essay for part

How to Write an Essay/Parts

Parts of an Essay — Traditionally, it has been taught that a formal essay consists of three parts: the introductory paragraph or introduction, the body paragraphs, and the concluding paragraph. An essay does not need to be this simple, but it is a good starting point.

Introductory Paragraph

The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read:

You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea but also uses solid examples to back it up. A weak thesis might be:

As an alternative, a strong thesis for the same topic would be:

Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias.

Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point.

For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph.

A good thesis statement, for example, if you are writing about dogs being very good friends, you could put:

Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph, and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement.

Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends . This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends.

Body Paragraphs

Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed.

If the core topic of the essay is the format of college essays, the thesis sentence might read:

The topic sentence for the first body paragraph might read:

Sequentially, the topic sentence for the second body paragraph might read:

And the topic sentence for the third body paragraph might read:

Every body paragraph uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes.

When writing an essay for a class assignment, make sure to follow your teacher or professor’s suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask.

Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, “There is no friend truer than a dog.” Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs.

It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete.

Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific style of the essay, you may be able to use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized.

Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide a basic background on a subject and, hopefully, to spark enough interest to induce further reading.

The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference.

Concluding Paragraph

The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific course of action with regard to the points that the essay presented.

Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy.

As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling.

In the above example, the focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of “tell them what you are going to say, say it, and then tell them what you have said,” you may find it more interesting and persuasive to shift away from it as the writer did here, and then, in the end, return to the core point of the essay. This gives an additional effect to what an audience would otherwise consider a very boring conclusion.

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• Introduction
• Each is made up of one or several paragraphs.
• The purpose of this section is to introduce the topic and why it matters, identify the specific focus of the paper, and indicate how the paper will be organized.
• To keep from being too broad or vague, try to incorporate a keyword from your title in the first sentence.
• For example, you might tell readers that the issue is part of an important debate or provide a statistic explaining how many people are affected.  
• Defining your terms is particularly important if there are several possible meanings or interpretations of the term.
• Try to frame this as a statement of your focus. This is also known as a purpose statement, thesis argument, or hypothesis.
• The purpose of this section is to provide information and arguments that follow logically from the main point you identified in your introduction. 
• Identify the main ideas that support and develop your paper’s main point.
• For longer essays, you may be required to use subheadings to label your sections.
• Point: Provide a topic sentence that identifies the topic of the paragraph.
• Proof: Give evidence or examples that develop and explain the topic (e.g., these may come from your sources).
• Significance: Conclude the paragraph with sentence that tells the reader how your paragraph supports the main point of your essay.
• The purpose of this section is to summarize the main points of the essay and identify the broader significance of the topic or issue.
• Remind the reader of the main point of your essay (without restating it word-for-word).
• Summarize the key ideas that supported your main point. (Note: No new information or evidence should be introduced in the conclusion.) 
• Suggest next steps, future research, or recommendations.
• Answer the question “Why should readers care?” (implications, significance).
• Find out what style guide you are required to follow (e.g., APA, MLA, Chicago) and follow the guidelines to create a reference list (may be called a bibliography or works cited).
• Be sure to include citations in the text when you refer to sources within your essay.
• Cite Your Sources - University of Guelph
• Read assignment instructions carefully and refer to them throughout the writing process.
• e.g., describe, evaluate, analyze, explain, argue, trace, outline, synthesize, compare, contrast, critique.
• For longer essays, you may find it helpful to work on a section at a time, approaching each section as a “mini-essay.”
• Make sure every paragraph, example, and sentence directly supports your main point.
• Aim for 5-8 sentences or ¾ page.
• Visit your instructor or TA during office hours to talk about your approach to the assignment.
• Leave yourself time to revise your essay before submitting.
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How to Write an Essay

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Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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The writer of the academic essay aims to persuade readers of an idea based on evidence. The beginning of the essay is a crucial first step in this process. In order to engage readers and establish your authority, the beginning of your essay has to accomplish certain business. Your beginning should introduce the essay, focus it, and orient readers.

Introduce the Essay.  The beginning lets your readers know what the essay is about, the  topic . The essay's topic does not exist in a vacuum, however; part of letting readers know what your essay is about means establishing the essay's  context , the frame within which you will approach your topic. For instance, in an essay about the First Amendment guarantee of freedom of speech, the context may be a particular legal theory about the speech right; it may be historical information concerning the writing of the amendment; it may be a contemporary dispute over flag burning; or it may be a question raised by the text itself. The point here is that, in establishing the essay's context, you are also limiting your topic. That is, you are framing an approach to your topic that necessarily eliminates other approaches. Thus, when you determine your context, you simultaneously narrow your topic and take a big step toward focusing your essay. Here's an example.

The paragraph goes on. But as you can see, Chopin's novel (the topic) is introduced in the context of the critical and moral controversy its publication engendered.

Focus the Essay.  Beyond introducing your topic, your beginning must also let readers know what the central issue is. What question or problem will you be thinking about? You can pose a question that will lead to your idea (in which case, your idea will be the answer to your question), or you can make a thesis statement. Or you can do both: you can ask a question and immediately suggest the answer that your essay will argue. Here's an example from an essay about Memorial Hall.

The fullness of your idea will not emerge until your conclusion, but your beginning must clearly indicate the direction your idea will take, must set your essay on that road. And whether you focus your essay by posing a question, stating a thesis, or combining these approaches, by the end of your beginning, readers should know what you're writing about, and  why —and why they might want to read on.

Orient Readers.  Orienting readers, locating them in your discussion, means providing information and explanations wherever necessary for your readers' understanding. Orienting is important throughout your essay, but it is crucial in the beginning. Readers who don't have the information they need to follow your discussion will get lost and quit reading. (Your teachers, of course, will trudge on.) Supplying the necessary information to orient your readers may be as simple as answering the journalist's questions of who, what, where, when, how, and why. It may mean providing a brief overview of events or a summary of the text you'll be analyzing. If the source text is brief, such as the First Amendment, you might just quote it. If the text is well known, your summary, for most audiences, won't need to be more than an identifying phrase or two:

Often, however, you will want to summarize your source more fully so that readers can follow your analysis of it.

Questions of Length and Order.  How long should the beginning be? The length should be proportionate to the length and complexity of the whole essay. For instance, if you're writing a five-page essay analyzing a single text, your beginning should be brief, no more than one or two paragraphs. On the other hand, it may take a couple of pages to set up a ten-page essay.

Does the business of the beginning have to be addressed in a particular order? No, but the order should be logical. Usually, for instance, the question or statement that focuses the essay comes at the end of the beginning, where it serves as the jumping-off point for the middle, or main body, of the essay. Topic and context are often intertwined, but the context may be established before the particular topic is introduced. In other words, the order in which you accomplish the business of the beginning is flexible and should be determined by your purpose.

Opening Strategies.  There is still the further question of how to start. What makes a good opening? You can start with specific facts and information, a keynote quotation, a question, an anecdote, or an image. But whatever sort of opening you choose, it should be directly related to your focus. A snappy quotation that doesn't help establish the context for your essay or that later plays no part in your thinking will only mislead readers and blur your focus. Be as direct and specific as you can be. This means you should avoid two types of openings:

• The history-of-the-world (or long-distance) opening, which aims to establish a context for the essay by getting a long running start: "Ever since the dawn of civilized life, societies have struggled to reconcile the need for change with the need for order." What are we talking about here, political revolution or a new brand of soft drink? Get to it.
• The funnel opening (a variation on the same theme), which starts with something broad and general and "funnels" its way down to a specific topic. If your essay is an argument about state-mandated prayer in public schools, don't start by generalizing about religion; start with the specific topic at hand.

Remember.  After working your way through the whole draft, testing your thinking against the evidence, perhaps changing direction or modifying the idea you started with, go back to your beginning and make sure it still provides a clear focus for the essay. Then clarify and sharpen your focus as needed. Clear, direct beginnings rarely present themselves ready-made; they must be written, and rewritten, into the sort of sharp-eyed clarity that engages readers and establishes your authority.

Copyright 1999, Patricia Kain, for the Writing Center at Harvard University

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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

• Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
• Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

• like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
• arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
• focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

• quotations and/or paraphrases from sources.
• facts , e.g. statistics or findings from studies you’ve conducted.
• narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

• Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
• For example, your argument might be significant to studies of a certain time period .
• Alternately, it might be significant to a certain geographical region .
• Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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• How to write a C1 Advanced Essay

• Posted on 26/02/2020
• Categories: Blog
• Tags: C1 Advanced , Cambridge Exams , Writing

The Cambridge C1 Advanced is an excellent qualification to aim for if you’re thinking of studying or working abroad. It’s recognised by universities and governments all over the world and also helps you prove your language skills to future employers.

One of the most demanding parts of the exam is Part 1 of the Writing paper, which includes writing an essay. For many of you, this won’t come naturally… especially in another language.

So, to give you the best chance at success, we’ve created this in-depth guide full of Cambridge C1 Advanced Writing tips and useful language to get you producing excellent essays in no time.

So, pick up your pen, and let’s get started!

If you’d like to get more help with the C1 Advanced, consider our exam preparation class!

C1 Advanced Writing Requirements

The C1 Advanced Writing exam has two writing parts, which you must complete in 90 minutes. Both parts have a word limit of between 220-260 words. We recommend getting lots of writing practice under these conditions!

Part 1 is always a discursive essay . It requires you to think about arguments for and against a topic.

Part 2 is a situationally based writing task. This could be a letter , an email , a report , a proposal or a review and you have three options to choose from.

Today, we’ll be looking at how to do your best in part 1.

Before you begin

When you turn over the paper and begin Writing Part 1, take some time to read the task instructions. Identify all parts of the question, underlining which parts are obligatory and noting which parts are optional.

Let’s take a look at an example question!

Remember, you don’t have to use the opinions expressed in the box, but they may help you to get the ball rolling . Also, you only have to talk about two of the options given, not all three.

Make a plan

Take ten minutes to lay out your ideas. Make a pros and cons list for each of the three options and then decide which two you feel most confident with. Here’s some things you might come up with, can you think of any more?

Structure your essay

The essence of a good essay is a clear structure.

Introduction

Here you want to introduce the topic in your own words. Your first line should also grab the reader’s attention, then you should paraphrase the question. Finally, try using a statistic or a rhetorical question. This will make them want to read on, right?

Paragraph 1

Discuss the first option you’ve chosen. Include a good topic sentence and remember to give reasons for your answer. Describe some of the advantages, and even some of the disadvantages too. This will give a well-balanced argument.

Paragraph 2

Here’s where you introduce the second option. Again, try to present both sides of the argument and give reasons for your ideas. Gradually work towards the conclusion.

State your final opinion. This should be a summary of the rest of the essay and point clearly to which option you think is the most important. Do not introduce any new arguments at this stage. The conclusion is where you tie-up any loose ends .

This is an advanced piece of writing, so make sure your choice of language reflects it. You will get marked for accuracy, however, occasional errors can still be present as long as they do not impede understanding. So don’t play it too safe . This is your opportunity to show what you can do, so take some risks and have fun with it!

In the writing paper you should use a range of vocabulary, including less common lexis. Brainstorm some vocabulary related to the topic. Take your time to think of nouns and compound nouns that you know at C1 level. Really let your vocabulary sparkle .

No one likes a broken record . Find synonyms for simple words. You want to use a variety of language, and try not to repeat yourself too much. Check out these different ways of saying the same thing:

advantage = benefit, positive, upside

disadvantage = downside, drawback

effect = influence, impact, result, outcome

problem = issue, challenge, difficulty, obstacle, setback, complication

important = valuable, essential, beneficial

expensive = costly, dear, high-priced, extortionate

cheap = inexpensive, affordable, economical

big = great, large, sizeable, considerable, wide, vast

small = slight, tiny, little

Quick tip: Visit Thesaurus.com to study more synonyms!

Experiment with different grammatical forms. At this level you’re expected to have a good grasp on the grammar. You should use a range of simple and complex grammatical forms with control and flexibility. So challenge yourself with some of these…

• Participle clauses
• Conditionals
• Modal verbs
• Passive with reporting verbs
• Cleft sentences
• Comparatives
• Relative clauses

Useful expressions

To make your essay flow it’s best to use some key phrases. These will link all your ideas together, and help it sound semi-formal. Take a look at the expressions below. Why not use some in your next essay?

Introduction:

It is often said that…

Many people feel that…

We live in an age when..

More and more…

Introducing & Addition:

Firstly, secondly, thirdly…

On the one hand…

In addition…

What is more…

For example…

For instance…

As a case in point…

Contrasting:

In contrast…

On the other hand…

Alternatively…

However…

Conclusion:

All things considered…

As far as I’m concerned…

In light of the above…

What the examiners are looking for

When writing your essay, bear in mind what you’ll be marked on:

Have you answered all parts of the question? Is everything relevant to the question?

Communicative Achievement

Is the style and tone appropriate? Remember it should be semi-formal and neutral.

Organisation

Does it follow a logical order? Have you used paragraphs and linking devices?

Are you using a variety of grammar and vocabulary? Is it accurate?

Now your masterpiece has come together. Remember to take time to check your work. Here’s the official Writing Checklist from Cambridge Assessment English . And our list of the most common mistakes:

• subject + verb agreement
• singulars / plurals
• question formation
• variety of tenses
• dependent prepositions

Some final tips

Avoid contractions (I’m, they’re, we’re) as this is a formal writing.

Don’t use first person pronouns (I, my, our, us).

Practise under timed conditions.

Use model answers to practise fixed expressions.

——

Looking for more help with your Cambridge C1 Advanced exam? Here are our other guides from our blog:

C1 Advanced Reading and Use of English – Part 1 , Part 2 , Part 3

And if you are not sure if you’re ready for the C1 Advanced, check out our article Am I ready for the C1 Advanced exam? to find out!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

Get the ball rolling (exp) : to start something.

Lay out (v): to explain something in detail.

Paraphrase (v): to say the same thing in a different way.

Tie-up any loose ends (exp): to resolve issues.

Play it safe (exp): to act cautiously.

A broken record (exp): when someone repeats themself.

Sparkle (v) : to shine.

Good grasp (exp): a good knowledge.

Bear in mind (exp) : to consider.

Masterpiece (n): an incredible work of art.

exp = expression

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Small Talk For Business English

• By: oxfordadmin
• Posted on 19/02/2020

Your Guide To Moving To The USA

• Posted on 04/03/2020

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Essay – examples & model answers | C1 Advanced (CAE)

CAE Essay Example & Model Answer:  Younger people

Example exam task:.

Write an  essay  discussing only  two points . You should  explain which point is more important , giving reasons in support of your answer.

CAE Essay: Example Answer (Grade: 3-4)

Example answer:.

Adults can influence younger people in a good way, but also in a bad way. There are various possibilities how this can happen.

On the one hand, setting a good example is a quite useful way, because younger people will be able to see the adult’s behaviours and ways of thinking. They will see and feel the adult’s values and lives and may decide to become like them someday or at least to try to behave and think like adults.

On the other hand, offering advices seems to be the better way for me, how adults can influence younger people. Because, setting a good example to follow can be useful, but it also is pretty exhausting for adults and they may have some pressure as well. In addition, it’s just an opportunity for younger people, because they’ll decide rather they want to become like these adults or not.

In my opinion, younger people should try to learn how life works on their own. This will lead to more failures, but in my opinion, failing is normal and necessary. Of course this way of influencing is more exhausting for younger people, but I guess they’ll figure out how to do things on their own.

Failures are crucial for learning and for success, therefore I think that adults just should offer advices and show them, that they believe in them. That’s going to encourage younger people and they will try to learn and believe in themselves. That’s why I think, that offering advices is the better way how adults can influence younger people.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:.

CAE Essay: Model Answer (Grade: 4-5)

Many parents, struggle with bringing up their child into be responsible adults and are unsure how to influence them. There are of course, many ways of influencing young adults, and I want to present and discuss two of them: giving rules to obey and offering your children advice.

First of all, it has to be said that advice is easy to ignore, and that children especially in their adolescent years, don’t even want advice, and will tell you so, too: ‘I don’t need your help’, they will say to you or even shout at you. Kids often feel misunderstood they think their parents can’t understand them, because they are ‘too old’. If your son or daughter has a problem, it is important to make him or her feel that you do understand and only want their best and are, therefore, offering some advice, hoping it will help them.

Then again, there are rules. Rules can be placed differently, they don’t need to be a stone-hard barrier to your child’s freedom. Adolescents will often bend rules or utterly break them all because they need this certain feeling of rebellion and freedom. Rules also help the maturing of the conscience. If a child doesn’t need to follow rules, it’s conscience will never mature and it will not know wrong from right. If, however you place rules, and punishments should they not be followed, your son or daughter will learn not to steal, to be home on time simply because he or she doesn’t want to be punished. Don’t overdo it, though. Placing too hard punishments could also lead to destruction of the conscience your child never being able to make it’s own decisions.

I think that giving rules to obey is the best way of influencing young people. Wherever you go, you find certain rules. Not every rule is absolutely sensible, but while growing older, your child will learn by itself which rules should be followed and will follow them of free choice.

CAE Essay Model Answer: Crimes

The documentary investigated what makes young people commit crimes. It seems to me that the most important reason is lack of appropriate control by parents.

To put the blame for youth crime on parents may seem rather unfair, but a lot of the interviews and information in the documentary backed up this belief. There is more than one reason why many parents fail to control their children. Some parents believe that it is wrong to discipline children in any way, and think that children should be free to do whatever they want. Some parents are simply too lazy and selfish to control their children, preferring to let them behave badly so that they can continue doing what they want. Another reason is that some parents did not grow up being disciplined by their parents and so they do not do that with their own children.

Factors such as economic position and influence from peers can of course play a major role in causing young people to turn to crime. However, it is my view that how children am brought up is more important than either of those. They need firm rules to be given to them by parents who they respect, and if they are not given firm guidance by parents, some of them are bound to behave badly. Some of this bad behaviour will be criminal. If you do something wrong and you get away with it, you will do it again or do worse things.

CAE Essay Model Answer: Talent Shows

The discussion focused on various issues connected with TV shows that feature members of the public. They have been a worldwide phenomenon for some time and views on them vary greatly.

One of the main aspects of these shows is the entertainment they provide for viewers. Obviously, they would not be watched by so many people if audiences didn’t find them entertaining. During the discussion. It was said that the shows are enjoyable to watch and do no harm. People enjoy watching ordinary members of the public living their lives, doing their jobs or taking part In talent competitions because they can relate to those people. I think that this 15 true. Although I don’t personally find them interesting and therefore seldom watch them, I agree that many people find them very entertaining.

However, a morn serious aspect was discussed and that Is the Influence these shows can have on people. especially young people. This, I think, Is the most Important aspect. Many young people are Influenced by these shows and the people on then They too want to appear on TV, to be ‘famousjust like the people they see. Rather than thinking realistically about their futures and about getting jobs and careers. they get the Impression that anyone can be famous. Instead of focusing on building a life in a practical way, they dream of being like those people on the shows. I think this 15 the most important consequence of these shows and It is a harmful one.

CAE Essay Example & Model Answer: Facilities

Facilities in need of funds

Having listened to today’s radio programme about facilities that need financial help, I realised that sports centers and public gardens have been neglected over the years by the local authorities.

There are few sports centers out there that meet the right characteristics that a good sports center must have. This is one of the many reasons that people avoid sport. We see lots of kids nowadays suffering from obesity and other health problems caused by the simple fact that they don’t do sport.

Another reason for this is that people have nowhere to go out for a walk or to run in a nice place. Public gardens, parks for example are also lacking in numbers. The ones that are already there are not very nice and they don’t look very good. I think that by improving this two facilities the population can benefit from this. By creating more sports centers, there will be some more jobs offered, and some kids might even follow a sports career. By making more public gardens people can get out more often and spend some good quality time relaxing.

I think that local authorities should invest money in both facilities because, this is a good way to increase the populations health.

Example Answer:

In regard of a recent discussion about the facilities, which are financially supported by local authorities, I would like to write a few of my personal thoughts. Whether we are talking about sports centres or public gardens, there is no doubt that they are both a good thing to have in the city and should both be supported somehow. The only question then is which one of these is more important, what are the pros and cons of each one?

Let me start with the sport centres as I think these are a bit more problematic. Obviously, in our times where lots of people spend days sitting in their office staring at a computer, some sort of physical training is very important. We have to balance that shift in our lifestyles. The problem I see with supporting the sports centres is the number of activities that you can do at these days. There is almost countless list of either individual or team sports that we can think of, and each centre is usually designed for a specific type or at least a group of sports similar in its nature. Therefore I think that it is too difficult to support them equally and we can’t say which activity is better than the others either. Another reason for not financing sports as much as green parks is their commercial use. What I mean by that is that we usually pay for everything the centre offers us to do and therefore they are more able to last from their own money than gardens.

Regarding of the green spaces, the situation is much clearer I think. Every city needs gardens where people can sit and relax, but nobody is going to pay a tax for just walking around.

These factors lead me to my conclusion, that the public gardens are definitely a facility which should be financed from public money, whereas in the case of sports centres, the situation is questionable.

What is your level of English?

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The Big List of Essay Topics for High School (120+ Ideas!)

Ideas to inspire every young writer!

High school students generally do a lot of writing, learning to use language clearly, concisely, and persuasively. When it’s time to choose an essay topic, though, it’s easy to come up blank. If that’s the case, check out this huge round-up of essay topics for high school. You’ll find choices for every subject and writing style.

• Argumentative Essay Topics
• Cause-and-Effect Essay Topics
• Compare-Contrast Essay Topics
• Descriptive Essay Topics
• Expository and Informative Essay Topics
• Humorous Essay Topics

Literary Essay Topics

• Narrative and Personal Essay Topics
• Personal Essay Topics
• Persuasive Essay Topics

Research Essay Topics

Argumentative essay topics for high school.

When writing an argumentative essay, remember to do the research and lay out the facts clearly. Your goal is not necessarily to persuade someone to agree with you, but to encourage your reader to accept your point of view as valid. Here are some possible argumentative topics to try. ( Here are 100 more compelling argumentative essay topics. )

• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• The government should provide free internet access for every citizen.
• All drugs should be legalized, regulated, and taxed.
• Vaping is less harmful than smoking tobacco.
• The best country in the world is …
• Parents should be punished for their minor children’s crimes.
• Should all students have the ability to attend college for free?
• Should physical education be part of the standard high school curriculum?

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• Schools should require recommended vaccines for all students, with very limited exceptions.
• Is it acceptable to use animals for experiments and research?
• Does social media do more harm than good?
• Capital punishment does/does not deter crime.
• What one class should all high schools students be required to take and pass in order to graduate?
• Do we really learn anything from history, or does it just repeat itself over and over?
• Are men and women treated equally?

Cause-and-Effect Essay Topics for High School

A cause-and-effect essay is a type of argumentative essay. Your goal is to show how one specific thing directly influences another specific thing. You’ll likely need to do some research to make your point. Here are some ideas for cause-and-effect essays. ( Get a big list of 100 cause-and-effect essay topics here. )

• Humans are causing accelerated climate change.
• Fast-food restaurants have made human health worse over the decades.
• What caused World War II? (Choose any conflict for this one.)
• Describe the effects social media has on young adults.

• How does playing sports affect people?
• What are the effects of loving to read?
• Being an only/oldest/youngest/middle child makes you …
• What effect does violence in movies or video games have on kids?
• Traveling to new places opens people’s minds to new ideas.
• Racism is caused by …

Compare-Contrast Essay Topics for High School

As the name indicates, in compare-and-contrast essays, writers show the similarities and differences between two things. They combine descriptive writing with analysis, making connections and showing dissimilarities. The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here. )

• Public and private schools
• Capitalism vs. communism
• Monarchy or democracy
• Dogs vs. cats as pets

• Paper books or e-books
• Two political candidates in a current race
• Going to college vs. starting work full-time
• Working your way through college as you go or taking out student loans
• iPhone or Android
• Instagram vs. Twitter (or choose any other two social media platforms)

Descriptive Essay Topics for High School

Bring on the adjectives! Descriptive writing is all about creating a rich picture for the reader. Take readers on a journey to far-off places, help them understand an experience, or introduce them to a new person. Remember: Show, don’t tell. These topics make excellent descriptive essays.

• Who is the funniest person you know?
• What is your happiest memory?
• Tell about the most inspirational person in your life.
• Write about your favorite place.
• When you were little, what was your favorite thing to do?
• Choose a piece of art or music and explain how it makes you feel.
• What is your earliest memory?

• What’s the best/worst vacation you’ve ever taken?
• Describe your favorite pet.
• What is the most important item in the world to you?
• Give a tour of your bedroom (or another favorite room in your home).
• Describe yourself to someone who has never met you.
• Lay out your perfect day from start to finish.
• Explain what it’s like to move to a new town or start a new school.
• Tell what it would be like to live on the moon.

Expository and Informative Essay Topics for High School

Expository essays set out clear explanations of a particular topic. You might be defining a word or phrase or explaining how something works. Expository or informative essays are based on facts, and while you might explore different points of view, you won’t necessarily say which one is “better” or “right.” Remember: Expository essays educate the reader. Here are some expository and informative essay topics to explore. ( See 70+ expository and informative essay topics here. )

• What makes a good leader?
• Explain why a given school subject (math, history, science, etc.) is important for students to learn.
• What is the “glass ceiling” and how does it affect society?
• Describe how the internet changed the world.
• What does it mean to be a good teacher?

• Explain how we could colonize the moon or another planet.
• Discuss why mental health is just as important as physical health.
• Describe a healthy lifestyle for a teenager.
• Choose an American president and explain how their time in office affected the country.
• What does “financial responsibility” mean?

Humorous Essay Topics for High School

Humorous essays can take on any form, like narrative, persuasive, or expository. You might employ sarcasm or satire, or simply tell a story about a funny person or event. Even though these essay topics are lighthearted, they still take some skill to tackle well. Give these ideas a try.

• What would happen if cats (or any other animal) ruled the world?
• What do newborn babies wish their parents knew?
• Explain the best ways to be annoying on social media.
• Invent a wacky new sport, explain the rules, and describe a game or match.

• Imagine a discussion between two historic figures from very different times, like Cleopatra and Queen Elizabeth I.
• Retell a familiar story in tweets or other social media posts.
• Describe present-day Earth from an alien’s point of view.
• Choose a fictional character and explain why they should be the next president.
• Describe a day when kids are in charge of everything, at school and at home.

Literary essays analyze a piece of writing, like a book or a play. In high school, students usually write literary essays about the works they study in class. These literary essay topic ideas focus on books students often read in high school, but many of them can be tweaked to fit other works as well.

• Discuss the portrayal of women in Shakespeare’s Othello .
• Explore the symbolism used in The Scarlet Letter .
• Explain the importance of dreams in Of Mice and Men .
• Compare and contrast the romantic relationships in Pride and Prejudice .

• Dissect the allegory of Animal Farm and its relation to contemporary events.
• Interpret the author’s take on society and class structure in The Great Gatsby .
• Explore the relationship between Hamlet and Ophelia.
• Discuss whether Shakespeare’s portrayal of young love in Romeo and Juliet is accurate.
• Explain the imagery used in Beowulf .

Narrative and Personal Essay Topics for High School

Think of a narrative essay like telling a story. Use some of the same techniques that you would for a descriptive essay, but be sure you have a beginning, middle, and end. A narrative essay doesn’t necessarily need to be personal, but they often are. Take inspiration from these narrative and personal essay topics.

• Describe a performance or sporting event you took part in.
• Explain the process of cooking and eating your favorite meal.
• Write about meeting your best friend for the first time and how your relationship developed.
• Tell about learning to ride a bike or drive a car.
• Describe a time in your life when you’ve been scared.

• Share the most embarrassing thing that ever happened to you.
• Tell about a time when you overcame a big challenge.
• Tell the story of how you learned an important life lesson.
• Describe a time when you or someone you know experienced prejudice or oppression.
• Explain a family tradition, how it developed, and its importance today.
• What is your favorite holiday? How does your family celebrate it?
• Retell a familiar story from the point of view of a different character.
• Describe a time when you had to make a difficult decision.
• Tell about your proudest moment.

Persuasive Essay Topics for High School

Persuasive essays are similar to argumentative , but they rely less on facts and more on emotion to sway the reader. It’s important to know your audience, so you can anticipate any counterarguments they might make and try to overcome them. Try these topics to persuade someone to come around to your point of view. ( Discover 60 more intriguing persuasive essay topics here. )

• Do you think homework should be required, optional, or not given at all?
• Everyone should be vegetarian or vegan.
• What animal makes the best pet?
• Visit an animal shelter, choose an animal that needs a home, and write an essay persuading someone to adopt that animal.
• Who is the world’s best athlete, present or past?
• Should little kids be allowed to play competitive sports?
• Are professional athletes/musicians/actors overpaid?
• The best music genre is …

• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?

A research essay is a classic high school assignment. These papers require deep research into primary source documents, with lots of supporting facts and evidence that’s properly cited. Research essays can be in any of the styles shown above. Here are some possible topics, across a variety of subjects.

• Which country’s style of government is best for the people who live there?
• Choose a country and analyze its development from founding to present day.
• Describe the causes and effects of a specific war.
• Formulate an ideal economic plan for our country.
• What scientific discovery has had the biggest impact on life today?

• Analyze the way mental health is viewed and treated in this country.
• Explore the ways systemic racism impacts people in all walks of life.
• Defend the importance of teaching music and the arts in public schools.
• Choose one animal from the endangered species list, and propose a realistic plan to protect it.

What are some of your favorite essay topics for high school? Come share your prompts on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out the ultimate guide to student writing contests .

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Should Students Have Part-Time Jobs? Essay

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• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Advantages of part-time jobs for students, disadvantages of part-time jobs for students, works cited.

The supreme desire of every parent to take their children to school is for them to get the best education and excel at their studies. Despite this fact, there comes a point in time when the student needs to supplement the income from their parents or rather source funds to even cater for their education (Sloman, 652).

As a result, most students end up engaging in part-time jobs. It can be due to the necessity or desire to have some extra money to spend. The decision to engage in part-time jobs is entirely the student’s choice. Some get support from their parents, tutors, and friends, while others don’t.

But should students have part-time jobs? This essay tries to answer this question.

Before any decision to engage in part-time jobs is reached, three things have to be critically considered. These are the students themselves, their financial situation, and, finally, the type of work. The listed factors will allow a person to make decisions that they will not live to regret.

Therefore, this part-time job essay is an in-depth analysis of the advantages of students having jobs and a little discussion on the disadvantages.

Part-time jobs are of great essentiality since students are able to earn while at the same time studying. Most part-time jobs require that one works for about three to four hours a day, something that is manageable by almost every student, given the fact that lessons don’t take the entire day. Some of the benefits associated with part-time jobs for students include the following;

Relief of financial burden

Students who engage in part-time jobs get paid for the services offered; hence the earnings obtained can be used to partly relieve the students’ financial burden they could have.

This is because the cost of education has in the recent past sky-rated, making students from poor families not able to afford yet the banking systems have also failed to loan such students; therefore, engaging in part-time jobs makes such students meet their education expenses (Somoski 1). In addition, part-time jobs give students pocket money that they can spend on their own without nagging their parents with money.

Promotion of education

Students who undertake part-time jobs are able to upgrade their studies, making them understand whatever they learn in school even better. For instance, an accounting student who gets a part-time job in an accounting firm will be able to experience the theory learned in school practically hence having a better understanding of the course. The same applies to medicine, engineering, law, and biology students, among others (Pickett 1).

Accumulation of work experience

Engaging in part-time jobs enables the students to gain experience in their field of work hence boosting their resumes. This is important when it comes to job hunting after completion of studies.

Research has shown that students that have undertaken part-time jobs and gained relevant experience have the upper hand when it comes to getting jobs, unlike those that are just fresh from school. On the other hand, working part-time for recognized organizations increases one’s chances of landing a better job.

Time Management Skills

Having a part-time job helps students to acquire time management skills in the sense that they treasure every time they get and use it efficiently. This happens because their study time is now preoccupied with the job, thus having to restructure their schedule to fit in the study time, work time, leisure time, etc.

Learn the value of money

Most parents have complained that their children who are students do not know the value of money until they get jobs. Therefore, students who take part in part-time jobs while in school are in a position to understand the value of money, thus using it well in the future (Pickett 1). For instance, they are now able to refrain from impulse buying and resulting in smart shopping hence making their money last longer than before. This, as a result, makes them responsible adults even in the future.

Other benefits associated with part-time jobs are that the students get new ideas while in the workplace (Somoski 1). This happens mostly for challenging courses that need great minds, such as web design, whereby the students learn new technologies as soon as they are generated. Last but not least is the improvement in communication skills since the student interacts with different people at the workplace.

As mentioned above, the decision to engage in part-time jobs is wholly dependent on the student. This is because there are disadvantages that come in handy with a student engaging in part-time jobs.

Among them is the effect it has on students’ performance, given the less time allocated for study (Anti Essays 1). Other students may be overwhelmed by their greed for money and end up forgoing their studies to indulge in full-time jobs hence affecting their education.

In a nutshell, it can be concluded that the pros of part-time jobs for students outweigh the cons. From the discussion above, the benefits that a student gets on deciding to engage in part-time jobs are endless. The good thing is that the disadvantages attached to part-time jobs for students are manageable depending on the mind and focus of the students in their education and life.

Anti Essays. Benefits of Part-Time Jobs . 2011. Web.

Pickett, Theresa. What are the Benefits of Part-Time Jobs for Students? 1999-2011. Web.

Sloman, John. Economics . 2004- Penguin.

Somoski, Nick. Should students work part-time during the school year ? 2010-2011. Web.

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IvyPanda. (2018, June 5). Should Students Have Part-Time Jobs? Essay. https://ivypanda.com/essays/benefit-of-students-who-have-part-time-jobs/

"Should Students Have Part-Time Jobs? Essay." IvyPanda , 5 June 2018, ivypanda.com/essays/benefit-of-students-who-have-part-time-jobs/.

IvyPanda . (2018) 'Should Students Have Part-Time Jobs? Essay'. 5 June.

IvyPanda . 2018. "Should Students Have Part-Time Jobs? Essay." June 5, 2018. https://ivypanda.com/essays/benefit-of-students-who-have-part-time-jobs/.

1. IvyPanda . "Should Students Have Part-Time Jobs? Essay." June 5, 2018. https://ivypanda.com/essays/benefit-of-students-who-have-part-time-jobs/.

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IvyPanda . "Should Students Have Part-Time Jobs? Essay." June 5, 2018. https://ivypanda.com/essays/benefit-of-students-who-have-part-time-jobs/.

Why the Pandemic Probably Started in a Lab, in 5 Key Points

By Alina Chan

Dr. Chan is a molecular biologist at the Broad Institute of M.I.T. and Harvard, and a co-author of “Viral: The Search for the Origin of Covid-19.”

This article has been updated to reflect news developments.

On Monday, Dr. Anthony Fauci returned to the halls of Congress and testified before the House subcommittee investigating the Covid-19 pandemic. He was questioned about several topics related to the government’s handling of Covid-19, including how the National Institute of Allergy and Infectious Diseases, which he directed until retiring in 2022, supported risky virus work at a Chinese institute whose research may have caused the pandemic.

For more than four years, reflexive partisan politics have derailed the search for the truth about a catastrophe that has touched us all. It has been estimated that at least 25 million people around the world have died because of Covid-19, with over a million of those deaths in the United States.

Although how the pandemic started has been hotly debated, a growing volume of evidence — gleaned from public records released under the Freedom of Information Act, digital sleuthing through online databases, scientific papers analyzing the virus and its spread, and leaks from within the U.S. government — suggests that the pandemic most likely occurred because a virus escaped from a research lab in Wuhan, China. If so, it would be the most costly accident in the history of science.

Here’s what we now know:

1 The SARS-like virus that caused the pandemic emerged in Wuhan, the city where the world’s foremost research lab for SARS-like viruses is located.

• At the Wuhan Institute of Virology, a team of scientists had been hunting for SARS-like viruses for over a decade, led by Shi Zhengli.
• Their research showed that the viruses most similar to SARS‑CoV‑2, the virus that caused the pandemic, circulate in bats that live r oughly 1,000 miles away from Wuhan. Scientists from Dr. Shi’s team traveled repeatedly to Yunnan province to collect these viruses and had expanded their search to Southeast Asia. Bats in other parts of China have not been found to carry viruses that are as closely related to SARS-CoV-2.

The closest known relatives to SARS-CoV-2 were found in southwestern China and in Laos.

Large cities

Mine in Yunnan province

Cave in Laos

South China Sea

The closest known relatives to SARS-CoV-2

were found in southwestern China and in Laos.

philippines

The closest known relatives to SARS-CoV-2 were found

in southwestern China and Laos.

Sources: Sarah Temmam et al., Nature; SimpleMaps

Note: Cities shown have a population of at least 200,000.

There are hundreds of large cities in China and Southeast Asia.

There are hundreds of large cities in China

and Southeast Asia.

The pandemic started roughly 1,000 miles away, in Wuhan, home to the world’s foremost SARS-like virus research lab.

The pandemic started roughly 1,000 miles away,

in Wuhan, home to the world’s foremost SARS-like virus research lab.

The pandemic started roughly 1,000 miles away, in Wuhan,

home to the world’s foremost SARS-like virus research lab.

• Even at hot spots where these viruses exist naturally near the cave bats of southwestern China and Southeast Asia, the scientists argued, as recently as 2019 , that bat coronavirus spillover into humans is rare .
• When the Covid-19 outbreak was detected, Dr. Shi initially wondered if the novel coronavirus had come from her laboratory , saying she had never expected such an outbreak to occur in Wuhan.
• The SARS‑CoV‑2 virus is exceptionally contagious and can jump from species to species like wildfire . Yet it left no known trace of infection at its source or anywhere along what would have been a thousand-mile journey before emerging in Wuhan.

2 The year before the outbreak, the Wuhan institute, working with U.S. partners, had proposed creating viruses with SARS‑CoV‑2’s defining feature.

• Dr. Shi’s group was fascinated by how coronaviruses jump from species to species. To find viruses, they took samples from bats and other animals , as well as from sick people living near animals carrying these viruses or associated with the wildlife trade. Much of this work was conducted in partnership with the EcoHealth Alliance, a U.S.-based scientific organization that, since 2002, has been awarded over $80 million in federal funding to research the risks of emerging infectious diseases.
• The laboratory pursued risky research that resulted in viruses becoming more infectious : Coronaviruses were grown from samples from infected animals and genetically reconstructed and recombined to create new viruses unknown in nature. These new viruses were passed through cells from bats, pigs, primates and humans and were used to infect civets and humanized mice (mice modified with human genes). In essence, this process forced these viruses to adapt to new host species, and the viruses with mutations that allowed them to thrive emerged as victors.
• By 2019, Dr. Shi’s group had published a database describing more than 22,000 collected wildlife samples. But external access was shut off in the fall of 2019, and the database was not shared with American collaborators even after the pandemic started , when such a rich virus collection would have been most useful in tracking the origin of SARS‑CoV‑2. It remains unclear whether the Wuhan institute possessed a precursor of the pandemic virus.
• In 2021, The Intercept published a leaked 2018 grant proposal for a research project named Defuse , which had been written as a collaboration between EcoHealth, the Wuhan institute and Ralph Baric at the University of North Carolina, who had been on the cutting edge of coronavirus research for years. The proposal described plans to create viruses strikingly similar to SARS‑CoV‑2.
• Coronaviruses bear their name because their surface is studded with protein spikes, like a spiky crown, which they use to enter animal cells. T he Defuse project proposed to search for and create SARS-like viruses carrying spikes with a unique feature: a furin cleavage site — the same feature that enhances SARS‑CoV‑2’s infectiousness in humans, making it capable of causing a pandemic. Defuse was never funded by the United States . However, in his testimony on Monday, Dr. Fauci explained that the Wuhan institute would not need to rely on U.S. funding to pursue research independently.

The Wuhan lab ran risky experiments to learn about how SARS-like viruses might infect humans.

1. Collect SARS-like viruses from bats and other wild animals, as well as from people exposed to them.

2. Identify high-risk viruses by screening for spike proteins that facilitate infection of human cells.

2. Identify high-risk viruses by screening for spike proteins that facilitate infection of

human cells.

In Defuse, the scientists proposed to add a furin cleavage site to the spike protein.

3. Create new coronaviruses by inserting spike proteins or other features that could make the viruses more infectious in humans.

4. Infect human cells, civets and humanized mice with the new coronaviruses, to determine how dangerous they might be.

• While it’s possible that the furin cleavage site could have evolved naturally (as seen in some distantly related coronaviruses), out of the hundreds of SARS-like viruses cataloged by scientists, SARS‑CoV‑2 is the only one known to possess a furin cleavage site in its spike. And the genetic data suggest that the virus had only recently gained the furin cleavage site before it started the pandemic.
• Ultimately, a never-before-seen SARS-like virus with a newly introduced furin cleavage site, matching the description in the Wuhan institute’s Defuse proposal, caused an outbreak in Wuhan less than two years after the proposal was drafted.
• When the Wuhan scientists published their seminal paper about Covid-19 as the pandemic roared to life in 2020, they did not mention the virus’s furin cleavage site — a feature they should have been on the lookout for, according to their own grant proposal, and a feature quickly recognized by other scientists.
• Worse still, as the pandemic raged, their American collaborators failed to publicly reveal the existence of the Defuse proposal. The president of EcoHealth, Peter Daszak, recently admitted to Congress that he doesn’t know about virus samples collected by the Wuhan institute after 2015 and never asked the lab’s scientists if they had started the work described in Defuse. In May, citing failures in EcoHealth’s monitoring of risky experiments conducted at the Wuhan lab, the Biden administration suspended all federal funding for the organization and Dr. Daszak, and initiated proceedings to bar them from receiving future grants. In his testimony on Monday, Dr. Fauci said that he supported the decision to suspend and bar EcoHealth.
• Separately, Dr. Baric described the competitive dynamic between his research group and the institute when he told Congress that the Wuhan scientists would probably not have shared their most interesting newly discovered viruses with him . Documents and email correspondence between the institute and Dr. Baric are still being withheld from the public while their release is fiercely contested in litigation.
• In the end, American partners very likely knew of only a fraction of the research done in Wuhan. According to U.S. intelligence sources, some of the institute’s virus research was classified or conducted with or on behalf of the Chinese military . In the congressional hearing on Monday, Dr. Fauci repeatedly acknowledged the lack of visibility into experiments conducted at the Wuhan institute, saying, “None of us can know everything that’s going on in China, or in Wuhan, or what have you. And that’s the reason why — I say today, and I’ve said at the T.I.,” referring to his transcribed interview with the subcommittee, “I keep an open mind as to what the origin is.”

3 The Wuhan lab pursued this type of work under low biosafety conditions that could not have contained an airborne virus as infectious as SARS‑CoV‑2.

• Labs working with live viruses generally operate at one of four biosafety levels (known in ascending order of stringency as BSL-1, 2, 3 and 4) that describe the work practices that are considered sufficiently safe depending on the characteristics of each pathogen. The Wuhan institute’s scientists worked with SARS-like viruses under inappropriately low biosafety conditions .

In the United States, virologists generally use stricter Biosafety Level 3 protocols when working with SARS-like viruses.

Biosafety cabinets prevent

viral particles from escaping.

Viral particles

Personal respirators provide

a second layer of defense against breathing in the virus.

DIRECT CONTACT

Gloves prevent skin contact.

Disposable wraparound

gowns cover much of the rest of the body.

Personal respirators provide a second layer of defense against breathing in the virus.

Disposable wraparound gowns

cover much of the rest of the body.

Note: ​​Biosafety levels are not internationally standardized, and some countries use more permissive protocols than others.

The Wuhan lab had been regularly working with SARS-like viruses under Biosafety Level 2 conditions, which could not prevent a highly infectious virus like SARS-CoV-2 from escaping.

Some work is done in the open air, and masks are not required.

Less protective equipment provides more opportunities

for contamination.

Some work is done in the open air,

and masks are not required.

Less protective equipment provides more opportunities for contamination.

• In one experiment, Dr. Shi’s group genetically engineered an unexpectedly deadly SARS-like virus (not closely related to SARS‑CoV‑2) that exhibited a 10,000-fold increase in the quantity of virus in the lungs and brains of humanized mice . Wuhan institute scientists handled these live viruses at low biosafet y levels , including BSL-2.
• Even the much more stringent containment at BSL-3 cannot fully prevent SARS‑CoV‑2 from escaping . Two years into the pandemic, the virus infected a scientist in a BSL-3 laboratory in Taiwan, which was, at the time, a zero-Covid country. The scientist had been vaccinated and was tested only after losing the sense of smell. By then, more than 100 close contacts had been exposed. Human error is a source of exposure even at the highest biosafety levels , and the risks are much greater for scientists working with infectious pathogens at low biosafety.
• An early draft of the Defuse proposal stated that the Wuhan lab would do their virus work at BSL-2 to make it “highly cost-effective.” Dr. Baric added a note to the draft highlighting the importance of using BSL-3 to contain SARS-like viruses that could infect human cells, writing that “U.S. researchers will likely freak out.” Years later, after SARS‑CoV‑2 had killed millions, Dr. Baric wrote to Dr. Daszak : “I have no doubt that they followed state determined rules and did the work under BSL-2. Yes China has the right to set their own policy. You believe this was appropriate containment if you want but don’t expect me to believe it. Moreover, don’t insult my intelligence by trying to feed me this load of BS.”
• SARS‑CoV‑2 is a stealthy virus that transmits effectively through the air, causes a range of symptoms similar to those of other common respiratory diseases and can be spread by infected people before symptoms even appear. If the virus had escaped from a BSL-2 laboratory in 2019, the leak most likely would have gone undetected until too late.
• One alarming detail — leaked to The Wall Street Journal and confirmed by current and former U.S. government officials — is that scientists on Dr. Shi’s team fell ill with Covid-like symptoms in the fall of 2019 . One of the scientists had been named in the Defuse proposal as the person in charge of virus discovery work. The scientists denied having been sick .

4 The hypothesis that Covid-19 came from an animal at the Huanan Seafood Market in Wuhan is not supported by strong evidence.

• In December 2019, Chinese investigators assumed the outbreak had started at a centrally located market frequented by thousands of visitors daily. This bias in their search for early cases meant that cases unlinked to or located far away from the market would very likely have been missed. To make things worse, the Chinese authorities blocked the reporting of early cases not linked to the market and, claiming biosafety precautions, ordered the destruction of patient samples on January 3, 2020, making it nearly impossible to see the complete picture of the earliest Covid-19 cases. Information about dozens of early cases from November and December 2019 remains inaccessible.
• A pair of papers published in Science in 2022 made the best case for SARS‑CoV‑2 having emerged naturally from human-animal contact at the Wuhan market by focusing on a map of the early cases and asserting that the virus had jumped from animals into humans twice at the market in 2019. More recently, the two papers have been countered by other virologists and scientists who convincingly demonstrate that the available market evidence does not distinguish between a human superspreader event and a natural spillover at the market.
• Furthermore, the existing genetic and early case data show that all known Covid-19 cases probably stem from a single introduction of SARS‑CoV‑2 into people, and the outbreak at the Wuhan market probably happened after the virus had already been circulating in humans.

An analysis of SARS-CoV-2’s evolutionary tree shows how the virus evolved as it started to spread through humans.

SARS-COV-2 Viruses closest

to bat coronaviruses

more mutations

Source: Lv et al., Virus Evolution (2024) , as reproduced by Jesse Bloom

The viruses that infected people linked to the market were most likely not the earliest form of the virus that started the pandemic.

• Not a single infected animal has ever been confirmed at the market or in its supply chain. Without good evidence that the pandemic started at the Huanan Seafood Market, the fact that the virus emerged in Wuhan points squarely at its unique SARS-like virus laboratory.

5 Key evidence that would be expected if the virus had emerged from the wildlife trade is still missing.

In previous outbreaks of coronaviruses, scientists were able to demonstrate natural origin by collecting multiple pieces of evidence linking infected humans to infected animals.

Infected animals

Earliest known

cases exposed to

live animals

Antibody evidence

of animals and

animal traders having

been infected

Ancestral variants

of the virus found in

Documented trade

of host animals

between the area

where bats carry

closely related viruses

and the outbreak site

Infected animals found

Earliest known cases exposed to live animals

Antibody evidence of animals and animal

traders having been infected

Ancestral variants of the virus found in animals

Documented trade of host animals

between the area where bats carry closely

related viruses and the outbreak site

For SARS-CoV-2, these same key pieces of evidence are still missing , more than four years after the virus emerged.

For SARS-CoV-2, these same key pieces of evidence are still missing ,

more than four years after the virus emerged.

• Despite the intense search trained on the animal trade and people linked to the market, investigators have not reported finding any animals infected with SARS‑CoV‑2 that had not been infected by humans. Yet, infected animal sources and other connective pieces of evidence were found for the earlier SARS and MERS outbreaks as quickly as within a few days, despite the less advanced viral forensic technologies of two decades ago.
• Even though Wuhan is the home base of virus hunters with world-leading expertise in tracking novel SARS-like viruses, investigators have either failed to collect or report key evidence that would be expected if Covid-19 emerged from the wildlife trade . For example, investigators have not determined that the earliest known cases had exposure to intermediate host animals before falling ill. No antibody evidence shows that animal traders in Wuhan are regularly exposed to SARS-like viruses, as would be expected in such situations.
• With today’s technology, scientists can detect how respiratory viruses — including SARS, MERS and the flu — circulate in animals while making repeated attempts to jump across species . Thankfully, these variants usually fail to transmit well after crossing over to a new species and tend to die off after a small number of infections. In contrast, virologists and other scientists agree that SARS‑CoV‑2 required little to no adaptation to spread rapidly in humans and other animals . The virus appears to have succeeded in causing a pandemic upon its only detected jump into humans.

The pandemic could have been caused by any of hundreds of virus species, at any of tens of thousands of wildlife markets, in any of thousands of cities, and in any year. But it was a SARS-like coronavirus with a unique furin cleavage site that emerged in Wuhan, less than two years after scientists, sometimes working under inadequate biosafety conditions, proposed collecting and creating viruses of that same design.

While several natural spillover scenarios remain plausible, and we still don’t know enough about the full extent of virus research conducted at the Wuhan institute by Dr. Shi’s team and other researchers, a laboratory accident is the most parsimonious explanation of how the pandemic began.

Given what we now know, investigators should follow their strongest leads and subpoena all exchanges between the Wuhan scientists and their international partners, including unpublished research proposals, manuscripts, data and commercial orders. In particular, exchanges from 2018 and 2019 — the critical two years before the emergence of Covid-19 — are very likely to be illuminating (and require no cooperation from the Chinese government to acquire), yet they remain beyond the public’s view more than four years after the pandemic began.

Whether the pandemic started on a lab bench or in a market stall, it is undeniable that U.S. federal funding helped to build an unprecedented collection of SARS-like viruses at the Wuhan institute, as well as contributing to research that enhanced them . Advocates and funders of the institute’s research, including Dr. Fauci, should cooperate with the investigation to help identify and close the loopholes that allowed such dangerous work to occur. The world must not continue to bear the intolerable risks of research with the potential to cause pandemics .

A successful investigation of the pandemic’s root cause would have the power to break a decades-long scientific impasse on pathogen research safety, determining how governments will spend billions of dollars to prevent future pandemics. A credible investigation would also deter future acts of negligence and deceit by demonstrating that it is indeed possible to be held accountable for causing a viral pandemic. Last but not least, people of all nations need to see their leaders — and especially, their scientists — heading the charge to find out what caused this world-shaking event. Restoring public trust in science and government leadership requires it.

A thorough investigation by the U.S. government could unearth more evidence while spurring whistleblowers to find their courage and seek their moment of opportunity. It would also show the world that U.S. leaders and scientists are not afraid of what the truth behind the pandemic may be.

More on how the pandemic may have started

Where Did the Coronavirus Come From? What We Already Know Is Troubling.

Even if the coronavirus did not emerge from a lab, the groundwork for a potential disaster had been laid for years, and learning its lessons is essential to preventing others.

By Zeynep Tufekci

Why Does Bad Science on Covid’s Origin Get Hyped?

If the raccoon dog was a smoking gun, it fired blanks.

By David Wallace-Wells

A Plea for Making Virus Research Safer

A way forward for lab safety.

By Jesse Bloom

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Alina Chan ( @ayjchan ) is a molecular biologist at the Broad Institute of M.I.T. and Harvard, and a co-author of “ Viral : The Search for the Origin of Covid-19.” She was a member of the Pathogens Project , which the Bulletin of the Atomic Scientists organized to generate new thinking on responsible, high-risk pathogen research.

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• Essay Contest Call for Submissions: Solving the Military Recruiting Crisis

MWI Staff | 07.19.23

Update: We’re thrilled to announce that the US Army’s Training and Doctrine Command (TRADOC) has joined the Modern War Institute in organizing this essay contest and evaluating submissions. In addition to the top essays being published by the Modern War Institute, authors of the best submissions will have an opportunity to discuss their ideas with TRADOC senior leaders. TRADOC will also review all essays to evaluate their contributions to resolving the military recruiting crisis.

Essay requirements and the submission deadline remain the same, and authors who have already submitted their entries should not resubmit.

“Credible defense begins with our ability to steadily attract and retain the men and women who would assume the initial burden of a fast breaking war.” More than forty years ago, Vice Admiral Robert B. Pirie, Jr. eloquently described why recruiting was a national security issue.

This year, the Army will again fail to meet recruiting goals after falling fifteen thousand short last year. Likewise, the Navy anticipates falling six thousand sailors short of its target. The Air Force has issues too , with Secretary Frank Kendall acknowledging in March that his service would fall 10 percent short this year. Except for the two smallest services—the Marine Corps and Space Force—the United States’ armed forces continue to face recruiting woes.

With this serious issue as a backdrop, the Modern War Institute and the US Army’s Training and Doctrine Command (TRADOC) are launching an essay contest that seeks to explore the problem and identify solutions that could help the services address it.

Essay Prompt

Essays must answer the following prompt: What novel approaches can the United States military employ to solve the recruiting crisis?

This topic is broad. Essays might address new incentives, lessons from other countries or uniformed services, the impact of telework, messaging and marketing, how to resolve tensions created by years of recruiting shortfalls, ideas from labor economics or other academic fields, historical perspectives on recruiting challenges and solutions, or other ideas related to recruiting. Essays can take any form, to include speculative fiction. However, because of length limits, we strongly encourage authors to clearly articulate one idea or concept in their responses to the prompt.

Your ideas will inform internal conversations and workshops in support of the Modern War Institute’s human resources research theme. Based on the ideas presented in their essays, authors may be invited to contribute to future MWI publications or events on this topic.

Eligibility

• Essays will be accepted from any person in any field, and submissions from non-US participants are welcomed.
• Up to two people may coauthor an essay entry.
• Participants may submit only one entry to the competition.
• Essays must be original, unpublished, and not subject to publication elsewhere.
• Essays will not exceed 1,500 words.
• Use the standard submission guidelines for the Modern War Institute.
• Email your entry to [email protected] with “ Recruiting Essay Competition ” in the subject line. Once submitted, no edits, corrections, or changes are allowed.
• Submission deadline: essays will be accepted until 11:59 PM EDT on September 3, 2023.

Selection Process

Submissions will be reviewed and evaluated by a team from the Modern War Institute and TRADOC. Submissions will be assessed based on how well and creatively they address the topic of the contest and provoke further thought and conversation, as well as their suitability for publication by the Modern War Institute (e.g., style, sources, accessibility, etc.). Evaluation criteria include:

• Does the essay clearly define a problem and present a solution?
• Does the essay show thoughtful analysis?
• Does the essay inject new provocative thinking or address areas where there needs to be more discussion?
• Does the essay demonstrate a unique approach or improve current initiatives?
• Does the essay take lessons from history and apply them to today’s challenges?
• Is the essay logically organized, well written, and persuasive?

Winning Submissions

The top three essays will be announced publicly and will be published by the Modern War Institute. Depending on the evaluation of the Modern War Institute editorial team, revisions may be required before publication.

Additionally, the authors of the top submissions with senior leaders from TRADOC and the US Army’s Recruiting Command. Furthermore, TRADOC will review all essays to support the Army’s recruiting efforts.

Image credit: Spc. Kelsea Cook, Indiana National Guard

Although I am not much of an essay writer, perhaps the thesis, etc.. that I provide below will allow someone — who is a decent essay writer — to develop and provide a good essay for this competition. Here goes:

First, the essay prompt/question: "What novel approaches can the United States military employ to solve the recruiting crisis?"

Next, the proposed answer to this such essay prompt/question:

In order for the United States military to solve its current recruiting problems, the United States military must become able — in some way, shape or form — to better assure potential military recruits — and their families and friends — that they (these potential military recruits) will now (a) be less likely to be used to prosecute unnecessary, improper, ill-advised and/or ill-conceived and executed engagements and wars and, thus, will now (b) be less likely to find themselves in a position to be badly injured and/or killed in such unnecessary, improper, ill-advised, etc., engagements and wars.

(Herein to note that this such thesis and approach takes direct aim at the our wars in Iraq and Afghanistan of late and, thus, potentially gets directly to the/a true "root cause" of our current recruiting problems?)

It is not so much the fact that potential military recruits — and their families and friends — are unlikely to join/want their children and friends to join because they understand that these children and/or friends might get seriously injured and/or kill while engaged in our military profession.

Rather it is the fact that these such potential military recruits — and their families and friends — are unlikely to join/want their children and friends to join because they see the trend (think Iraq, Afghanistan, etc.) wherein these such injuries and deaths were/are incurred in what now is considered to be unnecessary, improper, ill-advised and/or ill-conceived and executed engagements and wars.

(Herein, it will be important to address the "common nature" of these such unnecessary, improper, Ill-advised, etc., engagements and wars — this being — that they were ultimately undertaken to achieve "revolutionary" political, economic, social and value "change" in the states and societies of the world — that is — states and societies in the world who are most different from ultra-modern "us.")

Bottom Line Thought — Based on the Above:

Today's recruiting problems, thus I believe, can be traced to the fact that our potential military recruits — and their families and friends — :

a. Do not agree with the "transformative" political objective of the United States post-the Old Cold War and/or:

b. Do not agree with the manner (war; military engagement) in which the U.S. has chosen to pursue this such — "transformative" — post-Cold War political objective.

B.C I believe after reading this long-winded comment. That you have a problem with Americas terrible policy and foreign policy decisions. You of course would be correct. For the same reasons they can't figure out foreign policy, our leaders can't figure out Retention and Recruitment problems. In both cases the American people are becoming aware that little of the decisions being made are done to benefit the country as a whole. Instead, they are to line the pockets of certain individuals and companies. For example, the Ukraine conflict, Billions of taxpayer dollars for no strategic goal or benefit. This coming off the back side of 20 years of Iraq and Afghanistan which obviously served little purpose at this point. Where is Kurdistan? Was Dick Chaney ever charged? There are many more such examples. But to your original point, I would believe that contest submissions would need to limit the material to only what the military itself could do to correct the recruitment shortfalls.

Don't worry. I wrote a very direct but elligent version of thus. You're welcome. Shoot me an email if you want it, [email protected]

Bring back the 6 month active duty with 4 years active reserve and free college education.

So, when it is time to combat, they will retreat with the excuse that I got in to get the college, not to go to war. My father (RIP) lived this cluster, and it was ridiculous seen young men and women played the Army. My son and I did active duty, did the required services, and every time that we hear the national anthem "of the land of the brave", we meant it. We never embrace college free benefits to defend our nation. and money

If you would like access to at least 250 papers on this topic get with the Sergeants Major Academy. Class 73 wrote a lot on this topic between white paper, capstone papers, and possibly a focus papers.

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The articles and other content which appear on the Modern War Institute website are unofficial expressions of opinion. The views expressed are those of the authors, and do not reflect the official position of the United States Military Academy, Department of the Army, or Department of Defense.

The Modern War Institute does not screen articles to fit a particular editorial agenda, nor endorse or advocate material that is published. Rather, the Modern War Institute provides a forum for professionals to share opinions and cultivate ideas. Comments will be moderated before posting to ensure logical, professional, and courteous application to article content.

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Building A More Perfect Union Lesson Book

Building A More Perfect Union

National History Day and the National Endowment for the Humanities

The  National Endowment for the Humanities  and  National History Day  created  Building a More Perfect Union   as part of the NEH’s special initiative to advance civic education and the study of U.S. history and culture in preparation for the 250th anniversary of the signing of the Declaration of Independence. 

Looking ahead to 2026, we worked with scholars and teachers across the country to create two essays on the American Revolution and 15 lesson plans for middle school and high school social studies classrooms. These materials explore events, legislative accomplishments, and civic actions throughout U.S. history—from foreign policy to civil rights to debates surrounding citizenship— that collectively moved us toward a more perfect union. Each lesson also includes ideas for how to connect themes and concepts related to a more perfect union to other lesson topics presented in  Building a More Perfect Union  to support integration across curriculum.

Toward a More Perfect Union Author: Dr. Serena Zabin, Carleton College

This essay examines the protests and resistance movements that ultimately boiled over into what would become the American Revolutionary War. From the end of the French and Indian War, through the Stamp Act and the actions of the Sons of Liberty, to the Peace of Paris in 1783, this essay covers the origins and events that moved the colonies toward becoming an independent nation.

The American Revolution in Four Questions: Digging Deeper for Unfamiliar Stories Author: Adrienne Whaley, Museum of the American Revolution

Using questions and primary sources to explore the roots and events of the American Revolution, this essay offers a fresh examination of the era and provides a series of questions for teachers and students to consider for further research.

Authored by  Kyle Johnson (Topeka, KS), this lesson on the effects of the French and Indian War is framed by the guiding question " How did the French and Indian War influence colonial attitudes toward British rule?"

EDSITEment materials related to this lesson include:

• Colonial Broadsides and the American Revolution
• Empire and Identity in the American Colonies
• Humanities Feature: The History of the Stamp Act Shows How Indians Led to the American Revolution

Coming of the American Revolution

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Chris Stewart (Forest Lake, MN) created a lesson on Native American civil rights and citizenship that includes the guiding question "How did the rights of American Indians change between the passage of the Indian Citizenship Act of 1924 and the Indian Civil Rights Act of 1968?"

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This lesson on policies and issues related to immigration to the U.S. during the mid-20th century by Sharon Gillette (New Taipei City, Taiwan) asks students to investigate the guiding question "How did Cold War foreign policies shape immigration to the U.S. during the twentieth century?" 

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• Women’s Equality: Changing Attitudes and Beliefs
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Suzan Turner's (Nashua, IA) lesson on the Americans with Disabilities Act includes multimedia and primary source materials for students to examine as they investigate the guiding question "How did the Americans with Disabilities Act lead to a more perfect union?"

•  “50 States of Preservation: The Museum of disABILITY History in Buffalo, New York”
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Materials & Media

Building a more perfect union lesson book, related on edsitement, a more perfect union, preparing for national history day, chronicling america: history's first draft, competing voices of the civil rights movement, landmarks of american history and culture, backstory: legislation impossible - the civil rights act of 1964, declare the causes: the declaration of independence.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Ruth Montgomery The Essay

• Society & Culture

A five-part series of essays that explore the dichotomy between being a deaf professional and working with music. Each essayist tells their own story from across the deaf spectrum, including a sign language performer with a passion for music, a violinist who switched to classical piano after a cochlear implant, and a flautist who uses visual art to describe music to deaf children. From horn players to punchy performance artists, all of the essayists consider music from a deaf perspective with illuminating results. Ruth Montgomery is a profoundly deaf professional flautist and flute teacher who grew up the only deaf person at home. In her essay she details the challenges of her early years, and how being introduced to the flute at her secondary school; a school for deaf children, led to her becoming a professional musician and music educator. She describes the hurdles she faced to be taken seriously, and the dedication that this fostered in her to help other deaf children gain musical appreciation and skills as a vital part of life. Ultimately Ruth has created her own musical education programme, as a way of inspiring deaf children, blending art and music as a way to address the huge gaps she discovered in this field. A Different Way to Listen is produced by Sophie Allen and Emma Glassar with Mark Rickards as Executive Producer. It is a Flashing Lights Media production for BBC Radio 3. A British Sign Language version was filmed, edited and subtitled by Fifi Garfield.

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Morgan freeman deepfakes show ai’s hollywood disruption – produced by conference, white house and ‘morning joe’ blast wall street journal report that joe biden “shows signs of slipping”.

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The Wall Street Journal has come under extensive criticism from the White House for a report on Joe Biden ‘s mental acuity, with spokespersons blasting the story for featuring just one on-the-record Republican source, former House Speaker Kevin McCarthy, to claim that the president is slipping.

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The Journal also reported that more recently, in a meeting on Ukraine funding in January, Biden “spoke so softly at times that some participants struggled to hear him,” and read from notes “to make obvious points,  paused for extended periods and sometimes closed his eyes for so long that some in the room wondered whether he had tuned out.”

Scarborough challenged the account, noting other reporting that McCarthy had told allies that he had found Biden “to be mentally sharp in meetings.” Scarborough noted that after the May in-person meeting at the White House, McCarthy was publicly praiseworthy of the progress made, calling it “better than any other time we’ve had discussions.”

“I have repeatedly stated on air that I am an avid reader and cheerleader for the WSJ,” Scarborough wrote on X/Twitter. “That is what makes this false, biased story so disappointing. It is underminded immediately by the massive weight on on-the-record contradictions.”

The White House also pushed back against the piece shortly after it was posted on Wednesday evening. Ben LaBolt, the White House communications director, wrote on X/Twitter that the piece was an “utter editorial fail.”

LaBolt wrote, “What a surprise – Republicans employing their election year messaging strategy that contradicts their own prior words about @POTUS . Gambling in Casablanca!”

But Pelosi was among the lawmakers who complained that they spent time with the Journal to offer their accounts, but instead the publication “ignored testimony by Democrats, focused on attacks by Republicans and printed a hit piece.”

The Journal piece noted that it was based on interviews with more than 45 people over several months. “The interviews were with Republicans and Democrats who either participated in meetings with Biden or were briefed on them contemporaneously, including administration officials and other Democrats who found no fault in the president’s handling of the meetings,” according to the story. “Most of those who said Biden performed poorly were Republicans, but some Democrats said that he showed his age in several of the exchanges.”

A spokesperson for the publication said, “The Journal stands by its reporting.”

Polls have shown that voters have significant concerns about Biden’s age, and to a lesser extent, of Trump’s. At 81, Biden is the oldest president, even though Trump, 77, is not too much younger.

Biden arrived in Paris today, part of a trip that includes as speech at Normandy on Thursday to mark the 80th anniversary of D-Day.

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