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Great Writing 4: Great Essays (Great Writing, Fifth Edition) 005 Edition, Kindle Edition

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• ASIN ‏ : ‎ B08GHHQNGN
• Publisher ‏ : ‎ Cengage Learning; 005 edition (August 13, 2020)
• Publication date ‏ : ‎ August 13, 2020
• Language ‏ : ‎ English
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About the author

Keith s. folse.

I've always been interested in language and languages. I was born in New Orleans, Louisiana, and grew up on the Mississippi Gulf Coast, which is really a linguistic extension of New Orleans. (We speak a similar dialect of English and eat the same food; I grew up on gumbo, red beans and rice, and jambalaya.) As a kid, I knew that we talked different. Beaucoup (boocoo), the neutral ground (the median in a road), and passing by someone's house (meaning: to stop and visit someone) were all a normal part of my dialect. I grew up primed to notice language nuances.

I love teaching, and I am thankful to the many dedicated teachers I've had over the years. I am especially grateful to my high school French teacher, Mrs. Emily de Montluzin, who was my first foreign language teacher many years ago. There was something inspiring about how she taught, which made what she taught so interesting and impactful on my life -- and isn't that what all of us teachers hope to accomplish?

Learning languages comes naturally to me and have studied six. Some were in a classroom setting with a teacher, a book, and other students. Other languages were learned by hanging out with native speakers and practicing a lot. A WHOLE LOT! More recently, I have started learning another language online. In the process of all this studying and learning, I have come to know a lot more about good teaching and good learning.

My first foreign language was French. I was naturally good at languages, which led me to continue studying them. I learned Spanish, eventually doing my master's thesis in dialects of Spanish in Nicaragua, Honduras, and El Salvador. My next language was Arabic. While living in Malaysia, I studied Malay, often by watching subtitles of the TV show "Dynasty" because it was one of only two shows on TV in English with Malay subtitles. (The other was "Sesame Street.") I studied Japanese and had to use it in my daily life there. Most recently, I have been learning German through my university course, which is 100% online due to COVID. This course has no Zoom and therefore no human interaction of any kind. I've come to realize and appreciate how hard it is to learn a language by yourself. Language is perhaps one of the most human interactions we have, yet I completed German 1 with a computer, an online textbook, and youtube videos.

For more than 40 years -- a number I cannot truly believe -- in the US and abroad. I've taught English as Second/Foreign Language in the US, Saudi Arabia, Malaysia, Kuwait, and Japan. I've also taught French and Spanish. In fact, I once taught Spanish in Japan IN JAPANESE. Now think about that combination for a moment!

In addition, I've conducted teacher training workshops all over the globe, from Argentina to Uzbekistan. I'm certified secondary (English & French), and one of my favorite events is working with hundreds of K12 teachers every summer in Arkansas through an amazing program with the Arkansas Department of State. I am a frequent conference presenter at international and regional TESOL events.

At a very early age, I loved teacher worksheets. Teachers back then passed out mimeographed handouts that they had run off on a spirit master machine. The handouts were a bluish-purple color, and they smelled GREAT! Teachers often arrived in class with last-minute handouts where the paper was still wet and the chemical smells were very strong. When a teacher passed out a worksheet, everyone was smelling the sheets.... but while my classmates continued with their handout-induced highs, I -- being a nerd -- was noticing the design of the worksheet. How did the teacher set up the matching activity? Terms on the left and definitions on the right? (Very American, I know now.) Or vice-versa? And where did the blanks go? And which words did she ask? It is no exaggeration to say that I really LOVED school. I LOVED those worksheets. I LOVED our workbooks. And so it's no wonder that at the age of 25, I published my first book. So far, I have published 75 books with the University of Michigan Press, National Geographic Learning, Wayzgoose Press, Oxford University Press, and Longman.

I have a BA in English with a minor in Secondary Education and French and an MA in TESOL. I also have a PhD in Second Language Acquisition and Instructional Technology. My main research areas are vocabulary and best teaching practices. I'm especially interested in experimental, quasi-experimental, and case study research on the teaching of grammar, the teaching of vocabulary, and error correction in second language writing.

Who knew that smelling the chemicals on worksheets in the 60s and 70s would lead me to be a textbook and workbook writer today? Well, they say that everything happens for a reason...

I hope you enjoy my English language materials. I am always open to hearing your suggestions for improving my work. Please feel free to contact me -- whether it is to comment on one of my books, ask about a research question, or invite me to participate at a conference in your area.

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Great Writing: Great Essays 4 (5th edition)

[Keith S. Folse, April Muchmore-Vokoun, & Elena Vestri Solomon. National Geographic Learning: Cengage, 2020. pp. i + 198. https://myelt.heinle.com/   ¥3,430. ISBN: 978-0-357-02085-2.]

Reviewed by Nick Boyes, Meijo University

G reat Writing: Great Essays 4 is an excellent choice for teaching the standard five-paragraph essay. It is the fourth book in the Great Writing series that starts with paragraph writing and finishes with research essays. The textbook Great Essays 4 has a wide variety of sample essays and exercises. In the new edition, the sample essays are even more interesting and applicable to students’ lives. The textbook uses a process writing approach (Harmer, 2004) consisting of four stages: brainstorming, outlining, drafting, and editing. It has five units that cover different academic essay genres as well as an introductory warm-up unit Exploring the Essay .

The different essay genres are: Cause and Effect, Comparison, Argumentative, Problem-Solution, and Reaction. Hyland (2004) advocates this genre-based approach to writing which adds variety to student writing throughout the semester. The textbook uses outlining and transition word activities to make students notice essay structure. Students are asked to read the sample essay and then fill out an outline, and circle or choose transition words for an example essay. Students are sometimes asked to write the hook, thesis statement, and topic sentence of essays. Exposing students to many types of essays adds variety to the semester and is invaluable for them because students are often unfamiliar with the five-paragraph essay format. Even if you are not familiar with all of the essay genres, the textbook contains plenty of scaffolded material to guide you and your students through each genre.

My students are upper-intermediate second year university English majors. The objective of our writing course is to prepare students to write their graduation theses. The textbook is targeted at Common European Framework of Reference (CEFR) levels B2 to C1. According to the textbook’s appendix, 53% of the included vocabulary is at the B2 level, and 29% of the vocabulary is C1 level. The material is challenging, but doable for my students. However, my students tend to write slowly. To save valuable class time, I have them underline the parts of the essay in their book rather than rewrite the sentences as is recommended in the instructions. In my class, along with the introductory unit, we selected three different units to cover, and thus three different genres of essays to write. We usually covered one example essay every week, and then students are assigned online homework from the textbook for review.

The topics of some of the sample essays are a little difficult for my students, for example, the essays about insomnia, parenting, or becoming an entrepreneur are sometimes outside the realm of their vocabulary level and life experiences. To help students, words they may not know are bolded and glossed in footnotes. The textbook is written completely in English, and there are no bilingual glosses. There are many current topics that engage students such as online shopping, urban versus rural living, school uniforms, and smartphones. Additional vocabulary and grammar exercises are in every unit as well.

The textbook comes with optional online homework on Heinle’s MyELT platform ( https://myelt.heinle.com ). While teaching online for the last two years, I made Google Forms activities that walked students through pages of the textbook (simulating what I normally would have done in a face-to-face class), and then I assigned the MyELT homework as usual. Although I have found the MyELT system difficult to use with other textbooks, the content for the Great Writing series is very straightforward. The premade MyELT assignments reduce the teacher’s burden of creating, collecting and checking homework.

The MyELT online homework system can take some time to get used to at first, but it is well worth the effort. To register, students and teachers must enter: their email address and name, the content code from inside their textbook, and the class code, which is automatically generated when a teacher creates a course. I recommend having students sign up with their university email to keep things orderly. By doing so, teachers can see student login names and reset student passwords. My students reported that they usually spend about 20 minutes per week on the online homework.

Overall, Great Writing: Great Essays 4 is a challenging yet supportive and versatile textbook for teaching the standard five-paragraph essay. The textbook uses a process writing and a genre-based approach to writing. There are plenty of supplementary activities and example essays both in print and online. Whether you’re a seasoned veteran or novice teacher, Great Writing: Great Essays 4 offers plenty of customizable support for teachers and students.

Harmer, J. (2004). How to teach writing. Pearson.

Hyland, K. (2004). Genre and second language writing. University of Michigan Press.

Great Writing 4

Great Writing 4 is a six-level series that helps students develop their academic writing with expanded vocabulary building, sentence development, and National Geographic content to spark ideas

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The new edition of the Great Writing series provides clear explanations, extensive models of academic writing and practice to help learners write great sentences, paragraphs, and essays.

With expanded vocabulary instruction, sentence-level practice, and National Geographic content to spark ideas, students have the tools they need to become confident writers.

Updated in this Edition:

Clearly organized units offer the practice students need to become effective independent writers.

Each unit includes:

Part 1: Elements of Great Writing teaches the fundamentals of organized writing, accurate grammar, and precise mechanics.

Part 2: Building Better Vocabulary provides practice with carefully-selected, level-appropriate academic words.

Part 3: Building Better Sentences helps writers develop longer and more complex sentences.

Part 4: Writing activities allow students to apply what they have learned by guiding them through writing, editing, and revising.

Part 5: New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL. The new guided online writing activity takes students through the entire writing process with clear models for reference each step of the way.

New Test Prep section gives a test-taking tip and timed task to prepare for high-stakes standardized tests, including IELTs and TOEFL.

Updated National Geographic content sparks ideas for refined academic writing.

The new guided online writing activity improves students ability to outline, draft, revise, and finalize their work.

Expanded Building Better Vocabulary highlights academic words, word associations, collocations, word forms, and vocabulary for writing.

Expanded Building Better Sentences helps writers develop longer and more complex sentences.

Now in the fifth edition, Great Writing is a six-level series that helps students develop their academic writing with expanded vocabulary building, sentence development, and National Geographic content to spark ideas.

Great Writing provides clear explanations, academic writing models, and focused practice to help students write great sentences, paragraphs, and essays.

• A new unit structure offers students the targeted practice and skills they need to become competent writers
• Updated Building Better Sentences starts with editing and finishes with sentence combining for more refined writing
• Updated Building Better Vocabulary highlights academic words and gives many opportunities to practice
• New Words to Know boxes highlight academic and carefully-leveled words that students will frequently use

Great Writing 4: Great Essays

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Karl Marx Works 1844

Economic & Philosophic Manuscripts of 1844 [1]

Written: Between April and August 1844; First Published: 1932; Source: Marx. Economic and Philosophic Manuscripts of 1844; Publisher: Progress Publishers, Moscow 1959; Translated: by Martin Milligan; Transcribed: for marxists.org by Andy Blunden in 2000; Proofed: and corrected by Matthew Carmody 2009; See alternate translation .

See also PDF version in one file .

First Manuscript

Wages of Labour Profit of Capital

1. Capital 2. The Profit of Capital 3. The Rule of Capital Over Labour and the Motives of the Capitalist 4. The Accumulation of Capitals and the Competition Among the Capitalists

Rent of Land Estranged Labour

Second Manuscript

Antithesis of Capital and Labour. Landed Property and Capital

Third Manuscript

Private Property and Labour Private Property and Communism Human Needs & Division of Labour Under the Rule of Private Property The Power Of Money Critique of the Hegelian Dialectic and Philosophy as a Whole

Hegel’s Construction of The Phenomenology , November 1844 Plan for a Work on The Modern State , November 1844

||XXXIX| I have already announced in the Deutsch-Französische Jahrbücher the critique of jurisprudence and political science in the form of a critique of the Hegelian philosophy of law . While preparing it for publication, the intermingling of criticism directed only against speculation with criticism of the various subjects themselves proved utterly unsuitable, hampering the development of the argument and rendering comprehension difficult. Moreover, the wealth and diversity of the subjects to be treated could have been compressed into one work only in a purely aphoristic style; whilst an aphoristic presentation of this kind, for its part, would have given the impression of arbitrary systematism. I shall therefore publish the critique of law, ethics, politics, etc., in a series of distinct, independent pamphlets, and afterwards try in a special work to present them again as a connected whole showing the interrelationship of the separate parts, and lastly attempt a critique of the speculative elaboration of that material. For this reason it will be found that the interconnection between political economy and the state, law, ethics, civil life, etc., is touched upon in the present work only to the extent to which political economy itself expressly touches upon these subjects.

It is hardly necessary to assure the reader conversant with political economy that my results have been attained by means of a wholly empirical analysis based on a conscientious critical study of political economy.

(Whereas the uninformed reviewer who tries to hide his complete ignorance and intellectual poverty by hurling the “ utopian phrase ” at the positive critic’s head, or again such phrases as “quite pure, quite resolute, quite critical criticism,” the “not merely legal but social – utterly social – society,” the “compact, massy mass,” the “outspoken spokesmen of the massy mass,” [2] this reviewer has yet to furnish the first proof that besides his theological family affairs he has anything to contribute to a discussion of worldly matters.)

It goes without saying that besides the French and English socialists I have also used German socialist works. The only original German works of substance in this science, however – other than Weitling’s writings – are the essays by Hess published in Einundzwanzig Bogen [3] and Umrisse zu einer Kritik der Nationalökonomie by Engels in the Deutsch-Französische Jahrbücher, where also the basic elements of this work have been indicated by me in a very general way.

(Besides being indebted to these authors who have given critical attention to political economy, positive criticism as a whole – and therefore also German positive criticism of political economy – owes its true foundation to the discoveries of Feuerbach , against whose Philosophie der Zukunft and Thesen zur Reform der Philosophie in the Anekdota, despite the tacit use that is made of them, the petty envy of some and the veritable wrath of others seem to have instigated a regular conspiracy of silence.

It is only with Feuerbach that positive, humanistic and naturalistic criticism begins. The less noise they make, the more certain, profound, extensive, and enduring is the effect of Feuerbach’s writings, the only writings since Hegel’s Phänomenologie and Logik to contain a real theoretical revolution.

In contrast to the critical theologians of our day, I have deemed the concluding chapter of this work – a critical discussion of Hegelian dialectic and philosophy as a whole to be absolutely necessary, a task not yet performed. This lack of thoroughness is not accidental, since even the critical theologian remains a theologian. Hence, either he has to start from certain presuppositions of philosophy accepted as authoritative; or, if in the process of criticism and as a result of other people’s discoveries doubts about these philosophical presuppositions have arisen in him, he abandons them in a cowardly and unwarrantable fashion, abstracts from them, thus showing his servile dependence on these presuppositions and his resentment at this servility merely in a negative, unconscious and sophistical manner.

(He does this either by constantly repeating assurances concerning the purity of his own criticism, or by trying to make it seem as though all that was left for criticism to deal with now was some other limited form of criticism outside itself – say eighteenth-century criticism – and also the limitations of the masses, in order to divert the observer’s attention as well as his own from the necessary task of settling accounts between criticism and its point of origin – Hegelian dialectic and German philosophy as a whole – that is, from this necessary raising of modern criticism above its own limitation and crudity. Eventually, however, whenever discoveries (such as Feuerbach’s ) are made regarding the nature of his own philosophic presuppositions, the critical theologian partly makes it appear as if he were the one who had accomplished this, producing that appearance by taking the results of these discoveries and, without being able to develop them, hurling them in the form of catch-phrases at writers still caught in the confines of philosophy. He partly even manages to acquire a sense of his own superiority to such discoveries by asserting in a mysterious way and in a veiled, malicious and skeptical fashion elements of the Hegelian dialectic which he still finds lacking in the criticism of that dialectic (which have not yet been critically served up to him for his use) against such criticism – not having tried to bring such elements into their proper relation or having been capable of doing so, asserting, say, the category of mediating proof against the category of positive, self-originating truth, (...) in a way peculiar to Hegelian dialectic. For to the theological critic it seems quite natural that everything has to be done by philosophy, so that he can chatter away about purity, resoluteness, and quite critical criticism; and he fancies himself the true conqueror of philosophy whenever he happens to feel some element [4] in Hegel to be lacking in Feuerbach – for however much he practises the spiritual idolatry of “ self-consciousness ” and “mind” the theological critic does not get beyond feeling to consciousness.)

On close inspection theological criticism – genuinely progressive though it was at the inception of the movement – is seen in the final analysis to be nothing but the culmination and consequence of the old philosophical, and especially the Hegelian, transcendentalism, twisted into a theological caricature. This interesting example of historical justice, which now assigns to theology, ever philosophy’s spot of infection, the further role of portraying in itself the negative dissolution of philosophy, i.e., the process of its decay – this historical nemesis I shall demonstrate on another occasion. [5]

(How far, on the other hand, Feuerbach’s discoveries about the nature of philosophy still, for their proof at least, called for a critical discussion of philosophical dialectic will be seen from my exposition itself.) ||LX|

Wages of Labour – First Section 1844 Index | Study Guide | Marx-Engels Internet Archive

The Moscow Trials and the "Great Terror" of 1937-1938: What the Evidence Shows

Grover Furr July 31 2010

[To be added at the end of Part One of "Stalin and the Struggle for Democratic Reform" ]

Since my two-part essay "Stalin and the Struggle for Democratic Reform" was written in 2004-5, a great deal more evidence has been published concerning the Opposition, the Moscow Trials of 1936, 1937, and 1938, the Military Purges or "Tukhachevsky Affair", and the subsequent "Ezhovshchina", often called "the Great Terror" after the title of the extremely dishonest book by Robert Conquest first published in 1968.

The newly-available evidence confirms the following conclusions:

* The defendants at the Moscow Trials of August 1936, January 1937, and March 1938, were guilty of at least those crimes to which they confessed. A "bloc of Rights and Trotskyites" did indeed exist. It planned to assassinate Stalin, Kaganovich, Molotov, and others in a coup d’�tat , what they called a "palace coup" ( dvortsovyi perevorot ). The bloc did assassinate Kirov.

* Both Rights and Trotskyites were conspiring with the Germans and Japanese, as were the Military conspirators. If the "palace coup" did not work they hoped to come to power by showing loyalty to Germany or Japan in the event of an invasion.

* Trotsky too was directly conspiring with the Germans and Japanese, as were a number of his supporters.

* Nikolai Ezhov, head of the NKVD from 1936 to late 1938, was also conspiring with the Germans.

We now have much more evidence about the role of NKVD chief Nikolai Ezhov than we had in 2005. Ezhov, head of the NKVD (People’s Commissar for Internal Affairs), had his own conspiracy against the Soviet government and Party leadership. Ezhov had also been recruited by German intelligence.

Like the Rights and Trotskyites, Ezhov and his top NKVD men were counting on an invasion by Germany, Japan, or other major capitalist country. They tortured a great many innocent people into confessing to capital crimes so they would be shot. They executed a great many more on falsified grounds or no grounds at all.

Ezhov hoped that this mass murder of innocent people would turn large parts of the Soviet population against the government. That would create the basis for internal rebellions against the Soviet government when Germany or Japan attacked.

Ezhov lied to Stalin, the Party and government leaders about all this. The truly horrific mass executions of 1937-1938 of almost 680,000 people were in large part unjustifiable executions of innocent people carried out deliberately by Ezhov and his top men in order to sow discontent among the Soviet population.

Although Ezhov executed a very large number of innocent people, it is clear from the evidence now available that there were also real conspiracies. The Russian government continues to keep all but a tiny amount of the investigative materials top-secret. We can’t know for sure exactly the dimensions of the real conspiracies without that evidence. Therefore, we don’t know how many of these 680,000 people were actual conspirators and how many were innocent victims.

As I wrote in 2005, Stalin and the Party leadership began to suspect as early as October 1937 that some of the repression was done illegally. From early in 1938, when Pavel Postyshev was sharply criticized, then removed from the Central Committee, then expelled from the Party, tried and executed for mass unjustified repression, these suspicions grew.

When Lavrentii Beria was appointed as Ezhov’s second-in-command Ezhov and his men understood that Stalin and the Party leadership no longer trusted them. They made one last plot to assassinate Stalin at the November 7, 1938 celebration of the 21 st anniversary of the Bolshevik Revolution. But Ezhov’s men were arrested in time.

Ezhov was persuaded to resign. An intensive investigation was begun and a huge number of NKVD abuses were uncovered. A great many cases of those tried or punished under Ezhov were reviewed. Over 100,000 people were released from prison and camps. Many NKVD men were arrested, confessed to torturing innocent people, tried and executed. Many more NKVD men were sentenced to prison or dismissed.

Under Beria the number of executions in 1938 and 1940 dropped to less than 1% of the number under Ezhov in 1937 and 1938, and many of those executed were NKVD men, including Ezhov himself, who were found guilty of massive unjustified repression and executions of innocent people.

Some of the most dramatic evidence published since 2005 are confessions of Ezhov and Mikhail Frinovsky, Ezhov’s second-in-command. I have put some of these on the Internet in both the original Russian and in English translation. We also have a great many more confessions and interrogations, mostly partial, of Ezhov, in which he makes many more confessions. These were published in 2007 in a semi-official account by Aleksei Pavliukov.

Anticommunist Scholars Hide the Truth

All "mainstream" – that is, anticommunist – and Trotskyist researchers falsely claim that there were no conspiracies. According to them, all the Moscow Trial defendants, all the military defendants, and all those tried and sentenced for espionage, conspiracy, sabotage, and other crimes, were innocent victims. Some claim that Stalin had planned to kill all these people because they might constitute a "Fifth Column" if the USSR were attacked. Other anticommunists prefer the explanation that Stalin just tried to terrorize the population into obedience.

This is an ideological, anticommunist stance masquerading as an historical conclusion. It is not based upon the historical evidence and is inconsistent with that evidence. Anticommunist historians ignore the primary source evidence available. They even ignore evidence in collections of documents that they themselves cite in their own works.

Why do the anticommunist "scholars", both in Russia and the West, ignore all this evidence? Why do they continue to promote the false notions that no conspiracies existed and that Stalin, not Ezhov, decided to execute hundreds of thousands of innocent people? The only possible explanation is that they do this for ideological reasons alone. The truth, as established by an examination of the primary source evidence, would make Stalin and the Bolsheviks "look good" to most people.

Collectivization of Agriculture Saved The World from Nazis and Japanese…

We have an example of this ideological bias in the way anticommunist scholars and writers treat the Bolshevik collectivization of agriculture. Anticommunists have long attacked it as immoral and unjustified. Yet collectivization provided the capital for the crash industrialization of the USSR. And only industrialization made a modern Red army possible.

Without a technologically-advanced modern army the Nazis would have conquered the USSR. Then, with the resources and manpower of the USSR and the rest of Europe behind them, the Nazis could have invaded the British Isles. Nazi armies would have been a far more formidable foe against all Allied powers. Meanwhile the Japanese, strengthened by the petroleum of the Soviet Far East, would have been a far more formidable enemy for the USA in the Pacific war.

Millions more Slavs and Jews – "Untermenschen" to the Nazis – and millions more Europeans and American soldiers – would have been killed. That this did not occur can be attributed, in large part, to the Soviet collectivization of agriculture. This is an obvious conclusion. There was simply no other way than by collectivizing agriculture that the USSR could have industrialized, and thus stood up to the Nazis and Japanese.

The only alternative was the one promoted by the Right and Trotskyite conspirators: to make peace with the Germans and Japanese, even if that meant granting them huge trade and territorial concessions. That would have greatly strengthened the Axis powers in their war against the U.K. and the USA.

For purely ideological reasons anticommunists cannot admit that collectivization made it possible for the Axis to be defeated.

… And So Did The Defeat of the Conspirators in 1936-1938

Whether they were able to seize political power through a "palace coup", or whether they would have to rely on a German and/or Japanese attack as they only way they might be able to overthrow the Stalin government, the Opposition conspirators were planning some kind of alliance with the Axis.

In fact they would have had no choice, as they realized themselves. A USSR weakened by internal revolt, with or without an invasion from abroad, would have had to make trade, territorial, and ideological concessions to its major potential adversaries simply in order to avoid invasion and inevitable conquest.

At a minimum, a USSR led by some combination of conspirators would have made treaties with Germany and Japan that would have provided the Axis powers with huge natural resources, possibly with manufactured goods as well. The military conspirators were contemplating going much farther than mere trade with the Axis. They were contemplating an outright military alliance with Germany. That would have meant millions more soldiers to fight alongside the German Wehrmacht.

Therefore, in foiling the machinations of the Rights, Trotsky and his supporters, and the Military conspirators, Stalin saved Europe from Naziism – again!

No doubt this is why anticommunist "scholars" insist, in the face of all the evidence, that there were no conspiracies in the USSR and no collaboration with the Germans and Japanese. Once again they refuse to admit these truths on purely ideological grounds because doing so would seem to justify Stalin’s actions.

Bukharin, Not Stalin, To Blame for the Massive Repressions

One interesting aspect of this is that Nikolai Bukharin, leading name among the Rightists and one of its leaders, knew about the "Ezhovshchina" as it was happening, and praised it in a letter to Stalin that he wrote from prison.

It gets even better. Bukharin knew that Ezhov was a member of the Rightist conspiracy, as he himself was. No doubt that is why he welcomed Ezhov's appointment as head of the NKVD -- a view recorded by his widow in her memoirs.

In his first confession, in his now-famous letter to Stalin of December 10, 1937, and at his trial in March 1938 Bukharin claimed he had completely "disarmed" and had told everything he knew. But now we can prove that this was a lie. Bukharin knew that Ezhov was a leading member of the Rightist conspiracy -- but did not inform on him. According to Mikhail Frinovsky, Ezhov's right-hand man, Ezhov probably promised to see that he would not be executed if he did not mention his own, Ezhov's, participation (see Frinovsky's confession of April 11, 1939 ).

If Bukharin had told the truth -- if he had, in fact, informed on Ezhov -- Ezhov's mass murders could have been stopped in their tracks. The lives of hundreds of thousands of innocent people could have been saved.

But Bukharin remained true to his fellow conspirators. He went to execution -- an execution he swore he deserved "ten times over" * -- without revealing Ezhov's participation in the conspiracy.

This point cannot be stressed too much: the blood of the hundreds of thousands of innocent persons slaughtered by Ezhov and his men during 1937-1938, are on Bukharin's hands.

Objectivity and Evidence

I agree with historian Geoffrey Roberts when he says:

In the last 15 years or so an enormous amount of new material on Stalin … has become available from Russian archives. I should make clear that as a historian I have a strong orientation to telling the truth about the past, no matter how uncomfortable or unpalatable the conclusions may be. … I don’t think there is a dilemma: you just tell the truth as you see it. ("Stalin’s Wars", Frontpagemag.com February 12, 2007. At http://hnn.us/roundup/entries/35305.html )

The conclusions I have reached about the "Ezhovshchina" will be unacceptable to ideologically-motivated people. I have not reached these conclusions out of any desire to "apologize" for the policies of Stalin or the Soviet government. I believe these to be the only objective conclusions possible based on the available evidence.

I make no claim that the Soviet leadership was free from error. Stalin’s vision of a socialism leading to communism was obviously faulty in that it did not come to pass. During Stalin’s time, as during the short period of Lenin’s leadership, the Soviets made a great many errors. Error is, of course, inevitable in all human endeavor. And since the Bolsheviks were the first communists to conquer and hold state power, they were in unknown waters. It was inevitable, therefore, that they would make a great many mistakes – and they did.

However, any objective study of the evidence and the historical record shows that there was simply no alternative to forced collectivization and industrialization – except defeat at the hands of some combination of capitalist powers. Likewise, the fact that the Right, Trotskyite, and Military conspiracies really did exist but were snuffed out by the Soviet leadership, which managed to out-maneuver Ezhov and foil his conspiracy as well, proves that once again the USSR – "Stalin" – saved Europe from Naziism and all the Allies from an immense number of additional casualties at the hands of the Axis powers.

* Bukharin's two appeals for clemency, both dated March 13, 1938, were reprinted in Izvestiia September 2, 1992, p. 3. They were rejected, and Bukharin was executed on March 15, 1938. I have put them online in English here.

Additional Bibliography

Ezhov’s interrogations: I have translated all of Ezhov’s interrogations available to me as of July 2010 and put them online here:

http://msuweb.montclair.edu/~furrg/research/ezhovinterrogs.html (Russian original: http://msuweb.montclair.edu/~furrg/research/ezhovpokazaniia.html )

Lubianka. Stalin I NKVD – NKGB – GUKR "SMERSH". 1939 – mart 1946 . Moscow, 2006.

• Frinovsky confession of April 11, 1939, pp. 33-50. http://msuweb.montclair.edu/~furrg/research/frinovskyeng.html (Russian original here: http://msuweb.montclair.edu/~furrg/research/frinovskyru.html )
• Ezhov confession of April 26, 1939, pp. 52-72. http://msuweb.montclair.edu/~furrg/research/ezhov042639eng.html (Russian original: http://msuweb.montclair.edu/~furrg/research/ezhovru.html )

Petrov, Nikita, Mark Jansen. "Stalinskii pitomets" – Nikolai Ezhov . Moscow: ROSSPEN, 2008, pp. 367-379.

• Ezhov confession of August 4, 1939. http://msuweb.montclair.edu/~furrg/research/ezhov080439eng.html (Russian original: http://msuweb.montclair.edu/~furrg/research/ezhov080439ru.html )

Furr, Grover and Vladimir L. Bobrov, "Bukharin's Last Plea: Yet Another Anti-Stalin Falsification." http://msuweb.montclair.edu/~furrg/research/bukhlastplea.html - translation of Russian original published in Aktual’naia Istoriia for February 2009 at http://actualhistory.ru/bukharin_last_plea

Furr, Grover and Vladimir L. Bobrov, "Nikolai Bukharin's First Statement of Confession in the Lubianka" in English translation, Cultural Logic 2007 - http://clogic.eserver.org/2007/Furr_Bobrov.pdf

Furr, Grover and Vladimir L. Bobrov, "Pervye priznatel'nye pokazaniia N.I. Bukharina na Lubianke." Klio No. 1 (2007). http://msuweb.montclair.edu/~furrg/research/furrnbobrov_klio0107.pdf

Furr, Grover and Vladimir L. Bobrov, eds. "Lichnye pokazaniia N. Bukharina." Klio (St. Petersburg), No. 1 (2007). http://msuweb.montclair.edu/~furrg/research/furrnbobrov_klio0107.pdf

Furr, Grover. "Evidence of Leon Trotsky's Collaboration with Germany and Japan." In Cultural Logic for 2009. http://clogic.eserver.org/2009/Furr.pdf

Holmstr�m, Sven-Eric. "New Evidence Concerning the 'Hotel Bristol' Question in the First Moscow Trial of 1936". Cultural Logic 2008. At http://clogic.eserver.org/2008/Holmstrom.pdf

Furr, Grover.Khrushchev Lied: The Evidence That Every "Revelation" of Stalin's (and Beria's) Crimes in Nikita Khrushchev's Infamous "Secret Speech" to the 20th Party Congress of the Communist Party of the Soviet Union on February 25, 1956, is Provably False. Kettering, OH: Erythros Press & Media LLC, 2011. At Amazon.com ; at Erythros Press & Media : at Abebooks.com ; at Abebooks.co.uk (United Kingdom)

Furr (‘Ferr’), Grover Antistalinskaia podlost’ ("Anti-Stalin Villanies"). Moscow: Algoritm, 2007. Home page: http://www.algoritm-kniga.ru/ferr-g.-antistalinskaya-podlost.html Brief summary in this interview: "The Sixty-One Untruths of Nikita Khrushchev" (Interview with Grover Furr). http://msuweb.montclair.edu/~furrg/research/litrossiainterv0608_eng.html (original here: http://www.litrossia.ru/article.php?article=3003 )

Pavliukov, Aleksei. Ezhov. Moscow: Zakharov, 2007.