (as a person) fails to distinguish love from other evaluative responses like admiration and respect. Part of the problem seems to be the rather simple account of what an emotion is that Brown and Hamlyn use as their starting point: if love is an emotion, then the understanding of what an emotion is must be enriched considerably to accommodate love. Yet it is not at all clear whether the idea of an “emotion proper” can be adequately enriched so as to do so. As Pismenny & Prinz (2017) point out, love seems to be too varied both in its ground and in the sort of experience it involves to be capturable by a single emotion.

The emotion complex view, which understands love to be a complex emotional attitude towards another person, may initially seem to hold out great promise to overcome the problems of alternative types of views. By articulating the emotional interconnections between persons, it could offer a satisfying account of the “depth” of love without the excesses of the union view and without the overly narrow teleological focus of the robust concern view; and because these emotional interconnections are themselves evaluations, it could offer an understanding of love as simultaneously evaluative, without needing to specify a single formal object of love. However, the devil is in the details.

Rorty (1986/1993) does not try to present a complete account of love; rather, she focuses on the idea that “relational psychological attitudes” which, like love, essentially involve emotional and desiderative responses, exhibit historicity : “they arise from, and are shaped by, dynamic interactions between a subject and an object” (p. 73). In part this means that what makes an attitude be one of love is not the presence of a state that we can point to at a particular time within the lover; rather, love is to be “identified by a characteristic narrative history” (p. 75). Moreover, Rorty argues, the historicity of love involves the lover’s being permanently transformed by loving who he does.

Baier (1991), seeming to pick up on this understanding of love as exhibiting historicity, says (p. 444):

Love is not just an emotion people feel toward other people, but also a complex tying together of the emotions that two or a few more people have; it is a special form of emotional interdependence.

To a certain extent, such emotional interdependence involves feeling sympathetic emotions, so that, for example, I feel disappointed and frustrated on behalf of my beloved when she fails, and joyful when she succeeds. However, Baier insists, love is “more than just the duplication of the emotion of each in a sympathetic echo in the other” (p. 442); the emotional interdependence of the lovers involves also appropriate follow-up responses to the emotional predicaments of your beloved. Two examples Baier gives (pp. 443–44) are a feeling of “mischievous delight” at your beloved’s temporary bafflement, and amusement at her embarrassment. The idea is that in a loving relationship your beloved gives you permission to feel such emotions when no one else is permitted to do so, and a condition of her granting you that permission is that you feel these emotions “tenderly.” Moreover, you ought to respond emotionally to your beloved’s emotional responses to you: by feeling hurt when she is indifferent to you, for example. All of these foster the sort of emotional interdependence Baier is after—a kind of intimacy you have with your beloved.

Badhwar (2003, p. 46) similarly understands love to be a matter of “one’s overall emotional orientation towards a person—the complex of perceptions, thoughts, and feelings”; as such, love is a matter of having a certain “character structure.” Central to this complex emotional orientation, Badhwar thinks, is what she calls the “look of love”: “an ongoing [emotional] affirmation of the loved object as worthy of existence…for her own sake” (p. 44), an affirmation that involves taking pleasure in your beloved’s well-being. Moreover, Badhwar claims, the look of love also provides to the beloved reliable testimony concerning the quality of the beloved’s character and actions (p. 57).

There is surely something very right about the idea that love, as an attitude central to deeply personal relationships, should not be understood as a state that can simply come and go. Rather, as the emotion complex view insists, the complexity of love is to be found in the historical patterns of one’s emotional responsiveness to one’s beloved—a pattern that also projects into the future. Indeed, as suggested above, the kind of emotional interdependence that results from this complex pattern can seem to account for the intuitive “depth” of love as fully interwoven into one’s emotional sense of oneself. And it seems to make some headway in understanding the complex phenomenology of love: love can at times be a matter of intense pleasure in the presence of one’s beloved, yet it can at other times involve frustration, exasperation, anger, and hurt as a manifestation of the complexities and depth of the relationships it fosters.

This understanding of love as constituted by a history of emotional interdependence enables emotion complex views to say something interesting about the impact love has on the lover’s identity. This is partly Rorty’s point (1986/1993) in her discussion of the historicity of love ( above ). Thus, she argues, one important feature of such historicity is that love is “ dynamically permeable ” in that the lover is continually “changed by loving” such that these changes “tend to ramify through a person’s character” (p. 77). Through such dynamic permeability, love transforms the identity of the lover in a way that can sometimes foster the continuity of the love, as each lover continually changes in response to the changes in the other. [ 14 ] Indeed, Rorty concludes, love should be understood in terms of “a characteristic narrative history” (p. 75) that results from such dynamic permeability. It should be clear, however, that the mere fact of dynamic permeability need not result in the love’s continuing: nothing about the dynamics of a relationship requires that the characteristic narrative history project into the future, and such permeability can therefore lead to the dissolution of the love. Love is therefore risky—indeed, all the more risky because of the way the identity of the lover is defined in part through the love. The loss of a love can therefore make one feel no longer oneself in ways poignantly described by Nussbaum (1990).

By focusing on such emotionally complex histories, emotion complex views differ from most alternative accounts of love. For alternative accounts tend to view love as a kind of attitude we take toward our beloveds, something we can analyze simply in terms of our mental state at the moment. [ 15 ] By ignoring this historical dimension of love in providing an account of what love is, alternative accounts have a hard time providing either satisfying accounts of the sense in which our identities as person are at stake in loving another or satisfactory solutions to problems concerning how love is to be justified (cf. Section 6 , especially the discussion of fungibility ).

Nonetheless, some questions remain. If love is to be understood as an emotion complex, we need a much more explicit account of the pattern at issue here: what ties all of these emotional responses together into a single thing, namely love? Baier and Badhwar seem content to provide interesting and insightful examples of this pattern, but that does not seem to be enough. For example, what connects my amusement at my beloved’s embarrassment to other emotions like my joy on his behalf when he succeeds? Why shouldn’t my amusement at his embarrassment be understood instead as a somewhat cruel case of schadenfreude and so as antithetical to, and disconnected from, love? Moreover, as Naar (2013) notes, we need a principled account of when such historical patterns are disrupted in such a way as to end the love and when they are not. Do I stop loving when, in the midst of clinical depression, I lose my normal pattern of emotional concern?

Presumably the answer requires returning to the historicity of love: it all depends on the historical details of the relationship my beloved and I have forged. Some loves develop so that the intimacy within the relationship is such as to allow for tender, teasing responses to each other, whereas other loves may not. The historical details, together with the lovers’ understanding of their relationship, presumably determine which emotional responses belong to the pattern constitutive of love and which do not. However, this answer so far is inadequate: not just any historical relationship involving emotional interdependence is a loving relationship, and we need a principled way of distinguishing loving relationships from other relational evaluative attitudes: precisely what is the characteristic narrative history that is characteristic of love?

Helm (2009, 2010) tries to answer some of these questions in presenting an account of love as intimate identification. To love another, Helm claims, is to care about him as the particular person he is and so, other things being equal, to value the things he values. Insofar as a person’s (structured) set of values—his sense of the kind of life worth his living—constitutes his identity as a person, such sharing of values amounts to sharing his identity, which sounds very much like union accounts of love. However, Helm is careful to understand such sharing of values as for the sake of the beloved (as robust concern accounts insist), and he spells this all out in terms of patterns of emotions. Thus, Helm claims, all emotions have not only a target and a formal object (as indicated above), but also a focus : a background object the subject cares about in terms of which the implicit evaluation of the target is made intelligible. (For example, if I am afraid of the approaching hailstorm, I thereby evaluate it as dangerous, and what explains this evaluation is the way that hailstorm bears on my vegetable garden, which I care about; my garden, therefore, is the focus of my fear.) Moreover, emotions normally come in patterns with a common focus: fearing the hailstorm is normally connected to other emotions as being relieved when it passes by harmlessly (or disappointed or sad when it does not), being angry at the rabbits for killing the spinach, delighted at the productivity of the tomato plants, etc. Helm argues that a projectible pattern of such emotions with a common focus constitute caring about that focus. Consequently, we might say along the lines of Section 4.3 , while particular emotions appraise events in the world as having certain evaluative properties, their having these properties is partly bestowed on them by the overall patterns of emotions.

Helm identifies some emotions as person-focused emotions : emotions like pride and shame that essentially take persons as their focuses, for these emotions implicitly evaluate in terms of the target’s bearing on the quality of life of the person that is their focus. To exhibit a pattern of such emotions focused on oneself and subfocused on being a mother, for example, is to care about the place being a mother has in the kind of life you find worth living—in your identity as a person; to care in this way is to value being a mother as a part of your concern for your own identity. Likewise, to exhibit a projectible pattern of such emotions focused on someone else and subfocused on his being a father is to value this as a part of your concern for his identity—to value it for his sake. Such sharing of another’s values for his sake, which, Helm argues, essentially involves trust, respect, and affection, amounts to intimate identification with him, and such intimate identification just is love. Thus, Helm tries to provide an account of love that is grounded in an explicit account of caring (and caring about something for the sake of someone else) that makes room for the intuitive “depth” of love through intimate identification.

Jaworska & Wonderly (2017) argue that Helm’s construal of intimacy as intimate identification is too demanding. Rather, they argue, the sort of intimacy that distinguishes love from mere caring is one that involves a kind of emotional vulnerability in which things going well or poorly for one’s beloved are directly connected not merely to one’s well-being, but to one’s ability to flourish. This connection, they argue, runs through the lover’s self-understanding and the place the beloved has in the lover’s sense of a meaningful life.

Why do we love? It has been suggested above that any account of love needs to be able to answer some such justificatory question. Although the issue of the justification of love is important on its own, it is also important for the implications it has for understanding more clearly the precise object of love: how can we make sense of the intuitions not only that we love the individuals themselves rather than their properties, but also that my beloved is not fungible—that no one could simply take her place without loss. Different theories approach these questions in different ways, but, as will become clear below, the question of justification is primary.

One way to understand the question of why we love is as asking for what the value of love is: what do we get out of it? One kind of answer, which has its roots in Aristotle, is that having loving relationships promotes self-knowledge insofar as your beloved acts as a kind of mirror, reflecting your character back to you (Badhwar, 2003, p. 58). Of course, this answer presupposes that we cannot accurately know ourselves in other ways: that left alone, our sense of ourselves will be too imperfect, too biased, to help us grow and mature as persons. The metaphor of a mirror also suggests that our beloveds will be in the relevant respects similar to us, so that merely by observing them, we can come to know ourselves better in a way that is, if not free from bias, at least more objective than otherwise.

Brink (1999, pp. 264–65) argues that there are serious limits to the value of such mirroring of one’s self in a beloved. For if the aim is not just to know yourself better but to improve yourself, you ought also to interact with others who are not just like yourself: interacting with such diverse others can help you recognize alternative possibilities for how to live and so better assess the relative merits of these possibilities. Whiting (2013) also emphasizes the importance of our beloveds’ having an independent voice capable of reflecting not who one now is but an ideal for who one is to be. Nonetheless, we need not take the metaphor of the mirror quite so literally; rather, our beloveds can reflect our selves not through their inherent similarity to us but rather through the interpretations they offer of us, both explicitly and implicitly in their responses to us. This is what Badhwar calls the “epistemic significance” of love. [ 16 ]

In addition to this epistemic significance of love, LaFollette (1996, Chapter 5) offers several other reasons why it is good to love, reasons derived in part from the psychological literature on love: love increases our sense of well-being, it elevates our sense of self-worth, and it serves to develop our character. It also, we might add, tends to lower stress and blood pressure and to increase health and longevity. Friedman (1993) argues that the kind of partiality towards our beloveds that love involves is itself morally valuable because it supports relationships—loving relationships—that contribute “to human well-being, integrity, and fulfillment in life” (p. 61). And Solomon (1988, p. 155) claims:

Ultimately, there is only one reason for love. That one grand reason…is “because we bring out the best in each other.” What counts as “the best,” of course, is subject to much individual variation.

This is because, Solomon suggests, in loving someone, I want myself to be better so as to be worthy of his love for me.

Each of these answers to the question of why we love understands it to be asking about love quite generally, abstracted away from details of particular relationships. It is also possible to understand the question as asking about particular loves. Here, there are several questions that are relevant:

• What, if anything, justifies my loving rather than not loving this particular person?
• What, if anything, justifies my coming to love this particular person rather than someone else?
• What, if anything, justifies my continuing to love this particular person given the changes—both in him and me and in the overall circumstances—that have occurred since I began loving him?

These are importantly different questions. Velleman (1999), for example, thinks we can answer (1) by appealing to the fact that my beloved is a person and so has a rational nature, yet he thinks (2) and (3) have no answers: the best we can do is offer causal explanations for our loving particular people, a position echoed by Han (2021). Setiya (2014) similarly thinks (1) has an answer, but points not to the rational nature of persons but rather to the other’s humanity , where such humanity differs from personhood in that not all humans need have the requisite rational nature for personhood, and not all persons need be humans. And, as will become clear below , the distinction between (2) and (3) will become important in resolving puzzles concerning whether our beloveds are fungible, though it should be clear that (3) potentially raises questions concerning personal identity (which will not be addressed here).

It is important not to misconstrue these justificatory questions. Thomas (1991) , for example, rejects the idea that love can be justified: “there are no rational considerations whereby anyone can lay claim to another’s love or insist that an individual’s love for another is irrational” (p. 474). This is because, Thomas claims (p. 471):

no matter how wonderful and lovely an individual might be, on any and all accounts, it is simply false that a romantically unencumbered person must love that individual on pain of being irrational. Or, there is no irrationality involved in ceasing to love a person whom one once loved immensely, although the person has not changed.

However, as LaFollette (1996, p. 63) correctly points out,

reason is not some external power which dictates how we should behave, but an internal power, integral to who we are.… Reason does not command that we love anyone. Nonetheless, reason is vital in determining whom we love and why we love them.

That is, reasons for love are pro tanto : they are a part of the overall reasons we have for acting, and it is up to us in exercising our capacity for agency to decide what on balance we have reason to do or even whether we shall act contrary to our reasons. To construe the notion of a reason for love as compelling us to love, as Thomas does, is to misconstrue the place such reasons have within our agency. [ 17 ]

Most philosophical discussions of the justification of love focus on question (1) , thinking that answering this question will also, to the extent that we can, answer question (2) , which is typically not distinguished from (3) . The answers given to these questions vary in a way that turns on how the kind of evaluation implicit in love is construed. On the one hand, those who understand the evaluation implicit in love to be a matter of the bestowal of value (such as Telfer 1970–71; Friedman 1993; Singer 1994) typically claim that no justification can be given (cf. Section 4.2 ). As indicated above, this seems problematic, especially given the importance love can have both in our lives and, especially, in shaping our identities as persons. To reject the idea that we can love for reasons may reduce the impact our agency can have in defining who we are.

On the other hand, those who understand the evaluation implicit in love to be a matter of appraisal tend to answer the justificatory question by appeal to these valuable properties of the beloved. This acceptance of the idea that love can be justified leads to two further, related worries about the object of love.

The first worry is raised by Vlastos (1981) in a discussion Plato’s and Aristotle’s accounts of love. Vlastos notes that these accounts focus on the properties of our beloveds: we are to love people, they say, only because and insofar as they are objectifications of the excellences. Consequently, he argues, in doing so they fail to distinguish “ disinterested affection for the person we love” from “ appreciation of the excellences instantiated by that person ” (p. 33). That is, Vlastos thinks that Plato and Aristotle provide an account of love that is really a love of properties rather than a love of persons—love of a type of person, rather than love of a particular person—thereby losing what is distinctive about love as an essentially personal attitude. This worry about Plato and Aristotle might seem to apply just as well to other accounts that justify love in terms of the properties of the person: insofar as we love the person for the sake of her properties, it might seem that what we love is those properties and not the person. Here it is surely insufficient to say, as Solomon (1988, p. 154) does, “if love has its reasons, then it is not the whole person that one loves but certain aspects of that person—though the rest of the person comes along too, of course”: that final tagline fails to address the central difficulty about what the object of love is and so about love as a distinctly personal attitude. (Clausen 2019 might seem to address this worry by arguing that we love people not as having certain properties but rather as having “ organic unities ”: a holistic set of properties the value of each of which must be understood in essential part in terms of its place within that whole. Nonetheless, while this is an interesting and plausible way to think about the value of the properties of persons, that organic unity itself will be a (holistic) property held by the person, and it seems that the fundamental problem reemerges at the level of this holistic property: do we love the holistic unity rather than the person?)

The second worry concerns the fungibility of the object of love. To be fungible is to be replaceable by another relevantly similar object without any loss of value. Thus, money is fungible: I can give you two $5 bills in exchange for a $10 bill, and neither of us has lost anything. Is the object of love fungible? That is, can I simply switch from loving one person to loving another relevantly similar person without any loss? The worry about fungibility is commonly put this way: if we accept that love can be justified by appealing to properties of the beloved, then it may seem that in loving someone for certain reasons, I love him not simply as the individual he is, but as instantiating those properties. And this may imply that any other person instantiating those same properties would do just as well: my beloved would be fungible. Indeed, it may be that another person exhibits the properties that ground my love to a greater degree than my current beloved does, and so it may seem that in such a case I have reason to “trade up”—to switch my love to the new, better person. However, it seems clear that the objects of our loves are not fungible: love seems to involve a deeply personal commitment to a particular person, a commitment that is antithetical to the idea that our beloveds are fungible or to the idea that we ought to be willing to trade up when possible. [ 18 ]

In responding to these worries, Nozick (1989) appeals to the union view of love he endorses (see the section on Love as Union ):

The intention in love is to form a we and to identify with it as an extended self, to identify one’s fortunes in large part with its fortunes. A willingness to trade up, to destroy the very we you largely identify with, would then be a willingness to destroy your self in the form of your own extended self. [p. 78]

So it is because love involves forming a “we” that we must understand other persons and not properties to be the objects of love, and it is because my very identity as a person depends essentially on that “we” that it is not possible to substitute without loss one object of my love for another. However, Badhwar (2003) criticizes Nozick, saying that his response implies that once I love someone, I cannot abandon that love no matter who that person becomes; this, she says, “cannot be understood as love at all rather than addiction” (p. 61). [ 19 ]

Instead, Badhwar (1987) turns to her robust-concern account of love as a concern for the beloved for his sake rather than one’s own. Insofar as my love is disinterested — not a means to antecedent ends of my own—it would be senseless to think that my beloved could be replaced by someone who is able to satisfy my ends equally well or better. Consequently, my beloved is in this way irreplaceable. However, this is only a partial response to the worry about fungibility, as Badhwar herself seems to acknowledge. For the concern over fungibility arises not merely for those cases in which we think of love as justified instrumentally, but also for those cases in which the love is justified by the intrinsic value of the properties of my beloved. Confronted with cases like this, Badhwar (2003) concludes that the object of love is fungible after all (though she insists that it is very unlikely in practice). (Soble (1990, Chapter 13) draws similar conclusions.)

Nonetheless, Badhwar thinks that the object of love is “phenomenologically non-fungible” (2003, p. 63; see also 1987, p. 14). By this she means that we experience our beloveds to be irreplaceable: “loving and delighting in [one person] are not completely commensurate with loving and delighting in another” (1987, p. 14). Love can be such that we sometimes desire to be with this particular person whom we love, not another whom we also love, for our loves are qualitatively different. But why is this? It seems as though the typical reason I now want to spend time with Amy rather than Bob is, for example, that Amy is funny but Bob is not. I love Amy in part for her humor, and I love Bob for other reasons, and these qualitative differences between them is what makes them not fungible. However, this reply does not address the worry about the possibility of trading up: if Bob were to be at least as funny (charming, kind, etc.) as Amy, why shouldn’t I dump her and spend all my time with him?

A somewhat different approach is taken by Whiting (1991). In response to the first worry concerning the object of love, Whiting argues that Vlastos offers a false dichotomy: having affection for someone that is disinterested —for her sake rather than my own—essentially involves an appreciation of her excellences as such. Indeed, Whiting says, my appreciation of these as excellences, and so the underlying commitment I have to their value, just is a disinterested commitment to her because these excellences constitute her identity as the person she is. The person, therefore, really is the object of love. Delaney (1996) takes the complementary tack of distinguishing between the object of one’s love, which of course is the person, and the grounds of the love, which are her properties: to say, as Solomon does, that we love someone for reasons is not at all to say that we only love certain aspects of the person. In these terms, we might say that Whiting’s rejection of Vlastos’ dichotomy can be read as saying that what makes my attitude be one of disinterested affection—one of love—for the person is precisely that I am thereby responding to her excellences as the reasons for that affection. [ 20 ]

Of course, more needs to be said about what it is that makes a particular person be the object of love. Implicit in Whiting’s account is an understanding of the way in which the object of my love is determined in part by the history of interactions I have with her: it is she, and not merely her properties (which might be instantiated in many different people), that I want to be with; it is she, and not merely her properties, on whose behalf I am concerned when she suffers and whom I seek to comfort; etc. This addresses the first worry, but not the second worry about fungibility, for the question still remains whether she is the object of my love only as instantiating certain properties, and so whether or not I have reason to “trade up.”

To respond to the fungibility worry, Whiting and Delaney appeal explicitly to the historical relationship. [ 21 ] Thus, Whiting claims, although there may be a relatively large pool of people who have the kind of excellences of character that would justify my loving them, and so although there can be no answer to question (2) about why I come to love this rather than that person within this pool, once I have come to love this person and so have developed a historical relation with her, this history of concern justifies my continuing to love this person rather than someone else (1991, p. 7). Similarly, Delaney claims that love is grounded in “historical-relational properties” (1996, p. 346), so that I have reasons for continuing to love this person rather than switching allegiances and loving someone else. In each case, the appeal to both such historical relations and the excellences of character of my beloved is intended to provide an answer to question (3) , and this explains why the objects of love are not fungible.

There seems to be something very much right with this response. Relationships grounded in love are essentially personal, and it would be odd to think of what justifies that love to be merely non-relational properties of the beloved. Nonetheless, it is still unclear how the historical-relational propreties can provide any additional justification for subsequent concern beyond that which is already provided (as an answer to question (1) ) by appeal to the excellences of the beloved’s character (cf. Brink 1999). The mere fact that I have loved someone in the past does not seem to justify my continuing to love him in the future. When we imagine that he is going through a rough time and begins to lose the virtues justifying my initial love for him, why shouldn’t I dump him and instead come to love someone new having all of those virtues more fully? Intuitively (unless the change she undergoes makes her in some important sense no longer the same person he was), we think I should not dump him, but the appeal to the mere fact that I loved him in the past is surely not enough. Yet what historical-relational properties could do the trick? (For an interesting attempt at an answer, see Kolodny 2003 and also Howard 2019.)

If we think that love can be justified, then it may seem that the appeal to particular historical facts about a loving relationship to justify that love is inadequate, for such idiosyncratic and subjective properties might explain but cannot justify love. Rather, it may seem, justification in general requires appealing to universal, objective properties. But such properties are ones that others might share, which leads to the problem of fungibility. Consequently it may seem that love cannot be justified. In the face of this predicament, accounts of love that understand love to be an attitude towards value that is intermediate between appraisal and bestowal, between recognizing already existing value and creating that value (see Section 4.3 ) might seem to offer a way out. For once we reject the thought that the value of our beloveds must be either the precondition or the consequence of our love, we have room to acknowledge that the deeply personal, historically grounded, creative nature of love (central to bestowal accounts) and the understanding of love as responsive to valuable properties of the beloved that can justify that love (central to appraisal accounts) are not mutually exclusive (Helm 2010; Bagley 2015).

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• Aristotle , Nicomachean Ethics , translated by W.D. Ross.
• Moseley, A., “ Philosophy of Love ,” in J. Fieser (ed.), Internet Encyclopedia of Philosophy

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A classification essay is a type of academic essay that categorizes a topic into distinct groups based on shared characteristics or criteria. The writer's purpose is to create a clear organization of information. Classification should be logical, making it easier for readers to remember the information being presented.

Let us guess: your professor asked you to write a classification essay. But they didn't explain how to even write one, did they? They often drop students like that as a part of self-learning. That's exactly why you're here! Writing a classification essay requires research. And making sure you've got enough information, you must double check what you've already gathered. Besides, classifying may sound simple, but it takes discipline and logical thinking. Putting thoughts into words and all that… What a task! But we heard a little rumor that those who continue reading would master classification papers. It's time for you to see if this rumor is true!  

What Is a Classification Essay: Definition

Classification essay doesn’t want to hide its essence, considering its name. But the primary goal of this type of article is to classify. Now, what you want to rank is up to you or your professor. Your main goal is to select topics and later put them into categories. The primary purpose of this type of essay is to show your skills in categorisation and generalization. We can take food as a good and tasty example. For instance, apples and oranges belong to the fruit category, while cucumbers will definitely be vegetables. As for avocado, you have to do the research and classify this type of food. Nevertheless, you’ll definitely need to write one of those essays during your college. So to master academic and classification writing, keep reading!  

How to Write a Classification Essay

We will start by teaching you how to write a classification essay. In this case, preparation is our little saving grace. So before you begin the actual writing, typing, or scribbling, it’s a good idea to think about the overall essence of your article. For starters, here are several valuable tips worth remembering:

• Select a type of organization (you can use tables, documents, or anything that will help you in organizing your work).
• Choose your categories for classification.
• Make sure that each category is distinct and clear.
• Include different examples for visualization.

These several steps will be handy for writing a thesis and starting your introduction. Buy essay papers online once you want good results with as little time spent as possible.

Developing an Effective Classification Essay Thesis Statement

Like with other articles, the classification essay thesis is one of the most vital parts of your work. A good thing worth keeping in mind is that your thesis is the last statement of your introduction. It also determines whether your audience will continue reading your article. Here are several things you should follow to write a good thesis:

• Summarize your work.
• Identify your main topic, objective, or goal of your essay.
• Above all, make readers understand what point you’re making and what your paper is gonna be about.
• Mention the categories you have chosen.

If you can nail our list given above, congratulations, you’ve got yourself an outstanding thesis.

Classification Essay Outline

Creating a classification essay outline is one of the easiest ways to approach an excellent classification paper. It’s true that it requires a lot of research and remembering. You will not only have to write about a single subject but group topics into categories. In order to do it correctly and understandably for the reader, it’s best if you use an outline. First and foremost, your essay should follow a traditional five paragraph essay format structure. It should have a minimum of three paragraphs. But typically, professors prefer around five. So your introduction must initially include an introduction, several body paragraphs depending on the length of your article, and a conclusion. In your body paragraphs outline, it’s a good idea to describe the groups you will include in your article. So your first paragraph will group fruits according to their color, while the second one can use nutrition for a classification. This will help you to remember your points before writing.  

How to Start a Classification Essay: Introduction

Classification essay introduction is very similar to any other introduction you have probably written. You should never forget that you are writing for an audience. Doesn’t really matter if your reader is your professor or some person online. The rules of good writing apply to any kind of paper. The first thing worth doing is introducing your overall concept. There is no need to give all the information at once. Just start with something more general and narrow it down later to a thesis we’ve talked about. Make sure that you also include the relevant information. Using our previous metaphor, if you’re talking about fruits, maybe mentioning vegetables will not be a good idea. Besides, staying on one topic will help you to write more clearly. And that’s our final requirement for your introduction.  

Body Paragraphs of a Classification Essay

Classification essay's main body commonly has around 1-3 paragraphs. But don't forget to ask your professor about the length. The important thing to remember is that you are classifying items in your work. In order to achieve precise and successful organization, your body paragraphs must be concise. Each body paragraph should focus on a certain group. You're not making mashed potatoes. So stacking all of your ideas in one section would create a mess. Keep it simple in terms of structure:  

• Paragraph 1 — fruits organized by their color
• Paragraph 2 — fruits arranged by expert location
• Paragraph 3 — fruits ordered by size or shape

A simple and understandable organization will make your writing sharp. And your readers will definitely say thank you!

Classification Essay Conclusion

A classification essay conclusion is, just like always, crème de la crème of any article. At this point, your reader knows everything you were telling them. They know all your data, issues, and ideas. Thus, quickly summarizing what they’ve read in your body paragraphs will help a lot. But the last thing to do is organize your conclusion while leaving an impression. Now, their impressions can be different. However, your readers must think about your work for at least some time. So your conclusion must end with something intriguing like the possible future of your topic or piece of mind for the readers. Just don’t include any new information, and you’ll do fantastically!  

Classification Essay Writing: Useful Tips

Even with our help, classification essay writing is challenging. So we prepared for you several good tips that will help you improve and ease your academic life. Check them out:  

• Define the purpose of the article before you start writing.
• Avoid popular and often used topics.
• Write down a number of topics before picking one. (We have a list of classification essay topics at your disposal.)
• Choose a subject that will be personally interesting for you.
• Remember that you are also writing for someone else who might not know everything about your topic.
• Edit and proofread your work.
• Take a break from writing once in a while and come back with a fresh mind and new look.
• Don’t try writing about everything simultaneously. Instead, focus on one category and lead with it.

With these steps, we can definitely say that you’re ready.

Classification Essay Examples

How could we leave you without classification essay samples? You’re right; we couldn’t. Check out this example. Keep in mind that our examples always have characteristics that we talked about. So you can read the sample and return back for this article or do some revision. It will help you a lot. What are you waiting for? You can find the example right here. Or simply buy essay for college to avoid any hard work this evening. 

Classification Essay: Bottom Line

Who knew that  writing a classification essay  wasn’t that hard? We did, and now you know that, too. You have everything it takes to create an excellent paper. You know that:  

• Your thesis is the most essential part of the essay.
• The introduction must contain general information on the subject.
• Body paragraphs must be carefully organized.
• A conclusion should leave an impression without including new information.

But if you’re still looking for proficient help, our academic writing services got you covered. Our writers do excellent research before writing a paper and deliver high-quality results. We are also proud of our timely delivery of the papers.

FAQ about Classification Essays

1. what is the purpose of a classification essay.

The purpose of a classification essay is to organize and classify. In the beginning, you have several unique items. They indeed have some things in common. So your job is to identify in what categories they fit best. After doing the research and careful learning, you must put everything you have gathered into words. But still, keep in mind that the second purpose is to make your essay and classification clear to the reader.

2. How long is a classification essay?

There’s no right or wrong answer when it comes to classification essay length. Everything will depend on the guidelines. Usually, such articles are 3 to 5 paragraphs long. Their minimum is always an introduction, one body paragraph, and conclusion. However, professors definitely enjoy 5 paragraphs as a standard length. But you always need to remember that the essay should be long enough to provide necessary information for the reader. Or it must be short enough not to drag it out.

3. What is the difference between a division and classification essay?

Division and classification essays are only slightly different. The items you choose for classification essays must belong to strict and certain categories. They cannot overlap or belong to two different groups. On the other hand, division essays allow the subjects to move from one group to another. They might be divided into different groups or categories and thus overlap.

4. What are different types of classification?

There are several types of classification. Depending on the particular topic, you can choose a specific type that fits the best. Here’s what you can choose from:

• Spatial classification (location, place and so on).
• Chronological (you must take time and dates into consideration).
• Classification by attributes (qualitative).
• Classification by size (quantitative with numbers and statistics).

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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10.4 Classification

Learning objectives.

• Determine the purpose and structure of the classification essay.
• Understand how to write a classification essay.

The Purpose of Classification in Writing

The purpose of classification is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it. Cell phones, for example, have now become part of a broad category. They can be classified as feature phones, media phones, and smartphones.

Smaller categories, and the way in which these categories are created, help us make sense of the world. Keep both of these elements in mind when writing a classification essay.

Choose topics that you know well when writing classification essays. The more you know about a topic, the more you can break it into smaller, more interesting parts. Adding interest and insight will enhance your classification essays.

On a separate sheet of paper, break the following categories into smaller classifications.

• The United States
• Colleges and universities

The Structure of a Classification Essay

The classification essay opens with an introductory paragraph that introduces the broader topic. The thesis should then explain how that topic is divided into subgroups and why. Take the following introductory paragraph, for example:

When people think of New York, they often think of only New York City. But New York is actually a diverse state with a full range of activities to do, sights to see, and cultures to explore. In order to better understand the diversity of New York state, it is helpful to break it into these five separate regions: Long Island, New York City, Western New York, Central New York, and Northern New York.

The underlined thesis explains not only the category and subcategory but also the rationale for breaking it into those categories. Through this classification essay, the writer hopes to show his or her readers a different way of considering the state.

Each body paragraph of a classification essay is dedicated to fully illustrating each of the subcategories. In the previous example, then, each region of New York would have its own paragraph.

The conclusion should bring all the categories and subcategories back together again to show the reader the big picture. In the previous example, the conclusion might explain how the various sights and activities of each region of New York add to its diversity and complexity.

To avoid settling for an overly simplistic classification, make sure you break down any given topic at least three different ways. This will help you think outside the box and perhaps even learn something entirely new about a subject.

Using your classifications from Note 10.43 “Exercise 1” , write a brief paragraph explaining why you chose to organize each main category in the way that you did.

Writing a Classification Essay

Start with an engaging opening that will adequately introduce the general topic that you will be dividing into smaller subcategories. Your thesis should come at the end of your introduction. It should include the topic, your subtopics, and the reason you are choosing to break down the topic in the way that you are. Use the following classification thesis equation:

topic + subtopics + rationale for the subtopics = thesis.

The organizing strategy of a classification essay is dictated by the initial topic and the subsequent subtopics. Each body paragraph is dedicated to fully illustrating each of the subtopics. In a way, coming up with a strong topic pays double rewards in a classification essay. Not only do you have a good topic, but you also have a solid organizational structure within which to write.

Be sure you use strong details and explanations for each subcategory paragraph that help explain and support your thesis. Also, be sure to give examples to illustrate your points. Finally, write a conclusion that links all the subgroups together again. The conclusion should successfully wrap up your essay by connecting it to your topic initially discussed in the introduction. See Chapter 15 “Readings: Examples of Essays” to read a sample classification essay.

Building on Note 10.43 “Exercise 1” and Note 10.46 “Exercise 2” , write a five-paragraph classification essay about one of the four original topics. In your thesis, make sure to include the topic, subtopics, and rationale for your breakdown. And make sure that your essay is organized into paragraphs that each describes a subtopic.

Key Takeaways

• The purpose of classification is to break a subject into smaller, more manageable, more specific parts.
• Smaller subcategories help us make sense of the world, and the way in which these subcategories are created also helps us make sense of the world.
• A classification essay is organized by its subcategories.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How to Write a Classification Essay?

17 July, 2020

8 minutes read

Author:  Elizabeth Brown

Classification essay is comparable to painting creation - an artist works on a specific structure that holds the picture’s elements together and glues different layers to create a powerful visual effect. The same principle applies to a writing piece, in which the central role is devoted to getting things in order. In this article, we’ll discuss the main features and components of a great classification essay and share some tips and tricks on how to take your piece of writing to the next level.

Classification essay definition

We bet the first thing you want to know concerning the topic is what is a classification essay? This is the task which you’ll most likely deal with at some point in your student life. The essence of this assignment is related to categorization and generalization. Remember these two words because they form the true meaning of classification essay. Also, division and classification are those elements of this essay type which highly correlate and have equal importance for essay creation. Therefore, the main task here is to organize or sort things into categories.

How to write a classification essay 

Careful attention to planning marks the indication of quality in terms of classification essay. At this point, the main task is to learn how to structure the paper. The length of an article may vary, but the most frequently used “five paragraphs” method is typically applied for classification writing. What does this structure suggest? It has to do with a logical division of your essay into blocks and categories, every one of which should clarify a particular issue.

The first and one of the essential paragraphs is the introductory one. It’s an opening which illuminates the matter you’re going to discuss and the subject you’ll categorize. Besides, you can outline the purpose of your classification essay to readers to bring more clarity into the discussion. Answer the question of why you are categorizing the chosen items and what criteria you use for each of them. Then, you’ll need to close the introduction paragraph with a thesis. It will briefly sum up the objective of your classification and division essay, and identify the categories which you’ll be using for a paper.

The second part is the essay body. Here, a couple of paragraphs are applicable, preferably 3 and more. The most critical nuance you should remember while composing a body is that each paragraph will deal with a separate category. The best way to organize the central part of your division essay is to explain the criteria for each category and desirably, discuss strengths and weaknesses. More importantly, you should include examples that’ll back up your statements with a piece of evidence. Notably, there should be an equal amount of examples for every category to spread the evidence evenly. If your paragraphs in the main body are lengthy, you can also divide them into shorter ones to create a smooth transition between the blocks of text and improve readability.

The final paragraph of your classification essay is a conclusion. The closing statements will sum up the different categories highlighted in the body. Also, it’s advisable to restate each category and advise readers on the subject matter. However, if you choose to recommend this or that topic over the others, don’t forget to state the reason for your stance. This way, readers will take into account your well-grounded explanation, which is deprived of subjectivity, and make relevant conclusions for themselves.

Apart from the basic understanding of classification essay structure , you should also get prepared for the writing process. For many, implementing theory on practice is even more challenging than the stage of composing an essay. Nonetheless, with enough patience and endurance, this process is really not so bad after all. So, what steps do you need to make in order to prepare well for classification paper writing?

First things first, planning is everything when it comes to the assignment that implies classification. Without a clear and coherent plan, there’s no way you can write a good paper. Therefore, make sure that you have a robust scheme before writing your essay. For this, proceed with the following planning steps:

• Generate Ideas. Evidently, your essay won’t write itself. If your professor has not assigned you a specific topic, it’s time to do some brainstorming. Remember – you need to choose a group of people, things, or ideas that can be easily divided into categories and then compared.
• Choose Your Classification Method. Aim at one principle for classification for each category you describe. For example, if you write about people, you can categorize them by age, gender, appearance, or other factors. This will help you better structure your essay and make it look more organized in the eyes of readers.
• Create a Thesis Statement. As previously mentioned, the thesis statement is the element which closes the introduction of your classification essay. It should include such information as the subject matter, the categories, and the criteria used to classify each category. Besides, you can note down the purpose of your division into these categories.

Classification essay outline

The outline is a general description or plan that schematically displays the main points of your essay. The main point of an outline is to help you see the structure of your essay and use it as a useful guide for writing. Usually, a typical outline describes the essence of each point in one sentence. Also, bullet points are not uncommon, so you can use them to arrange a plan the way you feel is the most appropriate.

Classification essay topics

There is a plethora of themes and subjects for division classification essays to choose from, but most of them are hard to think of straight away. That’s why we’ve collected the list of the top used classification topics for you to facilitate the process of generating ideas or searching for ones elsewhere.

• The most popular devices students use nowadays
• Colors and their meaning in the paintings of Frida Kahlo
• The evolution of rock-music types
• Standard methods students use to prepare for exams
• Public speakers that have moved the world  
• Unique factors to determine a successful relationship  
• How to improve child-parent relationships
• Main motives to start a political career
• Learning techniques for college students
• Types of TV comedy shows
• Traveling destinations
• The main types of mobile applications
• Communication possibilities online
• Strategies for making decisions in business
• Leadership and leader types
• Conflicts at the job and ways to cope with them
• The motivation for doing sports
• Methods to reduce stress

No matter which theme you choose for your classification essay and what techniques you implement to make them elaborated, remember always to keep the structure in mind. The first step to writing this type of assignment is not just sitting and jotting down detached ideas, but planning out clear statements which can later be transmitted on paper. Hopefully, our advice will help you on the way to writing an excellent classification essay which your professor will mark with an A+ grade.

Problems with writing Your Classification Essay? Try our Online Essay Writer Service!

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How to Develop and Organize a Classification Essay

Basic Approaches to Drafting a Five-Paragraph Essay

• Writing Essays
• Writing Research Papers
• English Grammar
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Classification is a method of developing an essay by arranging people, objects, or ideas with shared characteristics into particular classes or groups. After you have settled on a topic for a classification essay * and explored it through various prewriting strategies, you should be ready to attempt a first draft . Here is how to develop and organize a five-paragraph classification essay .

Introductory Paragraph

In your introduction , clearly identify your subject — in this case, the group you are classifying. If you have narrowed your subject in any way (for example, types of bad drivers, rock guitarists, or annoying moviegoers), make this clear from the start.

You may also want to provide some specific descriptive or informative details to attract the interest of your readers and suggest the purpose of the essay .

Finally, include a thesis sentence (usually at the end of the introduction) that briefly identifies the main types or approaches that you're about to examine. 

Intro Paragraph Example: Baseball Fans

Here's an example of a short but effective introductory paragraph to a classification essay:

It's a warm evening in July, and all across the country Americans are gathering to watch a game of professional baseball. Armed with hot dogs and cold drinks, they stroll to their seats, some in grand stadiums, others in cozy minor-league parks. But no matter where the game is played, you will find the same three types of baseball fan: the Party Rooter, the Sunshine Supporter, and the Diehard Fan.

Notice how this introduction creates certain expectations. The specific details provide a setting (a ballpark on "a warm evening in July") in which we expect to see the various fans described. In addition, the labels assigned to these fans (the Party Rooter , the Sunshine Supporter , and the Diehard Fan ) lead us to expect descriptions of each type in the order they're given. A good writer will go on to fulfill these expectations in the body of the essay.

Body Paragraphs

Begin each body paragraph with a topic sentence that identifies a particular type of approach. Then  illustrate each type with specific details.

Arrange your body paragraphs in whatever order strikes you as clear and logical — say, from the least effective approach to the most effective, or from the most common type to the least familiar (or the other way around). Just make sure that the order of your body paragraphs matches the arrangement promised in your thesis sentence.

Body Paragraphs Example: Types of Fans

Here, in the body of the essay on baseball fans, you can see that the writer has fulfilled the expectations set up in the introduction. (In each body paragraph, the topic sentence is in italics.)

The Party Rooter goes to games for the hot dogs, the gimmicks, the giveaways, and the companionship; he's not really that interested in the ballgame itself. The Party Rooter is the sort of fan who shows up on Buck-a-Brew Night, often with a gang of fellow partiers. He cracks jokes, hurls peanuts at the team mascot, applauds the exploding scoreboard, blasts an electronic horn whenever he pleases—and occasionally nudges a companion and asks, "Hey, who's winning?" The Party Rooter often wanders out of the park in the sixth or seventh inning to continue his celebrations in the car on the way home. The Sunshine Supporter, usually a more common type than the Party Rooter, goes to the park to cheer on a winning team and bask in its glory. When the home side is on a winning streak and still in contention for a playoff spot, the stadium will be packed with this sort of fan. As long as her team is winning, the Sunshine Supporter will be roaring at every play, waving her pennant and shouting out the names of her heroes. However, as the name implies, the Sunshine Supporter is a fickle fan, and her cheers quickly turn to boos when a hero strikes out or drops a line drive. She will stay around until the end of the game to celebrate a victory, but should her team fall a few runs behind, she's likely to slip out to the parking lot during the seventh-inning stretch.​ Diehard Fans are also strong supporters of the local team, but they go to the park to watch good baseball, not just to root for a winner.  More attentive to the game than other fans, Diehards will study the stance of a power hitter, note the finesse of a quick fielder, and anticipate the strategy of a pitcher who has fallen behind in the count. While the Party Rooter is chugging a beer or dropping wisecracks, Diehards may be filling in a scorecard or commenting on a player's RBI tally over the past few months. And when a Sunshine Supporter boos an opposing player for tagging out a local hero, Diehards may be quietly applauding the expert moves of this "enemy" infielder. No matter what the score is, Diehard Fans remain in their seats until the last batter is out, and they may still be talking about the game long after it's over.​

Comparisons Ensure Cohesion

Notice how the writer uses comparisons to ensure cohesion in the body of the essay. The topic sentence in both the second and third paragraphs refers to the preceding paragraph. Likewise, in the third body paragraph, the writer draws explicit contrasts between the Diehards and the other two types of baseball fans.

Such comparisons not only provide smooth transitions from one paragraph to the next but also reveal the sympathies of the writer. He begins with the type of fan he likes the least and ends with the one he most admires. We now expect the writer to justify his attitudes in the conclusion.

Concluding Paragraph

The concluding paragraph gives you an opportunity to draw together the various types and approaches you have been examining in the body of the essay. You may choose to offer a final brief comment on each one, summarizing its value or its limitations. Or you may want to recommend one approach over the others and explain why. In any case, make sure that your conclusion clearly emphasizes the purpose of your classification.

Concluding Paragraph: Only the Diehard Fans Remain

In the concluding paragraph to "Baseball Fans," consider whether the author has been successful in his effort to tie his observations together.

Professional baseball would have trouble surviving without all three types of fans. The Party Rooters provide much of the money that owners need to hire talented players. The Sunshine Supporters bring a stadium to life and help boost the morale of the home team. But only the Diehard Fans maintain their support all season long, year in and year out. By late September in most ballparks, enduring chilly winds, rain delays, and sometimes humiliating losses, only the Diehards remain.

Connecting the Conclusion to the Introduction

Notice how the writer hooks his conclusion back to the introduction by contrasting the chilly night in September with the warm evening in July. Connections such as this help to unify an essay and give it a sense of completeness.

As you develop and organize your draft , experiment with various strategies, but keep this basic format in mind: an introduction that identifies your subject and the different types of approaches; three (or more) body paragraphs that rely on specific details to describe or illustrate the types; and a conclusion that draws your points together and makes the overall purpose of the classification clear.

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Macdonald DeWitt Library at SUNY Ulster

Eng 101 oer: classification.

• Reading to Write
• Why We Write
• Rhetorical Context
• Brainstorming
• Proofreading & Editing
• Paragraph Development
• Thesis Statements
• Introductions
• Conclusions
• Transitions & Phrases
• Peer Reviews
• Exemplification
• Classification
• Cause/Effect
• Grammar Resources

Learning Objectives

• Determine the purpose and structure of the classification essay.
• Understand how to write a classification essay.

The Purpose of Dividing & Classifying

The purpose of  classification  is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it. Cell phones, for example, have now become part of a broad category. They can be classified as feature phones, media phones, and smartphones.

Smaller categories, and the way in which these categories are created, help us make sense of the world. Keep both of these elements in mind when writing a classification essay.

The Structure of a Division/Classification Essay

The classification essay opens with an introductory paragraph that introduces the broader topic. The thesis should then explain how that topic is divided into subgroups and why. Take the following introductory paragraph, for example:

When people think of New York, they often think of only New York City. But New York is

actually a diverse state with a full range of activities to do, sights to see, and cultures to

explore.  In order to better understand the diversity of New York state, it is helpful to

break it into these five separate regions: Long Island, New York City, Western New York,

Central New York, and Northern New York.

The thesis explains not only the category and subcategory but also the rationale for breaking it into those categories. Through this classification essay, the writer hopes to show his or her readers a different way of considering the state.

Each body paragraph of a classification essay is dedicated to fully illustrating each of the subcategories. In the previous example, then, each region of New York would have its own paragraph.

The conclusion should bring all the categories and subcategories back together again to show the reader the big picture. In the previous example, the conclusion might explain how the various sights and activities of each region of New York add to its diversity and complexity.

Writing a Division/Classification Essay

Start with an engaging opening that will adequately introduce the general topic that you will be dividing into smaller subcategories. Your thesis should come at the end of your introduction. It should include the topic, your subtopics, and the reason you are choosing to break down the topic in the way that you are. Use the following classification thesis equation:

topic + subtopics + rationale for the subtopics = thesis.

The organizing strategy of a classification essay is dictated by the initial topic and the subsequent subtopics. Each body paragraph is dedicated to fully illustrating each of the subtopics. In a way, coming up with a strong topic pays double rewards in a classification essay. Not only do you have a good topic, but you also have a solid organizational structure within which to write.

Be sure you use strong details and explanations for each subcategory paragraph that help explain and support your thesis. Also, be sure to give examples to illustrate your points. Finally, write a conclusion that links all the subgroups together again. The conclusion should successfully wrap up your essay by connecting it to your topic initially discussed in the introduction. 

Classification Essays

Amy Tan describes relationship with her heritage, her mother, and her languages in  Mother Tongue :

• http://www.scribd.com/doc/13297165/Mother-Tongue-By-Amy-Tan-I-Am-Not-A
• http://learning.swc.hccs.edu/members/donna.gordon/sum-2010-engl-1301-5-wk-crn-33454/1301-reading-block-crn-33454/Tan_Mother%20Tongue.pdf
• http://teachers.sduhsd.k12.ca.us/mcunningham/grapes/mother%20tounge.pdf

Jonathan Koppell discusses anonymity, your name, and how the Internet has changed in  On the Internet, There’s No Place to Hide :

• http://www.newamerica.net/publications/articles/2000/on_the_internet_theres_no_place_to_hide

Student Sample Essay

Types of Higher Education Programs

Today’s students have many choices when it comes to pursuing a degree: four-year programs, two-year programs, large or small classroom settings, and even daytime or evening classes. With all the different options to consider, potential students should learn about the different types of colleges so they can find a school that best fits their personality, budget, and educational goals.

One type of higher education program for students to consider is a liberal arts college. These schools tend to be small in size and offer a range of undergraduate degrees in subjects like English, history, psychology, and education. Students may choose a liberal arts college if they want a more intimate classroom setting rather than large lecture-style classes. Students may also consider a liberal arts college if they want to gain knowledge from a variety of disciplines, rather than focus on a single area of study. Many liberal arts schools are privately owned, and some have religious affiliations. Liberal arts schools can come with a hefty price tag, and their high cost presents an obstacle for students on a tight budget; moreover, while some students might appreciate a liberal arts school’s intimate atmosphere, others might encounter a lack of diversity in the student body. Still, students seeking a well-rounded education in the humanities will find liberal arts colleges to be one option.

Universities, another type of higher education program, offer both undergraduate and graduate degrees. Usually universities are larger than colleges and can accommodate tens of thousands of students in many different majors and areas of study. A large student body means that class sizes are often larger, and some classes may be taught by graduate students rather than professors. Students will feel at home at a university if they want a focused academic program and state-of-the-art research facilities. While some universities are private, many are public, which means they receive funding from the government, so tuition is more affordable and some even offer discounted in-state tuition for state residents. Also, universities attract many international students, so those looking for a variety of campus cultural groups and clubs will appreciate a greater sense of diversity among the student body. Universities can be overwhelming for some, but they are the right fit for students who seek research opportunities and academic studies, especially in the fields of mathematics and science.

Community college is a type of higher education program popular with students on a limited budget who want to take college courses but may not know what they want to major in. Most schools offer degrees after two years of study, usually an associate’s degree that prepares students to enter the work force; many students choose to study at a community college for two years and then transfer to a four-year college to complete their undergraduate degree. Like liberal arts schools, classes are small and allow instructors to pay more attention to their students. Community college allows students to live at home rather than in a dormitory, which also keeps costs down. While some young people might not like the idea of living at home for school, many adults choose to attend community college so they can advance their education while working and living with their families.

Online universities are another type of higher education program that are gaining popularity as technology improves. These schools offer many of the same degree programs as traditional liberal arts colleges and universities. Unlike traditional programs, which require students to attend classes and lectures, online universities offer greater academic flexibility and are a great option for students wishing to pursue a degree while still working full time. At online universities, students access course materials, such as video lectures and assessments, remotely using a personal computer and are able to speed up or slow down their progress to complete their degree at their own pace. Students may attend classes in the comfort of their own home or a local library, but students hoping for the social community of higher education might not enjoy this aspect of higher education.

With so many colleges and universities to choose from, it may be difficult for a student to narrow down his or her selection, but once a student knows what he or she is looking for, the process may become much easier. It is very important for students to learn about the different types of higher education programs available before making their selections.

Key Takeaways

• The purpose of classification is to break a subject into smaller, more manageable, more specific parts.
• Smaller subcategories help us make sense of the world, and the way in which these subcategories are created also helps us make sense of the world.
• A classification essay is organized by its subcategories.

This is a derivative of  WRITING FOR SUCCESS  by a publisher who has requested that they and the original author not receive attribution, originally released and is used under CC BY-NC-SA. This work, unless otherwise expressly stated, is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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6. Classification

2. writing the classification essay.

Your next essay assignment is the  classification . In this essay, you will categorize information into groups. For instance, you could categorize different types of television programs (comedies, dramas, reality shows), types of popular autos (sports cars, compact cars, station wagons) or any topic you could break down into groups.

Remember how in the comparison/contrast essay you looked at the similarities between two items: Coca Cola vs. Pepsi, let’s say. You then developed that essay by looking at basic concepts: color, taste, cost, for instance. In  classification  you will have one major topic (Soda pop) and will break that topic into three or four categories: colas, fruit sodas, sparkling sodas.

It is important to have some kind of connection between the categories- they have to have a relationship. Here are some important points to consider when choosing a topic and its categories:

• Pick a topic that is workable. Don’t try to classify all the types of music, for instance. There are dozens, really. Narrow your topic down- types of modern popular music, or types of classical music. You can write an essay about types of students at Clinton Community College, but in reality there are many, many different types. What you might want to say is “the most common types of students” and then focus on three or four categories (a good number).
• Make sure your categories are balanced. If your talking about types of students and you categorize them into three categories: shy students, outgoing students and rich students, what kind of problem have you created? A rich student might be shy or he/she might be outgoing. Two categories deal with personality, the third with financial status. They all have to have a connection- all personality or all financial status.
• Categories should be generalizations- support should be specific. Popular music categories: country; alternative; the Rolling Stones. The first two are general categories in which you can find many examples. The third is a specific that doesn’t really have examples. The Rolling Stones are one example of classic rock, let’s say.
• Try not to classify a topic with two categories. That can lead to a comparison/contrast essay. Sure, there are some that work: two main types of trees in the Adirondack forest: deciduous and coniferous. But for the most part, look for ways to break into at least three categories (but no more than four): leafy trees, needle trees, shrubby trees, perhaps.
• Have a solid introduction that establishes  classification  (and may include the categories) and a brief conclusion that expresses what the reader should think about now that he/she recognizes these groups.

In the comparison/contrast essay, you wrote about the similarities and difference between lake trout and Atlantic landlocked salmon, let’s say. You could write a related  classification  essay by putting Lake Champlain fish into types: predator fish, prey fish, scavengers (based on food consumption), or sports fish, pan fish, nuisance fish (based on angler preferences). Trout and salmon, then would be good examples for the predator or the sports fish categories, as would bass, pike and walleyes. Yellow perch, rock bass, sun fish might all be fit into the prey category while suckers and bullhead would be considered scavengers.

Pick a topic you’re comfortable with, something you have an interest and background in. If you can’t come up with examples for each category, then you probably haven’t created good categories. Turn to the Assignment area for instructions on what I am looking for with the  classification . I have also provided you with some examples below.

• Authored by : Jeff Meyers. Provided by : Clinton Community College. License : CC BY: Attribution

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11.2: The Structure of a Classification Essay

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• Amber Kinonen, Jennifer McCann, Todd McCann, & Erica Mead
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The classification essay opens with an introductory paragraph that introduces the broader topic. The thesis should then explain how that topic is divided into subgroups and why. Take the following introductory paragraph, for example:

Example \(\PageIndex{1}\):

When people think of New York, they often think of only New York City. But New York is actually a diverse state with a full range of activities to do, sights to see, and cultures to explore. In order to better understand the diversity of New York state, it is helpful to break it into these five separate regions: Long Island, New York City, Western New York, Central New York, and Northern New York.

The thesis explains not only the category and subcategory but also the rationale for breaking it into those categories. Through this classification essay, the writer hopes to show his or her readers a different way of considering the state.

Each body paragraph of a classification essay is dedicated to fully illustrating each of the subcategories. In the previous example, then, each region of New York would have its own paragraph.

The conclusion should bring all the categories and subcategories back together again to show the reader the big picture. In the previous example, the conclusion might explain how the various sights and activities of each region of New York add to its diversity and complexity.

To avoid settling for an overly simplistic classification, make sure you break down any given topic at least three different ways. This will help you think outside the box and perhaps even learn something entirely new about a subject.

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To classify means to divide something into groups or categories. The classification is normally made according to one or more criteria. It is often necessary in academic English to classify something you are writing about in order to make comparisons and draw conclusions. This could be done in one or two sentences, a paragraph, or even a whole essay. This page gives information about how to classify , language for classification , and essay structure (if the classification is used for a whole essay).

How to classify

When classifying something, it is important to understand what criterion (or criteria , if there is more than one) that you are using to divide the thing into different groups. There may be more than one way to classify, and you will need to choose the criteria which make most sense for what you are writing about. For example, if you were to classify students in a university class, they could be divided according to any of the following criteria:

• nationality
• favourite colour

Classifying according to gender would divide the students into 'male' and 'female'. Dividing according to age is more complex, as you may need to specify age ranges, for example 'between 18 and 21', 'between 22 and 25', etc.

Language for classifying

The language used for classifying depends on whether you are describing the criterion or the result of applying the criterion. Compare the following examples.

• The students in the class can be classified according to gender. [ criterion ]
• The students in the class can be classified into male and female. [ result ]

The phrase 'according to' shows that you are talking about the criterion, while the word 'into' shows you are talking about the result. The following are further examples of language for classification using a criterion.

• The students in the class may be classified on the basis of gender. [ criterion ]
• The students in the class can be classified depending on gender. [ criterion ]

The following are further examples of language for classification showing the result.

• Economics consists of two kinds: micro-economics and macro-economics. [ result ]
• Economics consists of micro-economics and macro-economics. [ result ]
• Economics comprises micro-economics and macro-economics. [ result ]

It may be necessary to classify when there is no name for the criterion you are using. For example, you may wish to divide a group into Asian and non-Asian students, but there is no category 'Asian-ness' which you can use as your criterion. In this case, you can use the construction 'according to whether... or not' to define the criterion. The language for stating the result is the same. See the following examples:

• The students in the class can be classified according to whether they are Asian or not . [ criterion ]
• The students in the class can be classified into Asian and non-Asian. [ result ]

Finally, it may be necessary to sub-divide, that is, to divide something which has already been divided. In this case, use 'sub-divided' for the second classification, and 'further sub-divided' for the next. See this example:

• The students in the class can be classified according to gender. They can be sub-divided according to whether they are Asian or not . They can be further sub-divided according to age, into those who are below 25 years of age and those who are above 25.

According to this classification, we will end up with eight groups: Asian males under 25, Asian males over 25, non-Asian males under 25, etc. This is summarised in the following diagram.

There are two main ways to structure a classification essay. The first way, shown in the diagram below (left), is when a single criterion (or single way of categorising) is used, resulting in distinct categories. The purpose of this type of structure is to show understanding of the categories, or justify the method of classification, by giving the categories and describing their characteristics. Sometimes the categories may be sub-divided into sub-categories, which may be listed or described. For the single-criterion classification essay, the criterion (if there is one) should be given in the general background of the introduction, and the thesis statement should list the categories which will be described in the main body. Each body paragraph will usually describe one category in detail.

The second way, shown in the diagram below (right), is when multiple criteria are used to classify the topic in different ways. The purpose of this type of classification is to show understanding of how the topic can be categorised, or justify the criteria for classification, by giving the criteria and showing examples of groupings using these criteria. For the multiple-criteria classification essay, the thesis statement should list the criteria which are described in the main body. Each body paragraph will usually describe the criteria and the groups it leads to. Depending on the level of detail, the examples might be broken down into separate paragraphs.

The two types of structure are shown in the diagram below.

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Below is a checklist for classification. Use it to check your own writing, or get a peer (another student) to help you.

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• Definitions

Author: Sheldon Smith    ‖    Last modified: 31 October 2019.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

Essay on Love for Students and Children

500+ words essay on love.

Love is the most significant thing in human’s life. Each science and every single literature masterwork will tell you about it. Humans are also social animals. We lived for centuries with this way of life, we were depended on one another to tell us how our clothes fit us, how our body is whether healthy or emaciated. All these we get the honest opinions of those who love us, those who care for us and makes our happiness paramount.

What is Love?

Love is a set of emotions, behaviors, and beliefs with strong feelings of affection. So, for example, a person might say he or she loves his or her dog, loves freedom, or loves God. The concept of love may become an unimaginable thing and also it may happen to each person in a particular way.

Love has a variety of feelings, emotions, and attitude. For someone love is more than just being interested physically in another one, rather it is an emotional attachment. We can say love is more of a feeling that a person feels for another person. Therefore, the basic meaning of love is to feel more than liking towards someone.

Get the huge list of more than 500 Essay Topics and Ideas

Need of Love

We know that the desire to love and care for others is a hard-wired and deep-hearted because the fulfillment of this wish increases the happiness level. Expressing love for others benefits not just the recipient of affection, but also the person who delivers it. The need to be loved can be considered as one of our most basic and fundamental needs.

One of the forms that this need can take is contact comfort. It is the desire to be held and touched. So there are many experiments showing that babies who are not having contact comfort, especially during the first six months, grow up to be psychologically damaged.

Significance of Love

Love is as critical for the mind and body of a human being as oxygen. Therefore, the more connected you are, the healthier you will be physically as well as emotionally. It is also true that the less love you have, the level of depression will be more in your life. So, we can say that love is probably the best antidepressant.

It is also a fact that the most depressed people don’t love themselves and they do not feel loved by others. They also become self-focused and hence making themselves less attractive to others.

Society and Love

It is a scientific fact that society functions better when there is a certain sense of community. Compassion and love are the glue for society. Hence without it, there is no feeling of togetherness for further evolution and progress. Love , compassion, trust and caring we can say that these are the building blocks of relationships and society.

Relationship and Love

A relationship is comprised of many things such as friendship , sexual attraction , intellectual compatibility, and finally love. Love is the binding element that keeps a relationship strong and solid. But how do you know if you are in love in true sense? Here are some symptoms that the emotion you are feeling is healthy, life-enhancing love.

Love is the Greatest Wealth in Life

Love is the greatest wealth in life because we buy things we love for our happiness. For example, we build our dream house and purchase a favorite car to attract love. Being loved in a remote environment is a better experience than been hated even in the most advanced environment.

Love or Money

Love should be given more importance than money as love is always everlasting. Money is important to live, but having a true companion you can always trust should come before that. If you love each other, you will both work hard to help each other live an amazing life together.

Love has been a vital reason we do most things in our life. Before we could know ourselves, we got showered by it from our close relatives like mothers , fathers , siblings, etc. Thus love is a unique gift for shaping us and our life. Therefore, we can say that love is a basic need of life. It plays a vital role in our life, society, and relation. It gives us energy and motivation in a difficult time. Finally, we can say that it is greater than any other thing in life.

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• 182 Best Classification Essay Topics To Learn And Write About

September 17, 2022

Do you struggle to find classification essay topics? If so, this article is ideal for you. It lists 180-plus topic ideas to consider for your paper. Also, it defines a classification essay and how to write it. This article is helpful because many students struggle to find or create titles for their classification essays.

Many educators give learners the classification essay assignment to gauge their ability to classify or categorize data. Therefore, this form of academic writing entails developing an essay by organizing or arranging events, objects, notions, or individuals into specific classes, types, or groups, based on their shared characteristics. A teacher or professor can ask learners to write this essay to assess their reasoning.

What Is A Classification Essay?

A classification essay, also called a division essay, is a write-up that shows the student’s skills in organizing or sorting things into categories or groups. The learner must select the criteria for presenting items when writing this essay. After that, they can provide examples for each class or group.

Some of the things to classify can include mobile platforms. In that case, learners can separate them into Android, iOS, and Windows Phone. Thus, the learner can select the specific traits to group or divide the objects into various categories.

How To Write A Good Classification Essay

When writing a classification essay, students can group items based on their differences or similarities. Here’s the basic process of writing this essay:

Choose a topic: While learners can pick titles from division and classification essay topics, not all are ideal for every student. Therefore, the first step is to select a title you know or have experience with to make the research and writing process easier and more enjoyable. Research: Once you’ve chosen the topic, investigate it extensively to understand the characteristics of the items or objects you intend to categorize in the essay. Define categories: Think about your essay structure before working on it. That way, you can break up the classes into different parts. Additionally, decide on your essay’s angle. Create a thesis statement: Write a persuasive thesis statement and support your claim with solid evidence. A classification essay requires a convincing primary argument. Outline the essay: Outlining will keep your writing organized while ensuring it covers every point. Also, it enables you to decide the content for every paragraph or section. Your outline can include the introduction, main body, and conclusion. Draft: Follow the outline to write the first draft. Categorize the items into different classes based on their unique traits. Write the final draft: Write the final copy of the essay based on your first copy. Ensure that the division between the items or objects comes out clearly. Edit: Proofread and edit the essay before submitting

Writing a classification essay becomes easy when you select the right topic. This article lists a wide array of division classification essay topics to help you find one you’re comfortable with before starting the writing process.

Classification Essay Topics For College Students

Are you a college student looking for good classification essay topics? If so, this section has exciting ideas you might want to explore in your papers:

• Different types of tourists
• Different friends types
• Classification of social network users
• Modern world and sports fans categories
• Categories of college roommates
• Categories of church-goers
• States with different population quantity and density
• The US youth groups today
• The modern world and social groups
• Categories of social values
• Different nationalities and their traits
• Different levels of degrees in colleges
• Various categories of artists
• Different types of books
• Categories of studying techniques
• Various types of teachers
• Types of exercises for bodybuilders
• Different categories of relationships
• Different friendship types
• Friendships and their characteristics

College students can explore these ideas in their essays. Nevertheless, learners should pick ideas they are comfortable exploring in their research and writing.

Classification Essay Topics On History

Are you pursuing a history course and need classification topics for your papers? If so, this list has exciting ideas to explore in your work:

• Leonardo Da Vinci and his significant accomplishments
• Historical events and their impacts on people’s lives
• How different rulers changed the course of history
• The role of religion in shaping history
• The most important inventions in history
• The turning points in history that led to significant changes
• How wars have shaped the course of history
• The role of geography in the development of historical events
• Influence of different cultures on each other throughout history
• The economic factors that have led to historic changes
• The part of art and literature in history.
• How political leaders can maintain security and peace
• Slavery in different historical periods in America
• Reasons for the strong influence of the Mayan civilization
• Britain’s history and its most celebrated episodes
• Various revolutions in the 19th century in America
• Seven Wonders of the World and their information sources
• Different printing techniques in history
• Customs that led to modern holidays
• Characteristics of the first civilizations
• Military commanders and their successes
• Nicknames for the American presidents
• Che Guevara and his achievements
• Milestones Adolf Hitler made during his rise and fall
• The most influential and popular US presidents

Writing a quality essay about these titles requires in-depth research and organization of thoughts. Therefore, pick a title you’re comfortable with to draft a winning paper.

Classification Essay Topics In Economics

Are you pursuing an economics course in college? If so, this list has classification ideas worth exploring in your papers:

• How the economy affects businesses
• The demand and supply concepts
• How the balance of trade impacts the economy
• Unemployment and its different types
• How experts measure economic growth
• Various problems arise from a recession
• How inflation affects the economy
• Governments and their role in the economy
• How taxation affects the economy
• Multiple categories of economic systems
• Factors affecting the prosperity of the global economy
• The dominance of developed countries over developed ones
• Impacts of debt taking on developing countries
• How various market institutions affect developing nations
• Different effects of politics on economic growth
• Popular products that enhance economic prosperity
• Different approaches to economic growth
• Factors causing price volatility
• International and regional financial organizations and their impacts on member states
• Is global agriculture declining or expanding?
• Categories of goods in modern economics
• Regions or countries that control the international economy
• Industries driving the global economy
• Exploring different types of business cartels
• How food safety regulations have assisted certain countries

Economics is a broad and diverse subject covering different topics. Nevertheless, any of these topics can be an excellent starting point for your essay.

Funny Classification Essay Topics

Maybe you want to have fun while researching and writing your paper. If so, consider choosing one of these topics:

• Different categories of people you can meet at a party
• Types of people you can meet online
• Ways to do away with a boring person
• Jobs you should avoid forever
• Types of people teenagers don’t want as friends
• Ways of classifying your Facebook friends
• How a person becomes cynical
• Categories of fitness freaks
• Ways to make an ex fall in love with you
• Ways to avoid forgetting your friends
• How to avoid a person you don’t like
• Ways to annoy a person without consequences
• Types of laughter and their causes
• Different ways someone can disgust you
• Various ways to a girl’s heart
• Ways to get into a man’s bed
• Santa Claus and major myths about him
• Multiple fashion styles and what makes them stand out
• The best books to read and enjoy
• Movies that will make you laugh and watch them again

Classification essays shouldn’t always be serious. Picking these ideas will lead to fun-filled research and writing experience. Nevertheless, follow your educator’s instructions to prompt them to award you the top grade in your class.

Classification And Division Essay Topics

As the name suggests, these titles require the writer to classify and divide items, concepts, or ideas. Here are topics to consider in this category:

• Bowling as an Olympic sport
• Types of scripted reality shows
• Movies with CGI graphics
• Earbuds categorization as headphones
• Caffeinated drinks and their classification as energy drinks
• Teens trick-or-treating rules
• Chips as snacks, yet they are not chips
• Social media posts and their categories
• Different meme types
• Categories of healthy breakfasts
• Types of parenting styles
• Different categories of gamers
• Categorizing teaching styles
• Effective calming techniques
• Occupational fields that aren’t remote
• Spending habits among teenagers
• Various inventions and their categories
• Multiple places that humans have not explored
• Categories of holistic medicine
• Party factions in the Democratic party

These are good division and classification essay topic examples. Nevertheless, pick the one you’re comfortable working on to enjoy your project.

Definition Classification Essay Topics

Topics in this category define and classify different items, concepts, or ideas. Here are ideas to explore in this section:

• Various types of love
• Different forms of beauty
• Categories of success and their differences
• Various types of failure
• Different categories of fear
• Different forms of happiness
• Exploring different types of family
• Various types of political parties
• Different forms of governance
• The concepts of political power
• Different approaches to decision-making in politics
• Different ideologies in politics
• Types of economic systems
• Different types of agriculture
• Various types of intelligence

When writing an essay in any of these titles, students should define and classify the items or concepts they want to investigate. That way, they can show the educator that they understand them.

Easy Classification Essay Topics

Maybe you don’t want to struggle with researching and writing your essay. In that case, these topics for the classification essay are ideal for you:

• Different strategies for adding weight
• Five American comedians and reasons for their popularity
• Main causes of obesity
• Unique methods for shedding weight
• Various ways to save money
• Types of online sellers
• Different types of leadership
• Types of a balanced diet
• Ways to make friends
• Multiple forms of workplace bullying
• Different categories of poems
• Types of mental health treatments
• Types of role models
• Categories of individual personalities
• Categorization of goals in life
• Different types of weather
• Various types of animals
• Different categories of plants
• Various types of rocks
• Different mineral types
• Various types of soil
• Categories of ecosystems
• Different types of climates
• Various types of biomes
• Different categories of habitats

These classification essay ideas are easy to research since you can quickly find a lot of information about them. Nevertheless, ensure that your chosen topic meets your educator’s requirements. If you find it difficult to choose a topic for the essay or figure out how to write a dissertation, you can always use custom dissertation writing , where you can get help in completing the assignment to a high score.

Extra Classification Essay Topics List

Maybe you didn’t find an exciting topic for a classification essay in the above categories. In that case, consider any of these ideas for your paper:

• Types of music genres
• Different types of clothing
• Various categories of sports fans
• Types of pets
• Categories of holidays
• Types of college majors
• Different kinds of jobs
• Various categories of cars
• Types of home decorations
• Kinds of HGTV shows
• Different types of Facebook users
• Texting habits of teenagers
• Types of sports teams
• Types of video games
• Best summer holiday destinations
• Prerequisites for getting the best friends
• Types of decorations for the Christmas tree
• Digital profession categories
• Kinds of shopping behaviours
• Homeless person categories
• Different varieties of dancing styles
• Types of lecturing strategies
• Categories of extracurricular activities
• Bad behaviours among artist
• Different kinds of political cultures
• Categories of immigrants
• Sorts of comedy shows
• Types of conflicts at workplaces
• Various types of voting systems
• Categories of climatic zones
• Varieties of social media content
• Different types of responsibilities

Classification essays are not challenging to write, but they require some thought and organization to succeed. The most important thing to remember is to focus on a single characteristic to help you group your subjects into manageable categories. Once you have chosen your topic and determined your purpose, the rest of the essay should fall into place more easily.

However, selecting the right topic is the first and foremost step in writing this essay. That’s because while there are many types of classification essay topics, not all suit every student. Therefore, learners should take sufficient time to investigate their titles to write winning papers.

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Maybe you’ve chosen a topic for your essay but don’t have the time, skills, or resources to write it. Perhaps, you’re not confident in your ability to write a winning paper. In that case, our professional writing service can research the topic, analyze data, and write a high-quality, custom paper.

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Classification Essay

Classification Essay Topics

A List of 270+ Classification Essay Topics for Your Next Assignment

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A Beginner’s Guide to Classification Essay + Examples, Topics, & Tips

Classification Essay Outline - A Step By Step Guide

Are you tired of the same old essay topics? Do you find yourself stuck in the monotony of choosing a classification essay topic? 

Choosing a perfect topic that is both interesting and impactful can be challenging sometimes, especially when you are short on time, but fret not! 

In this blog, we've got you covered with 270+ classification essay ideas for all academic levels. From science to arts and literature, we've handpicked topics for all major subjects for your classification essay . We'll also share tips on how to pick the perfect topic that suits you. 

So, let's dive into the classification topics right here!

• 1. Classification Essay Topics for 6th Grade Students
• 2. Classification Essay Topics Middle School
• 3. Classification Essay Topics For High School
• 4. Classification Essay Topics For College Students
• 5. Classification Essay Topics for ESL Students
• 6. Classification  Essay Topics About School
• 7. Classification  Essay Topics About Books and Literature
• 8. Classification  Essays About Science
• 9. Classification  Essay Topics About Technology
• 10. Classification Essay Topics on Psychology
• 11. Classification  Essay Topics About Health
• 12. Classification Essay Topics on History
• 13. Classification Essay Topics Sports
• 14. Classification Essay Topics Business
• 15. Classification Essay Topics Politics
• 16. Classification Essay Topics Arts
• 17. Classification  Essay Topics About Music
• 18. Classification  Essay Topics About Movies and TV Shows
• 19. Classification  Essay Topics About Shopping and Clothes
• 20. Classification  Essay Topics About Travel and Tourism
• 21. Good Classification  Essay Topics About Life
• 22. Classification  Essay Topics About Food 
• 23. Classification  Essay Topics About Animals
• 24. Classification Essay Topics Mental Health
• 25. Classification and Division Essay Topics 
• 26. Easy Classification Essay Topics
• 27. Funny Classification Essay Topics 
• 28. Tips to Pick a Classification Essay Topic
• 29. Tips For Writing A Classification Essay

Classification Essay Topics for 6th Grade Students

• Types of animals found in rainforests
• Subdivisions of the Olympic games.
• Classification of Physiological Disease
• The three best global cuisines
• The best ways to prepare for a final exam.
• Common allergies today
• Different types of self-care.
• Different styles of art in history
• Kinds of science experiments for beginners
• Types of plants in a garden

Classification Essay Topics Middle School

• Classifying historical events that shaped our world
• Types of ecosystems and their characteristics
• Varieties of poetry forms and their structures
• Different types of volcanoes and their eruptions
• Elements in the Periodic Table
• Kinds of geometric shapes and their properties
• Categorizing ancient civilizations by achievements
• Types of biomes and their distinctive features
• Different genres of fictional literature
• Classifying cellular structures in living organisms

Classification Essay Topics For High School

• Classifying literary movements in modern literature
• Types of political systems and their characteristics
• Varieties of environmental conservation strategies
• Different approaches to solving complex math problems
• Classifying major historical wars and their impact
• Kinds of computer programming languages
• Categorizing art movements throughout history
• Types of energy resources and their sustainability
• Different genres of music and their influences
• Classifying types of psychological disorders

Classification Essay Topics For College Students

• Classifying modern philosophical movements
• Types of sustainable business practices
• Varieties of marketing strategies in the digital age
• Different learning styles and their effectiveness
• Classifying programming languages for data science
• Kinds of entrepreneurial ventures and their models
• Categorizing architectural styles in urban design
• Types of renewable energy technologies
• Different genres of documentary filmmaking
• Classifying approaches to global economic development

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Classification Essay Topics for ESL Students

• Classifying traditional foods from different cultures
• Types of social media platforms and their uses
• Varieties of transportation systems in metropolitan areas
• Different learning apps for language acquisition
• Classifying historical landmarks in ESL-speaking countries
• Kinds of environmental issues and solutions
• Categorizing cultural celebrations around the world
• Types of leisure activities for language practice
• Different genres of multicultural literature
• Classifying global business communication styles

Classification  Essay Topics About School

• Effective study habits for academic success
• Types of peer-to-peer learning strategies
• Varieties of student leadership roles in extracurricular activities
• Different approaches to creative writing styles
• Classifying career paths in STEM disciplines
• Kinds of artistic expression in visual arts classes
• Categorizing healthy eating habits for student-athletes
• Types of historical movements explored in social studies
• Different genres of music explored in music classes
• Classifying coding languages for computer science projects

Classification  Essay Topics About Books and Literature

• Classifying classic novels by literary movements
• Types of narrative structures in fiction
• Varieties of poetic forms and their significance
• Different genres of mystery and detective fiction
• Classifying autobiographies and memoirs
• Kinds of fantasy worlds in literature
• Categorizing Shakespearean plays by themes
• Types of social commentary in contemporary literature
• Different approaches to science fiction subgenres
• Classifying non-fiction books by subject matter

Classification  Essays About Science

• Classifying types of renewable energy sources
• Varieties of cellular structures in biology
• Different categories of chemical reactions
• Classifying astronomical phenomena in space
• Types of environmental pollution and their impact
• Categorizing biomes and ecosystems
• Varieties of scientific research methodologies
• Different approaches to genetic engineering
• Classifying elements on the periodic table
• Types of renewable and non-renewable resources

Classification  Essay Topics About Technology

• Classifying types of mobile apps for productivity
• Varieties of programming languages and their applications
• Different genres of video games and their appeal
• Classifying social media platforms by user interaction
• Types of cybersecurity threats and prevention measures
• Categorizing wearable technologies and their functions
• Varieties of e-commerce models in the digital age
• Different approaches to user interface design
• Classifying types of artificial intelligence applications
• Types of emerging technologies in information technology

Classification Essay Topics on Psychology

• Types of psychological disorders and their symptoms
• Varieties of therapeutic approaches in counseling
• Different categories of personality traits
• Learning theories in educational psychology
• Types of memory processes and their significance
• Mental health stigmas and awareness campaigns
• Varieties of psychological development theories
• Different approaches to stress management techniques
• Types of psychological testing
• Types of motivation theories in behavioral psychology

Classification  Essay Topics About Health

• Types of exercise for physical fitness
• Varieties of dietary plans and their benefits
• Different approaches to stress reduction techniques
• Mental health strategies for well-being
• Types of alternative medicine and their practices
• Health benefits of regular sleep patterns
• Varieties of fitness apps for personal well-being
• Different types of diets for weight management
• Classifying types of cardiovascular exercises
• Types of meditation techniques for mindfulness

Classification Essay Topics on History

• Ancient civilizations by cultural achievements
• Varieties of historical revolutions and their impacts
• Different categories of military strategies in wars
• Major world religions and their beliefs
• Types of political movements throughout history
• Historical figures by contributions
• Varieties of architectural styles in different eras
• Different types of government systems in history
• Economic systems in various periods
• Types of cultural exchanges in historical trade routes

Classification Essay Topics Sports

• Types of team sports and their dynamics
• Olympic Games and their historical significance
• Categories of individual sports and their skills
• Popular sports fan cultures
• Types of training methods in athletic conditioning
• Extreme sports and their adrenaline rush
• Varieties of sports equipment and their applications
• Different approaches to sports psychology techniques
• Types of outdoor adventure sports
• Types of sports nutrition plans for athletes

Classification Essay Topics Business

• Business models in e-commerce
• Varieties of marketing strategies for small businesses
• Different approaches to corporate leadership styles
• Types of entrepreneurial ventures
• Types of financial management strategies in business
• Categorizing customer relationship management practices
• Varieties of business ethics and corporate social responsibility
• Different categories of international business models
• Types of advertising techniques
• Types of business negotiation styles and approaches

Classification Essay Topics Politics

• Political ideologies and their core tenets
• Varieties of electoral systems and their impacts
• Different approaches to international relations theories
• Types of political parties and their platforms
• Types of political leadership styles and their effects
• Forms of government corruption
• Varieties of human rights issues in global politics
• Different categories of political activism strategies
• Types of diplomatic negotiation techniques
• Types of political campaign strategies and messaging

Classification Essay Topics Arts

• Types of Olympic sports and their distinctions
• Different team sports and their unique dynamics
• Various athletic training programs for performance
• Extreme sports and the thrill they offer
• Martial arts and the philosophies behind them
• Nutrition plans tailored for sports enthusiasts
• Water sports and their distinct challenges
• Approaches to understanding sports psychology
• Diverse sports fans and their levels of enthusiasm
• Common sports injuries and effective rehabilitation techniques

Classification  Essay Topics About Music

• Genres of music and their cultural roots
• Types of musical instruments and their sounds
• Various songwriting techniques in music
• Music festivals categorized by themes
• Different styles of vocal performance
• Music production technologies in categories
• Varieties of dance styles in music videos
• Different genres of electronic music
• Music therapy approaches for well-being
• Music genres classified by mood and tempo

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Classification  Essay Topics About Movies and TV Shows

• Film genres and their unique characteristics
• Types of TV show formats and their popularity
• Various cinematic storytelling techniques
• Different approaches to film editing styles
• Streaming platforms and their content diversity
• Categorizing movie genres by audience appeal
• Iconic TV show characters and their traits
• Cinematic genres and their impact on culture
• Types of film scores and their emotional influence
• TV show themes classified by genre

Classification  Essay Topics About Shopping and Clothes

• Types of fashion styles and their influences
• Different shopping habits and consumer trends
• Varieties of clothing fabrics and their comfort
• Fashion accessories categorized by function
• Sustainable fashion practices and their impact
• Categorizing clothing brands by target audience
• Types of shopping platforms and their convenience
• Different approaches to thrift store shopping
• Essential wardrobe items for every season
• Fashion influencers and their style niches

Classification  Essay Topics About Travel and Tourism

• Adventure travel types and their thrills
• Approaches to cultural tourism
• Accommodation options for travelers
• Travel destinations classified by climate
• Sustainable tourism practices and impact
• Transportation modes for travel categorized
• Food tourism and culinary experiences
• Styles of solo travel and exploration
• Popular tourist attractions categorized by type
• Travel budgeting strategies

Good Classification  Essay Topics About Life

• Life goals and personal aspirations variety
• Different approaches to time management
• Varieties of problem-solving strategies
• Interpersonal communication styles categorized
• Types of coping mechanisms for stress
• Online learning styles categorized for personal growth
• Relationship types and dynamics variety
• Different philosophies on a meaningful life
• Hobbies and leisure activities variety
• Wellness practices for a balanced life types

Classification  Essay Topics About Food 

• Global cuisine types and their flavors
• Approaches to vegetarian diets
• Varieties of cooking techniques in culinary arts
• Dessert styles and sweet treats categorized
• Street food cultures around the world
• Coffee and tea varieties classified
• Ethnic spices and their uses
• Styles of food presentation
• Cooking shows and their formats
• Regional food specialties and their significance

Classification  Essay Topics About Animals

• Mammals and their diverse habitats
• Categories of bird species worldwide
• Marine life and ecosystems variety
• Reptiles distinguished by physical traits
• Insect behaviors and adaptive features
• Amphibians and their different life stages
• Endangered species and conservation efforts
• Animal communication methods in the wild
• Domesticated pets classified by traits
• Nocturnal animals and their unique adaptations

Classification Essay Topics Mental Health

• Mental health disorders and their symptoms
• Coping mechanisms for stress and anxiety
• Therapeutic approaches in counseling
• Mental health apps and resources categorized
• Meditation techniques for mindfulness
• Support systems for mental well-being
• Mental health stigmas and awareness
• Approaches to mental health education
• Mental health advocacy organizations classified
• Holistic practices for mental wellness

Classification and Division Essay Topics 

• Calming techniques that work
• Ways of coping with stress.
• Types of vitamins necessary for a healthy body.
• Classify school teaching methods
• The stages in computer evolution
• Good teachers vs. bad teachers
• Types of shopping behaviors
• How do different people treat flights?
• What are the different political parties?
• Family dinner ideas

Easy Classification Essay Topics

• Strategies to save money
• Types of sellers 
• Leadership skills
• Techniques to stay healthy
• Benefits of a balanced diet
• Ways to treat depression
• Forms of political systems
• Types of friends in a class
• Roles of women in different societies
• Types of workplace bullying  

Funny Classification Essay Topics 

• Ways to a woman’s heart
• Myths about Santa Claus 
• How to make your parents love you
• Ways to annoy people 
• How to avoid people 
• Classification of the types of sleepers 
• Different types of laughter
• Halloween makeup ideas 
• How to avoid apologizing to people
• Myths about the tooth fairy

Tips to Pick a Classification Essay Topic

Here are some tips for selecting a good classification essay topic:

• Passion Ignites Interest: Choose a topic that sparks your curiosity and passion; your enthusiasm will shine through your words.
• Audience Appeal: Consider your audience's interests. A captivating topic for them ensures engagement and a compelling read.
• Controversy Adds Flavor: Pick a subject with diverse opinions. Controversial topics often lead to thought-provoking discussions.
• Relevance Matters: Opt for a topic that relates to current events or trends. Relevance adds immediacy and interest.
• Scope and Depth: Ensure the topic has enough depth for exploration but isn't too broad. Striking a balance is key for a focused essay.
• Uncover Uncommon Angles: Explore unique perspectives within common topics. Unusual angles make your essay stand out.
• Personal Connection: If possible, choose a topic that holds personal significance. Your genuine connection will enhance your writing.

Tips For Writing A Classification Essay

A division and classification essay is a type of essay where you categorize and organize different items into distinct groups. This essay type allows you to showcase your analytical skills by sorting things into specific categories based on shared characteristics.

Here are some essential tips for writing a perfect classification essay:

Choose a Topic Wisely

Start by selecting a topic idea that genuinely interests you from the provided classification essay topics list. Consider the purpose of your essay and choose a subject that allows for diverse categorization.

Craft a Thoughtful Thesis Statement

Develop a strong thesis statement that clearly indicates the categories you will explore in your essay. Ensure your thesis is specific and provides a roadmap for your readers.

Create an Essay Outline

Plan your essay by creating your classification essay outline . This helps organize your thoughts and maintain a logical flow. Break down your essay into an introduction, body paragraphs, and a conclusion.

Don't Forget to Include Examples

Support your categories with concrete examples to illustrate each classification. Providing examples enhances the clarity and understanding of your essay.

Be Mindful of Your Audience

Consider your audience when choosing a topic for a classification essay. Ensure it's something that resonates with them and piques their interest.

Revise and Refine

After writing your first draft, revisit your work for revisions. Ensure that each category is distinct and that your essay effectively achieves its purpose.

Emphasize Clear Organization

Maintain a clear and logical organization throughout your essay. Each category should have a distinct purpose, and transitions between categories should be smooth.

Check for Consistency

Verify the consistency of your classifications. Ensure that each category aligns with your overall thesis. Eliminate any overlap or confusion between categories.

Remember, the key to a successful classification essay lies in thoughtful organization, clear examples, and a well-defined thesis statement.

In conclusion, we hope this blog has been a valuable resource in helping you select the perfect topic for your classification essay. Our curated list of ideas aims to inspire and guide you in crafting a compelling and well-organized essay. 

However, if you still find yourself unsure of where to begin your classification essay journey, don't hesitate to seek professional help. 

The experts at MyPerfectWords.com are available 24/7 to provide the assistance you need. 

Reach out to us today and request ' do my essay ' to get the grades you deserve. Your essay success is just a click away!

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