how to write an instructional essay

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

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(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

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Instructional Writing Methods: How to Write Instructions Lesson Plan

• Trent Lorcher
• Categories : High school english lesson plans grades 9 12
• Tags : High school lesson plans & tips

How to Write Instructions Introduction

Writing lesson plans often focus on academic writing. Everyday writing, however, is far more useful. As part of your writing curriculum, include assignments that requires students to write instructions. Begin by teaching students how to write instructions, the most important of instructional writing methods.

An instructional writer must know his or her subject thoroughly, use appropriate and consistent word choice, use the active voice, use the imperative mood, include formatting clues, and limit first person usage. Most importantly, the writer needs to be clear and concise.

Beginning with a Purpose and Audience

Remember as you teach how to write instructions and instructional writing methods that the purpose is to inform.

• The introduction should be very brief and should provide enough background information for the reader to determine whether or not the article will satisfy his or her need. The introduction is the only appropriate place for creativity.
• Keep it simple. Your reader doesn’t care about how much you know, where you learned your information, who your paternal grandfather dated in the 8th grade, or what color underwear you have on. They are reading your article for a specific reason. Avoid vague words or technical jargon. If a technical term must be used, be sure to define it the first time you use it.
• Re member your audience . If the reader were an expert, he or she wouldn’t need your instructions. No matter how clear you think you are, somebody will misinterpret the directions. Pictures are helpful.

Instructional Writing Methods: The Body

When learning or teaching how to write instructions, remember the purpose is to give instructions.

• The most important section of an instructional article is the instructions. Your article should follow a natural progression of steps, broken into small parts for easy comprehension. Numbered and bulleted lists along with strategic spacing make articles easier to understand. If the order of steps does not matter, use bullets. If the order does matter, use numbers
• Show clearly who does what if multiple parties are involved. Begin each instruction with an imperative verb. Don’t mix background information with instructional tasks. Be specific on what the reader should do after completing each task.

Instructional Writing Methods: Revise and Test

Make sure instructions are clear!

• Conduct an experiment before completing your final draft: find volunteers to read your instructions and implement them; observe; take note of any problem; revise and repeat until satisfied with the results.

This post is part of the series: Writing Assignments

Find different writing assignments to give your students.

• Writing Lesson Plans: How to Write a Biography
• Teach Your Students How to Write Science Fiction
• Teaching Instructional Articles: How to Write Instructions
• Lesson Plan: How to Write an Essay Introduction
• Sophmores Assess Their High School Role While You Assess Their Writing

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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7. COMMON DOCUMENT TYPES

7.7 Writing Instructions

One of the most common and important uses of technical writing is to provide instructions, those step-by-step explanations of how to assemble, operate, repair, or do routine maintenance on something. Although they may seems intuitive and simple to write, instructions are some of the worst-written documents you can find. Most of us have probably had many infuriating experiences with badly written instructions. This chapter will show you what professionals consider the best techniques in providing instructions.

An effective set of instruction requires the following:

• Clear, precise, and simple writing
• A thorough understanding of the procedure in all its technical detail
• The ability to put yourself in the place of the reader, the person trying to use your instructions
• The ability to visualize the procedure in detail and to capture that awareness on paper
• Willingness to test your instructions on the kind of person you wrote them for.

Preliminary Steps

At the beginning of a project to write a set of instructions, it is important to determine the structure or characteristics of the particular procedure you are going to write about. Here are some steps to follow:

1. Do a careful audience and task analysis

Early in the process, define the audience and situation of your instructions. Remember that defining an audience means defining the level of familiarity your readers have with the topic.

2. Determine the number of tasks

How many tasks are there in the procedure you are writing about? Let’s use the term procedure to refer to the whole set of activities your instructions are intended to discuss. A task is a semi-independent group of actions within the procedure: for example, setting the clock on a microwave oven is one task in the big overall procedure of operating a microwave oven.

A simple procedure like changing the oil in a car contains only one task; there are no semi-independent groupings of activities. A more complex procedure like using a microwave oven contains several semi-independent tasks:  setting the clock; setting the power level; using the timer; cleaning and maintaining the microwave, among others.

Some instructions have only a single task, but have many steps within that single task. For example, imagine a set of instructions for assembling a kids’ swing set. In my own experience, there were more than a 130 steps! That can be a bit daunting. A good approach is to group similar and related steps into phases, and start renumbering the steps at each new phase. A phase then is a group of similar steps within a single-task procedure. In the swing-set example, setting up the frame would be a phase; anchoring the thing in the ground would be another; assembling the box swing would be still another.

3.  Determine the best approach to the step-by-step discussion

For most instructions, you can focus on tasks, or you can focus on tools (or features of tools).  In a task approach (also known as task orientation) to instructions on using a phone-answering service, you’d have these sections:

• Recording your greeting
• Playing back your messages
• Saving your messages
• Forwarding your messages
• Deleting your messages, and so on

These are tasks—the typical things we’d want to do with the machine.

On the other hand, in a tools approach to instructions on using a photocopier, there likely would be sections on how to use specific features:

• Copy button
• Cancel button
• Enlarge/reduce button
• Collate/staple button
• Copy-size button, and so on

If you designed a set of instructions on this plan, you’d write steps for using each button or feature of the photocopier. Instructions using this tools approach are hard to make work. Sometimes, the name of the button doesn’t quite match the task it is associated with; sometimes you have to use more than just the one button to accomplish the task. Still, there can be times when the tools/feature approach may be preferable.

4.  Design groupings of tasks

Listing tasks may not be all that you need to do. There may be so many tasks that you must group them so that readers can find individual ones more easily. For example, the following are common task groupings in instructions:

• Unpacking and setup tasks
• Installing and customizing tasks
• Basic operating tasks
• Routine maintenance tasks
• Troubleshooting tasks.

Common Sections in Instructions

The following is a review of the sections you’ll commonly find in instructions. Don’t assume that each one of them must be in the actual instructions you write, nor that they have to be in the order presented here, nor that these are the only sections possible in a set of instructions.

For alternative formats, check out the example instructions .

Introduction:  plan the introduction to your instructions carefully. It might include any of the following (but not necessarily in this order):

• Indicate the specific tasks or procedure to be explained as well as the scope (what will and will not be covered)
• Indicate what the audience needs in terms of knowledge and background to understand the instructions
• Give a general idea of the procedure and what it accomplishes
• Indicate the conditions when these instructions should (or should not) be used
• Give an overview of the contents of the instructions.

General warning, caution, danger notices :  instructions often must alert readers to the possibility of ruining their equipment, screwing up the procedure, and hurting themselves. Also, instructions must often emphasize key points or exceptions. For these situations, you use special notices —note, warning, caution, and danger notices. Notice how these special notices are used in the example instructions listed above.

Technical background or theory:  at the beginning of certain kinds of instructions (after the introduction), you may need a discussion of background related to the procedure. For certain instructions, this background is critical—otherwise, the steps in the procedure make no sense. For example, you may have had some experience with those software applets in which you define your own colors by nudging red, green, and blue slider bars around. To really understand what you’re doing, you need to have some background on color. Similarly, you can imagine that, for certain instructions using cameras, some theory might be needed as well.

Equipment and supplies:  notice that most instructions include a list of the things you need to gather before you start the procedure. This includes equipment , the tools you use in the procedure (such as mixing bowls, spoons, bread pans, hammers, drills, and saws) and supplies , the things that are consumed in the procedure (such as wood, paint, oil, flour, and nails). In instructions, these typically are listed either in a simple vertical list or in a two-column list. Use the two-column list if you need to add some specifications to some or all of the items—for example, brand names, sizes, amounts, types, model numbers, and so on.

Discussion of the steps:  when you get to the actual writing of the steps, there are several things to keep in mind: (1) the structure and format of those steps, (2) supplementary information that might be needed, and (3) the point of view and general writing style.

Structure and format:  normally, we imagine a set of instructions as being formatted as vertical numbered lists. And most are in fact. Normally, you format your actual step-by-step instructions this way. There are some variations, however, as well as some other considerations:

• Fixed-order steps are steps that must be performed in the order presented. For example, if you are changing the oil in a car, draining the oil is a step that must come before putting the new oil. These are numbered lists (usually, vertical numbered lists).
• Variable-order steps are steps that can be performed in practically any order. Good examples are those troubleshooting guides that tell you to check this, check that where you are trying to fix something. You can do these kinds of steps in practically any order. With this type, the bulleted list is the appropriate format.
• Alternate steps are those in which two or more ways to accomplish the same thing are presented. Alternate steps are also used when various conditions might exist. Use bulleted lists with this type, with OR inserted between the alternatives, or the lead-in indicating that alternatives are about to be presented.
• Nested steps may be used in  cases when individual steps within a procedure are rather complex in their own right and need to be broken down into sub-steps. In this case, you indent further and sequence the sub-steps as a, b, c, and so on.
• “Step-less” instructions . can be used when you really cannot use numbered vertical list or provide straightforward instructional-style directing of the reader. Some situations must be so generalized or so variable that steps cannot be stated.

Supplementary discussion: often, it is not enough simply to tell readers to do this or to do that. They need additional explanatory information such as how the thing should look before and after the step; why they should care about doing this step; what mechanical principle is behind what they are doing; even more micro-level explanation of the step—discussion of the specific actions that make up the step.

The problem with supplementary discussion, however, is that it can hide the actual step. You want the actual step—the specific actions the reader is to take—to stand out. You don’t want it all buried in a heap of words. There are at least two techniques to avoid this problem: you can split the instruction from the supplement into separate paragraphs; or you can bold the instruction.

Writing Style

Placing the key user steps in bold can a very helpful way to signal clearly what the reader needs to do.  Often the command verb is bolded; sometimes bold font highlights the key component being discussed.

Use of the passive voice in instructions can be problematic. For some strange reason, some instructions sound like this: “The Pause button should be depressed in order to stop the display temporarily.” Not only are we worried about the pause button’s mental health, but we wonder who’s supposed to depress the thing ( ninjas ?). It would be more helpful to indicate when the reader must “ press the Pause button.”   Consider this example: “The Timer button is then set to 3:00.” Again, one might ask, “is set by whom?  Ninjas ?” The person following these instructions might think it is simply a reference to some existing state, or she might wonder, “Are they talking to me?” Using the third person can also lead to awkwardness: “The user should then press the Pause button.” Instructions should typically be written using command verb forms and using “you” to make it perfectly clear what the reader should do.

Illustrating Your Instructions

Perhaps more than in any other form of technical writing, graphics are crucial to instructions. Sometimes, words simply cannot explain the step. Illustrations are often critical to the readers’ ability to visualize what they are supposed to do.  Be sure that the graphics represent the image from the reader’s perspective.

Formatting Your Instructions

Since people rarely want to read instructions, but often have to, format your instructions for reluctant readability. Try to make your reader want to read them, or at least not resistant to the idea of consulting them.  Highly readable format will allow readers who have figured out some of the instructions on their own to skip to the section where they are stuck.  Use what you have learned about headings , lists , visuals , and passive space to create effective and readable instructions:

Headings : normally, you’d want headings for any background section you might have, the equipment and supplies section, a general heading for the actual instructions section, and subheadings for the individual tasks or phases within that section.

Lists : similarly, instructions typically make extensive use of lists, particularly numbered vertical lists for the actual step-by-step explanations. Simple vertical lists or two-column lists are usually good for the equipment and supplies section. In-sentence lists are good whenever you give an overview of things to come.

Special Notices :  you may have to alert readers to possibilities in which they may damage their equipment, waste supplies, cause the entire procedure to fail, injure themselves or others—even seriously or fatally. Companies have been sued for lack of these special notices, for poorly written special notices, or for special notices that were out of place. See special notices for a complete discussion of the proper use of these special notices as well as their format and placement within instructions.

As you reread and revise your instructions, check that they do the following:

• Clearly describe the exact procedure to be explained
• Provide an overview of content
• Indicate audience requirements
• Use various types of lists wherever appropriate; in particular, use numbered lists for sequential steps
• Use headings and subheadings to divide the main sections and subsections in a logical, coherent order
• Use special notices as appropriate
• Use graphics to illustrate key actions and objects
• Provide additional supplementary explanation of the steps as necessary
• Create a section listing equipment and supplies if necessary.

Technical Writing Essentials Copyright © 2019 by Suzan Last is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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4.4: Process Essay

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Process Essay

The Purpose of the Process Essay

The purpose of a process essay is to explain how to do something (directional) or how something works (informative). In either case, the formula for a process essay remains the same. The process is articulated into clear, definitive steps.

Almost everything we do involves following a step-by-step process.

From learning to ride a bike as a child to starting a new job as an adult, we initially needed instructions to effectively execute the task. Likewise, we have likely had to instruct others, so we know how important good directions are and how frustrating it is when they are poorly put together.

Exercise: Step by Step Process

On a separate sheet of paper, make a bulleted list of all the steps required to complete one of the following processes:

• Tying a shoelace
• Parallel parking
• Planning a party
• Making a sandwich

The Structure of a Process Essay

The process essay opens with a discussion of the process and a thesis statement that states the goal of the process. The organization of a process essay typically follows chronological order.

The steps of the process are conveyed in the order in which they usually occur, and so your body paragraphs will be constructed based on these steps. If a particular step is complicated and needs a lot of explaining, then it will likely take up a paragraph on its own. If a series of simple steps is easy to understand, then the steps can be grouped into a single paragraph.

The time transition phrases covered in the Narration section are also helpful for organizing process analysis essays (see Table of Transition Words and Phrases for Expressing Time). Words such as first, second, third, next, and finally are cues to orient readers and organize the content of the essay.

Finally, it's a good idea to always have someone else read your process analysis to make sure it makes sense. Once we get too close to a subject, it is difficult to determine how clearly an idea is coming across. Having a peer read over your analysis will serve as a good way to troubleshoot any confusing spots.

Writing a Process Essay

Choose a topic that is interesting, is relatively complex, and can be explained in a series of steps. As with other rhetorical writing modes, it is best to choose a process that you know well so that you can more easily describe the finer details about each step in the process.

Your thesis statement should come at the end of your introduction, and it should state the final outcome of the process you are describing.

Body paragraphs are composed of the steps in the process. Each step should be expressed using strong details and clear examples.

Use time transition phrases to help organize steps in the process and to orient readers. The conclusion should thoroughly describe the result of the process described in the body paragraphs. See the student paper below, "Keep Them in Stitches," or one of the sample professional essays to read an example of a process analysis essay.

Sample Process Essay

"Keep Them in Stitches," by Jacob Gallman-Dreiling, describes the process of finding the perfect yarn for a knitting project. As you read, pay attention to the words and phrases the author uses to help orient the reader, as well as the strong details that bring the subject to life.

We begin with his outline, so you can see how he developed the essay.

Jacob Gallman-Dreiling English 1101 Honors Dr. X 24 February 2019

Thesis statement: Choosing the perfect yarn for a knitting project relies on the preferences of the person for whom the project is being made, the availability of the yarn, and the type of yarn called for by the pattern.

I. Choosing the perfect yarn for a knitting project relies on the preferences of the person for whom the project is being made.

A. The knitter must determine if the recipient has any allergies or sensitivities.

1. Wool yarn will aggravate allergies to lanolin.

2. Acrylic yearns can be scratchy or leave splinters.

B. The knitter must consider the type of project.

1. Warmer items should be made with animal fibers.

2. Lighter items should be made with cotton.

C. The knitter must consider the care of the finished garment.

1. Wool yarn should be hand washed with cold water.

2. Cotton and acrylic yarns are machine washable.

D. The knitter must determine what color the recipient prefers.

1. Solid colors are great for sweaters and accessories like professional iPad cases.

2. Variegated yarn makes for show-stopping pieces and can help maintain the knitter?s interest through the end of the project.

II. Choosing the perfect yarn for a knitting project relies on the availability of the yarn.

A. Many people prefer to shop for yarn at a local yarn store.

1. An advantage to shopping in person is the ability to touch the yarn.

2. An advantage to shopping at the local yarn store is the knowledgeable staff, many of whom have been knitting for years.

3. An advantage to shopping at the yarn store is that the staff can provide ready assistance and often have first-hand knowledge of the yarn the knitter intends to use.

B. Other people prefer to shop at one of the many online retailers.

1. Online retailers typically have greater stock availability.

2. Online retailers also provide tutorial videos.

III. Choosing the perfect yarn for a knitting project relies on the type of yarn called for by the pattern.

A. The knitter must determine the proper yarn weight for the project.

1. Fingering, sport, and DK weight yarns are good for smaller projects like socks or baby clothes.

2. Worsted, bulky, and super bulky are great for sweaters, scarves, blankets, and washcloths.

B. The knitter must determine the recipient?s preferences.

1. Some people prefer sweaters with a small gauge.

2. Some people prefer socks with a large gauge

Jacob Gallman-Dreiling English 1101 Honors Dr. X 24 February 2014

Keep Them in Stitches

The popularity of knitting is cyclical, rising and falling according to the prevailing opinion of women's places in society. Though internationally a unisex hobby, knitting is pervasively thought of as a woman's hobby in the United States. Knitting is currently enjoying a boost in popularity as traditionally minded women pick up the craft while women who enjoy subverting traditional gender roles have also picked up the needles to reclaim "the lost domestic arts" and give traditionally feminine crafts the proper respect. American men are also picking up the needles in greater numbers, with men's knitting guilds and retreats nationwide. This rise in popularity has made the receiving of hand-knit items special, and many people enjoy receiving these long-lasting, painstakingly crafted items. For any knitters, the perfect gift starts by choosing the perfect yarn. Choosing the perfect yarn for a knitting project relies on the preferences of the person for whom the project is being made, the availability of the yarn, and the type of yarn recommended by the pattern.

In order to select the right yarn for a knitting project, the knitter must take into account the preferences of the recipient of the knitted item. The most basic choice is the composition of the yarn to be used. Natural fibers are luxurious and tend to age better. Nevertheless, the knitter must determine if the recipient has any allergies or sensitivities. Wool yarn, for example, will aggravate allergies in those sensitive to lanolin, but mohair, alpaca, cotton, or angora will not cause discomfort. Acrylic is a synthetic yarn, but it can be scratchy or leave splinters. A second consideration is the type of project the knitter plans to complete: each project requires a specific type of yarn. For warmer items such as sweaters, blankets, or mittens, animal fibers are best. Socks, warmer-weather items, and household accessories are best served using cotton. One must also give thought to the care of the finished project. Items made from wool yarn survive best when hand washed in cold water whereas cotton and acrylic items are machine washable.

Once the type of yarn has been chosen, the knitter should consider what color yarn the recipient prefers. A solid color garment looks more professional and functions as a base piece in a wardrobe or interior design. Sweaters, iPad and tablet cases, as well as belts are well-suited to solid colors. Pieces made with variegated colors, in which the yarn has either multiple colors or shades of the same basic color, make for show pieces and accessories. Socks, gloves, scarves, and cowls are great projects for variegated yarn. Variegated yarn colors tend to keep the knitter's interest, but multicolored yarn can be difficult to use when working on larger projects which require multiple skeins of yarn. Due to the way yarn is dyed, the color at the end of one skein may not match the color at the beginning of the next skein.

The next step in determining the right yarn for a project is availability, particularly where to purchase the yarn. Some people prefer to shop at a local store for yarn because it offers many advantages. Shopping in person allows the knitter to feel the yarn he or she intends to purchase. This can help sway the knitter's opinion in regards to yarn choice. The staff at a local shop is often knowledgeable; many of them have been knitting for years, and they are usually ready to offer assistance with projects or yarn selection. If a knitter does not live near a yarn store, there are many online retailers who can fulfill their orders. Online retailers typically have a larger selection of yarns and patterns available for download. Since they cannot give personal assistance, many compensate for this deficiency by providing free tutorial videos.

Finally, choosing the right yarn for a project relies on the type of yarn called for in the knitting pattern. Patterns are highly adaptable. Most things in a pattern can be substituted: yarn type, yarn weight, color, and number of stitches can all be substituted to fit the knitter's desire, but the pattern will provide a good place to start. The yarn weight, which determines the gauge of the project, is one of the most basic substitutions. Fingering or lace weight, sport, and DK weight are lighter weight yarns typically good for smaller projects like socks or baby clothes. Those types of yarn tend to be knit on smaller needles and produce a smaller stitch. Worsted, bulky, and super-bulky yarns are chunkier, knit on larger needles, and provide beautiful, large stitches. They are well suited for sweaters, scarves, blankets, and washcloths. The preferences of the recipient must also be taken into account. Some people prefer sweaters with a small stitch, while others prefer thick, warm socks to wear around the house.

The right yarn for a knitting project is one that meets the preferences of the recipient of the project, is readily available, and matches the needs of the pattern. After the project is completed and given to the intended recipient, both the knitter and receiver can bask in the adulation the finished garment brings. These hand-knit items can be passed down for several generations, truly becoming a gift that keeps on giving.

Online Process Analysis Essay Examples

* Note: Links to these articles may change or break. However, access to them may be free of charge if accessed through your college/university library database.

Stanley Fish, an American literary theorist, public intellectual, and professor of humanities and law, tells us in an article in the New York Times why "Meanwhile: Getting Coffee Is Hard to Do"

How to Break in a New Baseball Glove

• Writing Essays
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The purpose of an instructional essay is to instruct the reader as to how to perform some action or task. It's an important rhetorical form which students must learn. How successful do you think the writer has been in converting a set of instructions into a process analysis essay?

• Breaking in a new baseball glove is a time-honored spring ritual for pros and amateurs alike. A few weeks before the start of the season, the stiff leather of the glove needs to be treated and shaped so that the fingers are flexible and the pocket is snug.
• To prepare your new glove, you will need a few basic items: two clean rags; four ounces of neatsfoot oil, mink oil, or shaving cream; a baseball or softball (depending on your game); and three feet of heavy string. Professional ballplayers may insist on a particular brand of oil or shaving cream, but in truth, the brand doesn't matter.
• Because the process can be messy, you should work outdoors, in the garage, or even in your bathroom. Do not attempt this procedure anywhere near the carpet in your living room.
• Using a clean rag, begin by gently applying a thin layer of oil or shaving cream to the external parts of the glove. Be careful not to overdo it: too much oil will damage the leather. After letting the glove dry overnight, take the ball and pound it several times into the palm of the glove to form a pocket. Next, wedge the ball into the palm, wrap the string around the glove with the ball inside, and tie it tightly. Let the glove sit for at least three or four days, and then remove the string, wipe the glove with a clean rag, and head out to the ball field.
• The end result should be a glove that is flexible, though not floppy, with a pocket snug enough to hold a ball caught on the run in​ the deep center field. During the season, be sure to clean the glove regularly to keep the leather from cracking. And never, no matter what else you do, never leave your glove out in the rain.

Observe how the writer of this essay has guided us from one step to the next using these terms:

• Begin by . . .
• After . . .
• And then . . .

The writer has used these transitional expressions to direct us clearly from one step to the next. These signal words and phrases take the place of numbers when turning a set of instructions into a process analysis essay.

Questions for Discussion

• What was the focus of this instructional essay? Did the author succeed?
• Did the author include all necessary steps in their instruction?
• How could the author have improved this essay? 
• How to Write an Instructional Outline
• 50 Great Topics for a Process Analysis Essay
• Process Analysis in Composition
• Process Analysis Essay: "How to Catch River Crabs"
• Evaluating a Process Analysis Essay
• 501 Topic Suggestions for Writing Essays and Speeches
• Top Chemistry Projects for Bored Kids
• 6 Traditional Russian Games You Can Play
• Science Experiments and Activities for Preschoolers
• How to Remove Ball Point Pen Ink
• Solar System Games and Activities for Science Teachers
• Rotary Rock Tumbler Instructions
• Process Analysis in Richard Selzer's 'The Knife'
• Camping Out, by Ernest Hemingway
• Cool Things to Do With Dry Ice
• Softball Printables

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Understanding instruction words in academic essay titles

Posted in: essay-writing

Instruction or command words indicate what your tutor wants you to do in your written assignment. It's vital that you understand exactly what these instruction words mean so you can answer all parts of the essay question and provide a complete response.

Here's a list of some of the most common instruction/command words you'll see in essay questions (and examination questions as well), together with an explanation of what they mean.

Describe: Give a detailed account of…

Outline: Give the main features/general principles; don't include minor details.

Explain, account for, interpret: Describe the facts but also give causes and reasons for them. Depending on the context, these words may also suggest that you need to make the possible implications clear as well. For example: 'Explain X and its importance for Y'.

Comment on, criticise, evaluate, critically evaluate, assess: Judge the value of something. But first, analyse, describe and explain. Then go through the arguments for and against, laying out the arguments neutrally until the section where you make your judgement clear. Judgements should be backed by reasons and evidence.

Discuss, consider: The least specific of the instruction words. Decide, first of all, what the main issues are. Then follow the same procedures for Comment on, Criticise, Evaluate, Critically Evaluate and Assess.

Analyse: Break down into component parts. Examine critically or closely.

How far, how true, to what extent: These suggest there are various views on and various aspects to the subject. Outline some of them, evaluate their strengths and weaknesses, explore alternatives and then give your judgement.

Justify: Explain, with evidence, why something is the case, answering the main objections to your view as you go along.

Refute: Give evidence to prove why something is not the case.

Compare, contrast, distinguish, differentiate, relate: All require that you discuss how things are related to each other.  Compare suggests you concentrate on similarities, which may lead to a stated preference, the justification of which should be made clear. These words suggest that two situations or ideas can be compared in a number of different ways, or from a variety of viewpoints. Contrast suggests you concentrate on differences.

Define: Write down the precise meaning of a word or phrase. Sometimes several co-existing definitions may be used and, possibly, evaluated.

Illustrate: Make clear and explicit; usually requires the use of carefully chosen examples.

State: Give a concise, clear explanation or account of…

Summarise: Give a concise, clear explanation or account of… presenting the main factors and excluding minor detail or examples (see also Outline).

Trace: Outline or follow the development of something from its initiation or point of origin.

Devise: Think up, work out a plan, solve a problem etc.

Apply (to): Put something to use, show how something can be used in a particular situation.

Identify: Put a name to, list something.

Indicate: Point out. This does not usually involve giving too much detail.

List: Make a list of a number of things. This usually involves simply remembering or finding out a number of things and putting them down one after the other.

Plan: Think about how something is to be done, made, organised, etc.

Report on: Describe what you have seen or done.

Review: Write a report on something.

Specify: Give the details of something.

Work out: Find a solution to a problem.

Adapted from: Coles, M. (1995), A Student’s Guide to Coursework Writing,   University of Stirling, Stirling 

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Write a response

So wonderful can anyone get the information

Thanks Josphat!

This is a life saver, do you have a youtube channel where you talk about all this stuff? If so I would love to know about it 🙂 Rachelle

Thanks for your comment. We don't have a YouTube channel but stay tuned for more posts. You will also find additional self-directed learning resources in MySkills .

Quite helpful. I would definitely check this before my next essay.

Thank you, Dan.

Very helpful now I understand how construct my assignments and how to answer exam questions

I have understood it clearly;)

it is very useful for us to understand many instruction word and what we need to write down

There are some define of some words,and I find that there do have many common things for some words,but not all the same.Such as compare, contrast, distinguish, differentiate, relate,they all need people to compare but foucs on different ways.

Very helpful. Listed most of the words that might be misunderstood by foreign students. Now I know why my score of writing IELTS test is always 6, I even didn't get the point of what I was supposed to write!

I have already read all of this. And it gave me a brief instruction.

There are varied instruction words in essay questions. It's a good chance for me to have a overview of these main command words because I could response to requirements of questions precisely and without the risk of wandering off the topic.

When i encounter with an essay title with these instruction words above,I should understand exactly what these words mean so that i could know what my tutor would like me to do in the assignments.Also,these words may help me make an outline and read academic articles with percific purposes.

These words are accurate and appropriate. It is really helpful for me to response some assignment questions and I can know the orientation of my answers . I can also use these words to make an outline of my essay. However, in my view, for some instruction words which are confusing and hard to understand, it is better to give an example to help us understand.

It's the first time for me to recognise these instruction words , some of them are really similar with each other.

it is very helpful to my future study. it will be better to have some examples with it.

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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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• What is an Argumentative Essay? How to Write It (With Examples)
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• How to Cite Social Media Sources in Academic Writing? 
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The One Method That Changes Your—and All Students’—Writing

Science-based writing methods can achieve dramatic results..

Posted May 14, 2024 | Reviewed by Abigail Fagan

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• A systematic writing framework offers a method for dramatically improving the teaching of writing.
• This method received only limited uptake, despite high-profile research publications and textbooks.
• A focus on writing style might have limited the method's impacts.

I remember spending hours commenting painstakingly on my students’ papers when I was a graduate student teaching in the Expository Writing Program at New York University. My students loved our classes, and they filled my sections and gave me terrific course evaluations. Yet I could see that their writing failed to change significantly over the course of the semester. I ended up feeling as if I should refund their money, haunted by the blunt instruments we had to teach writing.

As I’ve learned from directing five writing programs at three different universities, methods matter. When I reviewed comments on papers from instructors who taught in my programs, I discovered that the quantity and quality of comments on students’ papers made only a slight impact on writing outcomes. For instance, one notoriously lazy instructor took several weeks to return assignments and only used spelling and grammar checkers to automate comments. But his conscientious colleague made dozens of sharp observations about students’ arguments, paragraphs, and sentences. However, Mr. Conscientious’ students improved perhaps only 10% over Mr. Minimalist’s students. Even then, the differences stemmed from basic guidelines Mr. Conscientious insisted his students write to, which included providing context sentences at the outset of their essay introductions.

Educators have also poured resources into teaching writing, with increasing numbers of hours dedicated to teaching writing across primary, secondary, and higher education . Yet studies continue to find writing skills inadequate . In higher education, most universities require at least a year of writing-intensive courses, with many universities also requiring writing across the curriculum or writing in the disciplines to help preserve students’ writing skills. However, writing outcomes have remained mostly unchanged .

While pursuing my doctorate, I dedicated my research to figuring out how writing worked. As a graduate student also teaching part-time, I was an early convert to process writing. I also taught those ancient principles of logos, ethos, and pathos, as well as grammar and punctuation. Nevertheless, these frameworks only created a canvas for students’ writing. What was missing: how writers should handle words, sentence structure, and relationships between sentences.

Yet researchers published the beginnings of a science-based writing method over 30 years ago. George Gopen, Gregory Colomb, and Joseph Williams created a framework for identifying how to maximize the clarity, coherence, and continuity of writing. In particular, Gopen and Swan (1990) created a methodology for making scientific writing readable . This work should have been a revelation to anyone teaching in or directing a writing program. But, weirdly, comparatively few writing programs or faculty embraced this work, despite Williams, Colomb, and Gopen publishing both research and textbooks outlining the method and process.

Peculiarly, this framework—represented by Williams’ Style series of textbooks and Gopen’s reader expectation approach—failed to become standard in writing courses, likely because of two limitations. First, both Gopen and Williams hewed to a relativistic stance on writing methods, noting that rule-flouting often creates a memorable style. This stance created a raft of often-contradictory principles for writing. For example, Williams demonstrated that beginning sentences with There is or There are openings hijacked the clarity of sentences, then argued writers should use There is or There are to shunt important content into sentence emphasis positions, where readers recall content best. Second, these researchers failed to tie this writing framework to the wealth of data in psycholinguistics, cognitive neuroscience , or cognitive psychology on how our reading brains process written English. For instance, textbooks written by these three principal researchers avoid any mention of why emphasis positions exist at the ends of sentences and paragraphs—despite the concept clearly originating in the recency effect. This limitation may stem from the humanities’ long-held antipathy to the idea that writing is a product, rather than a process. Or even that science-based methods can help teachers and programs measure the effectiveness of writing, one reason why university First-Year Writing programs have failed to improve students’ writing in any measurable way.

Nevertheless, when you teach students how our reading brains work, you create a powerful method for rapidly improving their writing—in any course that requires writing and at all levels of education. Students can grasp how writing works as a system and assess the costs and benefits of decisions writers face, even as they choose their first words. This method also works powerfully to help students immediately understand how, for instance, paragraph heads leverage priming effects to shape readers’ understanding of paragraph content.

Using this method, I and my colleagues have helped students use a single writing assignment to secure hundreds of jobs, win millions in grant funding, and advance through the ranks in academia. However, we’ve also used the same method without modifications in elementary and secondary classrooms to bolster students’ writing by as much as three grade levels in a single year.

Perhaps the time has arrived for this well-kept secret to revolutionizing student writing outcomes to begin making inroads into more writing classrooms.

Gopen, G. D. and J. A. Swan (1990). "The Science of Scientific Writing." American Scientist 78(6): 550-558.

Gopen, George. The Sense of Structure: Writing from the Reader’s Perspective . Pearson, 2004.

Gopen, George. Expectations: Teaching Writing from the Reader’s Perspective . Pearson, 2004.

Williams, Joseph. Style: Toward Clarity and Grace . University of Chicago Press, 1995.

Williams, Joseph. Style: Ten Lessons in Clarity and Grace . Harper Collins, 1994.

Williams, Joseph. Style: The Basics of Clarity and Grace . Longman, 2002.

Jane Yellowlees Douglas, Ph.D. , is a consultant on writing and organizations. She is also the author, with Maria B. Grant, MD, of The Biomedical Writer: What You Need to Succeed in Academic Medicine .

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How to Write a College Essay

Let QuestBridge help you with college essay writing tips. We cover what to write about, how to get feedback, and more!

The low-income lens in college essays

Students from low-income backgrounds may not realize that they have a unique perspective to present to admissions officers. If your identity has been shaped by financial difficulties and other obstacles, consider writing about these challenges in your college essays so that admissions officers understand the full context of your successes and academic accomplishments.

Bring us into your world. We want to know you. We want to know your truth.

Student challenges and extenuating circumstances

You may describe specific challenges that you have risen above in your college essays, such as:

• You hold significant responsibilities in your household, such as providing care for an ill family member, babysitting siblings, or preparing family meals.
• You have a part-time job to pay for school activities or household expenses.
• You live with people other than your immediate family or have been in foster care.
• You experienced homelessness or other temporary housing situations.
• A parent has passed away or is not present in your life.
• You commute a long distance to attend school.
• Your family or community is not supportive of your educational goals.
• You faced obstacles because English is not your first language.

Proper tone for college essays

If you choose to write about challenges in your life, be careful to avoid using overly critical or negative language when writing a college essay. This is a good opportunity to emphasize your emotional maturity and how challenges in your life have helped you grow as a person. You may compromise that impression if your tone is resentful or excessively dramatic.

College essay topic choice

Giving admissions officers a window into difficult experiences can present your story in your college application, but there are other topics that can also make for a strong essay (e.g. a favorite book, a community service project). Whichever angle you select to tell your story, highlight the most important things that have shaped and continue to shape your identity.

The writing process: brainstorm, outline, and draft

Writing a college essay can seem daunting at first, but it doesn’t have to be. Watch our webinar,  Write a College Essay that Stands Out , and download our worksheet as a template and foundation to help you craft a strong college essay. This college essay format may help you write your essay in a manner that goes beyond just a chronological explanation of your life or an expansion of your resume.

Essay feedback and revisions

Ask teachers, mentors, family, or friends for feedback on your essay. Reach out well in advance of any deadlines, and give them at least two weeks to provide feedback. Ask them in person if you can, but if you cannot, send them an email. If they agree to take a look, you can send them a message with your essay. Download a sample message below.

After receiving feedback, revise! You should plan on going through a few drafts. Here are some things to keep in mind: 

• You do not have to incorporate all feedback. Accept what you think is most helpful. 
• Edits and revisions should not remove your voice or completely alter your writing style. 
• Pay attention to spelling, grammar, punctuation, and even formatting. 
• It may help to read your essay out loud to catch mistakes you might otherwise skim over. 
• Read your college essay from an admissions officer’s perspective.
• For more college essay writing tips, continue reading the FAQs below.

Detailed FAQs about college admissions essays

Mechanics, structure, and content are vital parts of a successful essay. Our Detailed College Essays FAQs page covers each category in detail to give your essay a strong start and finish. Learn about how to write a college essay, how long a college essay should be, and more.

6 Types of Self-Instructions to Help Your Students With Writing

Expert writers commonly “talk to themselves” as they write. They engage in a running dialogue with themselves, making comments about:

• where they are in the process
• what needs to be done next
• why some ideas do or don’t work
• how they will phrase certain ideas
• whether readers will understand what they are saying
• what a great job they are doing

Most of this private self-speech serves the general cognitive functions of orienting, organizing, and structuring the author’s behavior. In effect, writers tell themselves what to do while they write, setting and staying with a plan and helping themselves over rough spots.

Deliberate self-instructions can greatly help your students through the writing process, no matter what type of writing they’re working on. Self-instructions can direct students’ attention to relevant events, stimuli, or aspects of a problem. They assist students in generating and selecting alternative courses of action. They focus thinking, increase memory for steps and procedures, and help students perform a sequence of actions or steps. They also reinforce and help maintain task-relevant behaviors and provide ways of coping with failure and reinforcing success.

Here are six basic types of self-instructions you can teach your students to use to enhance their writing process:

Problem Definition

When beginning to write, students must define the problem /situation. They should size up the nature and demands of the task and ask themselves, “What do I have to do here?” and “What is my first step?” They then define the task—for example, “I want to write a convincing essay.”

Focusing of Attention and Planning

Students can use these statements to focus their attention and begin to develop their plans. They may think, “I need to concentrate, be careful, and think of the steps. To do this right, I need to make a plan. First, I need to ____, and then _____.”

Strategy Implementation

Self-instructions can assist students in self-regulating strategy use. They might tell themselves, “First, I will write down my essay writing reminder. The first step in writing an essay is ______. My goals for this essay are _____, and I will self-record on _______.”

Self-Evaluation

While they write, students can use self-instructions to evaluate performance, thus catching and correcting any errors. They might think to themselves, “Have I used all my story parts? Oops, I missed one. That’s okay. I can revise.” They will also identify when they have done a step correctly or met a goal, naturally leading to self-reinforcement.

Coping and Self-Control

Self-instructions can also help students cope and exercise self-control. They may say to themselves, “Don’t worry. I can handle this. I know the steps,” or “It’s okay to feel a little anxious—a little anxiety can help.”

Self-Reinforcement

Self-instructions include positive, reinforcing statements such as, “I’m getting better at this!” or “I like this ending. Wait until my teacher reads this!” Self-reinforcement requires self-evaluation compared with a specific criterion. Students must be able to accurately know when self-reinforcement is warranted.

For a complete guide to planning and delivering comprehensive, explicit, and evidence-based writing instruction, see Joan Sedita’s bestselling guidebook, The Writing Rope.

Tips for Using Self-Instructions with Your Students

Want to help your students make the most of self-instruction strategies to strengthen their writing process? Here are some tips:

• Start small. When your students are first learning to use self-instructions, it may be best to start with only one type or one specific self-instruction that fits a particular need for the individual student. Otherwise, they might be overwhelmed with too many statements to remember and use.
• Encourage students to use their own words. It’s very important that students develop self-instructions in their own words. Self-instructions are most effective when they are matched to students’ verbal style and language level.
• Don’t make students think out loud. Some students (particularly older ones) may be resistant to thinking aloud and should not be forced to do so. These students can be asked to use their self-instructions in their heads or keep a list of them nearby to consult as needed.
• Emphasize the correspondence between saying and doing. Merely saying the right things or doing the action or task and then saying the self-instruction is usually ineffective. Students may need some help developing a close correspondence between self-instructions and the writing behaviors or cognitions they are meant to control.

Get concise, field-tested lesson plans for advancing all students’ writing skills in Grades K–8! Check out the book behind today’s post, a highly effective resource for helping students in elementary and middle school who struggle with writing.

Powerful Writing Strategies for All Students

By Karen R. Harris, Ed.D., Steve Graham, Ed.D., Linda H. Mason, Ph.D., & Barbara Friedlander, M.A.

“If you have to choose one resource on written expression, this is it! Evidence-based, practical information on structured, explicit instruction in a reader-friendly and ready-to-use format.” —Sheldon Horowitz, Ed.D., National Center for Learning Disabilities

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10 Strategies for Writing a College Application Essay

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Strategies How to Write a College Application Essay

Your college essay, frequently asked questions about writing a college application essay.

Writing a college application essay can have an incredible influence on the college admissions committees . The essay is designed to give students a chance to really show colleges who they are and what they aspire to be. This is why it’s important to compose something that makes your personal statement stand out amongst the hundreds of other students.

You want to write something captivating and impactful without overwhelming the reader yet staying true to you. But between knowing where to start and what to write about, the essay itself seems almost impossible to conquer. And this is where I come in.

Today’s article focuses on my carefully crafted 10-step strategy for writing the perfect college application essay . With some colleges no longer considering factors like high school grades and standardized test scores (i.e., SAT and ACT scores ), the pressure to create a college application essay can be fierce but stress no more. With the help of these ten strategies, you will be on your way to writing the strong college application essay that just might get you a seat at your dream college. Let’s get right into it!

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Start Early:

Because the whole application process is tedious from beginning to end, you want to give yourself plenty of time to work on your essay. Be sure to start brainstorming ideas early and create and outline your essay. Not only will this give you an idea of how you want to structure your essay, but it will also provide an ample amount of time to work on the essay. If you start early, you will also have more than enough time to edit and go through multiple drafts until your final draft is complete.

Understand the Prompt:

Before you begin writing anything, make sure you fully understand the essay prompt. The last thing you want to do is write an essay that has nothing to do with the theme/prompt the school has given prospective students. Look into the essay’s guidelines beforehand to have a clear understanding of what your topic is. That way, you don’t waste words and time.

Show, Don’t Tell:

It’s easy to put words on a paper and call it an essay, but that’s boring (and lazy)! Show your readers what you want them to see; don’t just tell them. Use specific examples to illustrate your points and qualities. Try adding some humor in there to give them an even clearer sense of your personality, as well.

Whatever theme or prompts you are focusing on in your essay, just make sure you show who you truly are. Bring your readers on your journey through any experience you’re highlighting rather than just telling them you were there. Use your achievements and moments of clarity to draw them in. An admissions officer will want to see your colors, not just hear about them.

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Be Authentic:

This is the key and probably the most important part of your essay. Be authentic and unapologetically you. Write in your own voice, and don’t be afraid to be vulnerable. Share your experiences, passions, and aspirations, but focus on how who you truly are, your values, and your goals. It’s easy to tell when something is forced, so stray away from generic tones and cliché jargon. Be fun, use humor, and showcase your natural tone. College admissions committees respect transparency and honesty as these characteristics usually line up with their institution’s values, so be authentically you.

Focus on a Specific Topic:

When you’re working on something like a college application essay where your goal is to stand out, it’s easy to ramble on about yourself, and that’s okay! But it’s important to know what is necessary and what overflow is. Choose a specific topic/theme that gives your story a way to showcase your personality and stick to it. You want to focus on key details and not details about the details. Stick to what you want to convey and use supporting information and/or characteristics.  

Structure Your Essay:

The key to a well-thought-out, formed essay is a strong outline. Organizing your thoughts will help you more than you know, so make sure you start your outline with a clear introduction that leads to strong body paragraphs that support your main points. And when all is said and done, you will wrap up your essay with an impressionable conclusion. You might go through a few outlines before you get to your final one, but that’s okay! Whatever works for you will shine through your essay.

Edit and Revise:

Editing is going to be your best friend. The first draft is always going to be a little messy, so make sure you go back and proofread your work for any grammar and spelling errors. The editing and writing process can also help you gain some clarity on what you are trying to convey to the college admissions committee. Because we’re the ones writing it, our thoughts make sense as soon they spill onto the paper, so proofreading your work will give you a chance to realign those thoughts and make it more coherent and smoother to read.

And since you’re the one writing it, it’s easy to overlook typos and missed punctuation, so I suggest taking breaks. And this can go any way! You can complete the first few paragraphs and then take a break; you can do one paragraph at a time or even the entire essay and then take a break. Whichever way you choose to go when it comes to writing essays, stepping back from your words can help you regain that sharp eye that will catch the errors.

Seek Feedback:

If you’re anything like me, you don’t like to bother people or ask for help, but for your college application essay, you have to put that aside. Don’t be afraid to ask teachers, counselors, your parents, peers, and friends to read your essay and provide constructive feedback in areas that need improvement. A second, third, and even fourth set of eyes will be able to catch things you can’t. Just be sure the people you know will set time aside to help you.

Also, request that your readers tell you what they gained from the essay. Did you perceive yourself well, did you miss anything, should you include a detail you don’t think it relevant to personal essay, but they do? You want to make sure your essay represents you academically, professionally, and personally, so listen closely to what they have to say and revise until it’s ready to go.

Be Positive:

Though I know it’s important to share your experiences and stories in your applications essay, I want to make sure you don’t focus on the negative aspects of your experiences (if any!). Colleges want to see their prospective student’s personalities and how they get through even the happiest of life experiences, and not just the challenging ones. Focus on your strengths, achievements, and growth while maintaining a positive and optimistic tone throughout your essay.

Leave them wanting more:

The goal point of your application’s essay is to stand out, so ending your essay with a strong closing sentence will amplify the reader’s interest that much more. Not only will these strategies inspire a well-written and authentic essay, but they can also increase your chances of making a strong, lasting impression on college admissions committees. Make sure your closing statement is witty and powerful and ties it all together.

Your college essay should show your personality, special qualities, experiences, and aspirations to the college admissions officers and committee. You don’t want to do too much, but you also don’t want to leave anything out . So, in case you get stuck, here are some elements to include in your college application essay:

• Personal Story : Share your story and experiences that have shaped your identity and/or influenced your passions.
• Academic Achievements : This is not the time to be modest about academic achievements, so highlight any awards or honors that demonstrate your dedication to education.
• Goals and Aspirations : Clearly state your goals and aspirations and explain how attending the college you are applying to support those dreams.
• Unique Perspective : Offer the unique perspectives or insights that set you apart from other applicants. This will showcase your individuality.
• Writing Style : You want your essay to demonstrate strong writing skills, creativity, and clarity. Provide vivid language, clear storytelling, and proper grammar and punctuation.
• Relevance : Make sure your essay directly addresses the college’s prompts or questions and aligns with the values and mission of the institution.
• Reflection : Reflect on your experiences, challenges, and growth, and show how they have shaped your character and prepared you for college.
• Be Yourself : But most importantly, be You. Stay true to your authenticity, as it is the one thing that will make you stand out the most!

In truth, your college application essay doesn’t have to drag . Include some of these elements into your work, and you might even (dare I say) have fun showing every college board member who you are and what you have to offer the world of academia. Good luck, and happy writing your admissions essays .

What should I write about in my college application essay?

When it comes to topics for your college application essay, choose a subject that boasts your unique personality, experiences, and personal values. Consider sharing a personal story that shines a light on your strengths, or write about any challenges you’ve overcome gracefully or a significant moment that helped shape your identity. The goal of college essays is to provide admissions officers with insight into who you are beyond your academic achievements, not just that you can put together an essay.

How long should my college application essay be?

Most colleges have specific guidelines regarding the length of the application essay, typically ranging from 250 to 650 words. It is important to adhere to the word count limit provided by the college to ensure that your essay is concise and focused. Be sure to carefully review the college application process and instructions to determine the appropriate length for your essay.

How can I make my college application essay stand out?

To make your college application essay stand out, focus on your authentic voice and perspective. Avoid clichés and generic statements, and instead, strive to convey your unique personality and experiences. Use bold language, descriptive details, and storytelling techniques to captivate the reader’s attention. Don’t be afraid to get feedback from teachers, counselors, or peers to ensure that your college essay topic is well-written and effectively communicates your message.

Interested in learning more from Bold.org ? Visit our Scholarship Blog to stay up to date on everything you need to know about college topics and apply for scholarships today.

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No trace of ethylene oxide in MDH, Everest spice samples: FSSAI

New Delhi: Food regulator FSSAI has not found any trace of ethylene oxide in samples of spices of two major brands MDH and Everest that were tested in 28 accredited laboratories, sources said. According to them, reports from six other laboratories are still pending. Last month, the Food Safety and Standards Authority of India (FSSAI) started taking samples of spices in powder form of all brands, including MDH and Everest, from across the country in view of quality concerns flagged by Hong Kong and Singapore.

The Hong Kong's Center for Food Safety (CFS) had asked consumers not to buy certain spice mix products of MDH and Everest, citing the presence of ethylene oxide beyond the permissible limit. These products are MDH's Madras Curry Powder, Everest Fish Curry Masala, MDH Sambhar Masala Mixed Masala Powder, and MDH Curry Powder Mixed Masala Powder. Ethylene oxide, is a cancer causing chemical, that is used as a steriliser to prevent microbe attack. It can extend the shelf life of food items.

According to sources, a pan India drive was initiated on April 22 through all the commissioners of food safety of states and Union Territories and regional directors of FSSAI. It included extensive inspections of the spice manufacturing units and also sampling and testing of products manufactured for sale and distribution for consumption in the domestic market. Sources said the samples of Everest spices were picked up from their two manufacturing facilities. As many as 25 samples from MDH have been lifted by FSSAI from their 11 manufacturing facilities, they said. Each of the products sampled was analysed for compliance with various quality and safety parameters including pesticide residues. These samples were also analysed for Ethylene Oxide (ETO) at NABL-accredited laboratories notified by FSSAI.

The laboratory reports received so far were examined by the scientific panel at FSSAI and observed that the samples showed no traces of ethylene oxide, sources said. Similarly, test reports of over 300 samples of spices of other brands were also examined by the scientific panel and those also conclusively indicated no presence of ethylene oxide, they added.

The scientific panel comprises eminent scientists from the Spice Board, CSMCRI (Gujarat), Indian Spice Research Institute (Kerala), NIFTEM (Haryana), BARC (Mumbai), CMPAP (Lucknow), DRDO (Assam), ICAR, National Research Centre on Grapes, (Pune).

The Spice Board has also issued guidelines to the spice exporters for using ETO as a fumigant for sterilising spices to deal with microbial contamination as per the standards of importing countries, sources said.

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