an essay exam represents

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Mission, Vision, and Inclusive Language Statement
• Locations & Hours
• Undergraduate Employment
• Graduate Employment
• Frequently Asked Questions
• Newsletter Archive
• Support WTS
• Schedule an Appointment
• Online Tutoring
• Before your Appointment
• WTS Policies
• Group Tutoring
• Students Referred by Instructors
• Paid External Editing Services
• Writing Guides
• Scholarly Write-in
• Dissertation Writing Groups
• Journal Article Writing Groups
• Early Career Graduate Student Writing Workshop
• Workshops for Graduate Students
• Teaching Resources
• Syllabus Information
• Course-specific Tutoring
• Nominate a Peer Tutor
• Tutoring Feedback
• Schedule Appointment
• Campus Writing Program

Writing Tutorial Services

Taking an essay exam.

You may often be asked in college to take essay exams. In certain ways, the same principles for writing good out-of-class essays apply to writing good in-class essays as well. For example, both kinds of essays are more successful when you take into consideration your purpose, audience and information; when you develop a thesis with support; when you prove your assertions with evidence; when you guide your readers with transitions, etc.

However, there are some differences to keep in mind as you prepare to write. The most important one is the purpose for writing. Usually you write a research paper, for example, to learn more about your selected topic; however, you write essay exams to demonstrate your knowledge. You are not only conveying information, but also proving to your audience--the examiner--that you have mastered the information and can work with it. In other words, your purpose is both informative and persuasive. Keeping this purpose in mind will help you both prepare for and write the essay.

PREPARING FOR THE EXAM

Study connections between ideas. Your instructor is not looking for a collection of unrelated pieces of information. Rather, he or she wants to see that you understand the whole picture, i.e., how the generalizations or concepts create the framework for the specific facts, and how the examples or details fill in the gaps. So, when you're studying, try to think about how the information fits together.

Prepare practice questions. Try to prepare for questions that are likely to be asked. If your instructor has given you the questions themselves or a study sheet in advance, practice answering those questions. Otherwise, try to anticipate questions your instructor is likely to ask and practice those. At the very least, outline how you would answer the test questions; however, it's better to actually write out the answers. That way, you will know where you need to study more.

TAKING THE EXAM

Again, while you're taking the exam, remember that it's not simply what you say or how much you say, but HOW you say it that's important. You want to show your instructor that you have mastered the material.

Plan your time. Although you will be working under pressure, take a few minutes to plan your time. Determine how many minutes you can devote to each answer. You will want to devote most of your time to the questions that are worth the most points, perhaps answering those questions first. On the other hand, you might want to answer first the questions that you are best prepared for.

Read the questions thoroughly. Take a few minutes before writing your essay to read the question carefully in order to determine exactly what you are being asked to do. Most essay exam questions, or "prompts," are carefully worded and contain specific instructions about WHAT you are to write about as well as HOW you should organize your answer. The prompt may use one or more of the following terms. If you see one of these terms, try to organize your essay to respond to the question or questions indicated.

classify: Into what general category/categories does this idea belong? compare: What are the similarities among these ideas? What are the differences? contrast: What are the differences between these ideas? critique: What are the strengths and weaknesses of this idea? define: What does this word or phrase mean? describe: What are the important characteristics or features of this idea? evaluate: What are the arguments for and against this idea? Which arguments are stronger? explain: Why is this the case? identify: What is this idea? What is its name? interpret: What does this idea mean? Why is it important? justify: Why is this correct? Why is this true? outline: What are the main points and essential details? summarize: Briefly, what are the important ideas? trace: What is the sequence of ideas or order of events?

Plan your answer. Jot down the main points you intend to make as you think through your answer. Then, you can use your list to help you stick to the topic. In an exam situation, it's easy to forget points if you don't write them down.

Write out your essay, using good writing techniques. As was said earlier, essay exams are like other essays, so use the same good writing strategies you use for other kinds of writing. Keep in mind that your purpose is to persuade your reader—the examiner—that you know the material.

First, create a thesis for your essay that you can defend. Often, you can turn the questions stated or implied on the exam into an answer and use it as your thesis. This sentence also functions as an introduction.

For example, suppose you are given the following prompt in your psychology class:

Define "procedural knowledge" and describe its relationship to the results of studies of amnesic patients.

The implied question is:

What is "procedural knowledge" and how is it related to the results of studies of amnesic patients?

Note how you can turn the answer to that implied question into the thesis of your exam essay. This paragraph might serve as your introduction.

"Procedural knowledge" is knowing how to perform a task, such as tying a shoe or driving a car, and studies of amnesia have shown that this type of knowledge or memory is often retained by amnesic patients. Even in amnesic patients who have lost most of their declarative memory capacity, the ability to form new procedural memories is often intact...

Then, proceed immediately to explain, develop, and support your thesis, drawing upon materials from text(s), lectures, and class discussions. Be sure to support any and all generalizations with concrete evidence, relevant facts, and specific details that will convince your reader that your thesis is valid. Make your main points stand out by writing distinct paragraphs, and indicate the relationship between them with transitions.

For example, in response to this prompt from a social work class,

Identify and give an example of four alternative solutions available in cases of family conflict.

a student wrote the following paragraph. Note the transition phrase and the generalization supported by specific evidence.

. . . The fourth alternative open in cases of family conflict is violence, and this is not an uncommon response. 25% of all homicides in the U.S. involve one family member killing another; half of these are spouse homicides. Violence usually takes one of two forms: explosive or coercive. Explosive violence is not premeditated. When the son takes and crashes the family car, for instance, the father may explode and beat him. Coercive violence, on the other hand, is pointed and intentional; it has the goal of producing compliance or obedience. Thus, a blow delivered with a threat not to repeat certain behaviors would be coercive. . . .

Finally, sum up your argument with a brief conclusion that lends your essay a clear sense of closure.

Finishing the Exam

Proofread your answer. Reserve a few minutes after completing your essay to proofread it carefully. First, make sure you stick to the question. Always answer exactly the question asked without digressing. If you find you have digressed, neatly cross out the words or paragraphs. It's better to cross out a paragraph that is irrelevant (and to replace it with a relevant one if you have time) than to allow it to stand. In this context at least, quality is always preferable to quantity. Also check sentence structure, spelling and punctuation.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Writing Tutorial Services social media channels

• Peterborough

Studying for Essay Exams

• Can you study for an essay exam? 
• The challenge of essay exams
• Study Strategy 1: Create a study guide
• Study Strategy 2: Try to guess the questions
• Study Strategy 3: Study from old exams
• Study Strategy 4: Outline or write possible answers
• Study Strategy 5: Study in a group

Can you study for an essay exam?

Yes, you can! Many students mistakenly think that, because essay exams focus on analysis rather than memorization, they cannot really “study” for an essay exam. However, essay exams generally require you to pull together information from different parts of the course to create a coherent answer and to support an interpretation with specific examples. That is pretty hard to do well if you haven’t studied the course material! Indeed, there are a number of study strategies that are well-suited to preparing for an essay exam.

The Challenge of Essay Exams

Essay exams require you to interpret a complex and often lengthy question, develop a coherent thesis statement that addresses this question, and write an essay that provides specific evidence to develop and support this thesis. And, it requires you to do all of this under time pressure.

Meeting these challenges will require that you study in ways that will allow you to recognize both the major themes and ideas of the course as well as the specific facts, events, authors, or examples that are associated with those themes.

Study Strategy 1: Create a Study Guide

Essay exams require you to show connections between details, to gather up the specifics and tie them together with the major themes of the course. One of the best ways to prepare for this is to create a study guide.

A study guide is a document that attempts to identify the major themes and synthesize information from different units or weeks of the course. In a study guide, you list information from different units together under thematic categories. Here are some tips on creating a good study guide.

Step 1 : Read through lecture notes and reading notes and list the main themes of the class. This is not a list of facts, dates, events or authors, but of themes and ideas.  For example, in your History 1500, this would NOT be a list of events or dates. It would be themes: terror and the state, religion and terror, technology and terror. In English 1000, your list would NOT be a list of authors or books that you have read. Instead, it would be a list of themes that are common to them: literary techniques, self and society, gender etc.

Step 2 : Now go back and read through your notes again. This time, you are looking for details such as authors, key terms, events, and examples. Use these details to flesh out your study guide and to show how the details build your understanding of the themes.

Sample Study Guide for History 1500

Theme: Religion and Terror

Module: Witch Craze

• Catholicism and beliefs in white and dark magic
• The Reformation/Wars of Religion brought social, cultural, and economic disruption, which bred anxiety.
• Most intense hunting = 1550-1650 (religious wars = c.1540-1648)
• Proximity to religious tension increases tendency to burn witches

Module: Crusades – List relevant examples

Study Strategy 2: Try to Guess the Questions

When professors write essay questions, they usually review the material they have covered and try to choose topics that will require students to bring together the major themes of the course. By guessing the questions that will be on the exam, you will engage in the same process. Look through your syllabus, lecture and reading notes, and study guide. What concepts or themes have been developed throughout the term? What questions would you ask if you were the professor?

Study Strategy 3: Study from Old Exams

While you are guessing the questions and preparing for an essay exam, it can be very helpful to consult previous exams in the course. While it is unlikely that a professor would use exactly the same questions again on your exam, it can be helpful to get a sense of the types of questions that have been asked in the past. Some professors share old exams with their classes. However, in classes where this is not the case, you can seek out sample questions from your textbook, syllabus, or assignment instructions. There are great online sources of sample questions from textbook publishers, but take caution when searching online. Some sites that crowdsource student work encourage acts of academic dishonesty; students should  never share old exam questions or answers. 

Study Strategy 4: Outline or Write Possible Answers

Trying to identify what questions might be on the exam is, of course, only one part of studying for the exam. You also need to try to create answers to these questions. You can do this by outlining answers. Begin with a clear thesis that addresses the question, and then create a section of the outline that develops each part of your thesis. Finally, add in specific examples that you would use to support your ideas in the appropriate section.

You can also write full answers to the essay questions you devise as you study. The act of writing will help you to remember the material, and although the identical question may not appear on the exam, you will usually be able to employ the connections and supporting details in a response that addresses similar issues.

Study Strategy 5: Study in a Group

One of the best ways to learn material is to talk about it with others. As you do, you deepen your understanding not only by having to explain concepts or themes to others but also by hearing their perspective on the central issues of the course.

While you will ultimately take an exam, and thus need to know course information, on your own, study groups can be a great supplement to independent study activities. Each group member could come prepared with one or two potential exam questions, and then other group members could try to answer them. Or, the entire group could review the course syllabus together and identify central themes or particularly challenging material. Through the process of discussing the information with others, you will increase your understanding and thus be studying for your essay exam.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Essays for Exams

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

Writers Workshop

In-Class Essay Exams

In-class essay exams give students the opportunity to showcase their writing skills and content knowledge within a set amount of time. Students are expected to use their critical thinking skills to analyze texts, develop arguments, and synthesize information. Instructors who use in-class essay exams are testing for students’ ability to apply knowledge.

Before the Exam

• Attend lecture and take notes , especially if review sessions are offered. Instructors will often cover relevant material during these sessions, and the essay topics may even be posted at that optional lecture.
• Gather information about the format. Information about the type or genre of the essay, such as persuasive or compare-and-contrast, is important to know. Most instructors allocate at least 30 minutes for in-class essays, but students should ask how much time they have for that part of the exam if it is not clear.
• Identify course themes and brainstorm sample prompts. Taking a step back from the class material can help you identify common, encompassing themes. Brainstorming sample prompts based on those larger themes can help you come up with examples that could be useful for the actual in-class essay.
• Return to prior feedback. On top of identifying all-encompassing ideas within the course, you should also consider any feedback you’ve received from the instructor about previous writing assignments. Sometimes you can determine what instructors are looking for within in-class essays by analyzing what has been commented on.
• Get some sleep! Studying is important, but so is sleep. It becomes difficult to write well when you’re fatigued.

During the Exam

• How much do I know about each prompt?
• Do I have enough examples/sources/points for my chosen prompt?
• Can I think of any counterarguments against this possible thesis?

Plan your strategy . Ensure that you allocate time to brainstorm ideas, make an outline, write your essay, and proofread—and if you have multiple essays, be sure to use this process for each one. Wearing a watch will help you keep time in order to avoid rushing, especially if it is difficult to see the clock in the classroom. For example, consider a 50-minute class that asks a student to answer 1 question:

• Reading and evaluating the prompt(s) – 3.5 minutes
• Brainstorming ideas – 3.5 minutes
• Making a rough outline – 8 minutes
• Writing – 30 minutes
• Proofreading – 5 minutes

In-class essays do not differ much from normal essays. The largest difference is the time constraint. The same rules apply to both of these essay types:

• Include a clear thesis statement
• Logically organize ideas (avoid a “think-as-you-go” structure)
• Present evidence that supports the thesis statement
• Use key words from the prompt and course texts / concepts
• Include and argue against counterarguments if it is an argumentative essay
• Be as clear and concise as possible

In-class essays do not have to be daunting. By preparing ahead of time and taking your organization skills into the exam, you can confidently approach these essays and showcase your writing skills.

Related Links:

• Organizing Ideas
• Editing and Proofreading

Copyright University of Illinois Board of Trustees Developed by ATLAS | Web Privacy Notice

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Happiness Hub Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• Happiness Hub
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

How to Write a Good Answer to Exam Essay Questions

Last Updated: July 9, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 650,841 times.

Answering essay questions on an exam can be difficult and stressful, which can make it hard to provide a good answer. However, you can improve your ability to answer essay questions by learning how to understand the questions, form an answer, and stay focused. Developing your ability to give excellent answers on essay exams will take time and effort, but you can learn some good essay question practices and start improving your answers.

Understanding the Question

• Analyze: Explain the what, where, who, when, why, and how. Include pros and cons, strengths and weaknesses, etc.
• Compare: Discuss the similarities and differences between two or more things. Don't forget to explain why the comparison is useful.
• Contrast: Discuss how two or more things are different or distinguish between them. Don't forget to explain why the contrast is useful.
• Define: State what something means, does, achieves, etc.
• Describe: List characteristics or traits of something. You may also need to summarize something, such as an essay prompt that asks "Describe the major events that led to the American Revolution."
• Discuss: This is more analytical. You usually begin by describing something and then present arguments for or against it. You may need to analyze the advantages or disadvantages of your subject.
• Evaluate: Offer the pros and cons, positives and negatives for a subject. You may be asked to evaluate a statement for logical support, or evaluate an argument for weaknesses.
• Explain: Explain why or how something happened, or justify your position on something.
• Prove: Usually reserved for more scientific or objective essays. You may be asked to include evidence and research to build a case for a specific position or set of hypotheses.
• Summarize: Usually, this means to list the major ideas or themes of a subject. It could also ask you to present the main ideas in order to then fully discuss them. Most essay questions will not ask for pure summary without anything else.

• Raise your hand and wait for your teacher to come over to you or approach your teacher’s desk to ask your question. This way you will be less likely to disrupt other test takers.

Forming Your Response

• Take a moment to consider your organization before you start writing your answer. What information should come first, second, third, etc.?
• In many cases, the traditional 5-paragraph essay structure works well. Start with an introductory paragraph, use 3 paragraphs in the body of the article to explain different points, and finish with a concluding paragraph.
• It can also be really helpful to draft a quick outline of your essay before you start writing.

• You may want to make a list of facts and figures that you want to include in your essay answer. That way you can refer to this list as you write your answer.
• It's best to write down all the important key topics or ideas before you get started composing your answer. That way, you can check back to make sure you haven't missed anything.

• For example, imagine that your essay question asks: "Should the FIFA World Cup be awarded to countries with human rights violations? Explain and support your answer."
• You might restate this as "Countries with human rights violations should not be awarded the FIFA World Cup because this rewards a nation's poor treatment of its citizens." This will be the thesis that you support with examples and explanation.

• For example, whether you argue that the FIFA World Cup should or should not be awarded to countries with human rights violations, you will want to address the opposing side's argument. However, it needs to be clear where your essay stands about the matter.
• Often, essay questions end up saying things along the lines of "There are many similarities and differences between X and Y." This does not offer a clear position and can result in a bad grade.

• If you are required to write your answer by hand, then take care to make your writing legible and neat. Some professors may deduct points if they cannot read what you have written.

Staying Calm and Focused

• If you get to a point during the exam where you feel too anxious to focus, put down your pencil (or take your hands off of the keyboard), close your eyes, and take a deep breath. Stretch your arms and imagine that you are somewhere pleasant for a few moments. When you have completed this brief exercise, open up your eyes and resume the exam.

• For example, if the exam period is one hour long and you have to answer three questions in that time frame, then you should plan to spend no more than 20 minutes on each question.
• Look at the weight of the questions, if applicable. For example, if there are five 10-point short-answers and a 50-point essay, plan to spend more time on the essay because it is worth significantly more. Don't get stuck spending so much time on the short-answers that you don't have time to develop a complex essay.

• This strategy is even more important if the exam has multiple essay questions. If you take too much time on the first question, then you may not have enough time to answer the other questions on the exam.

• If you feel like you are straying away from the question, reread the question and review any notes that you made to help guide you. After you get refocused, then continue writing your answer.
• Try to allow yourself enough time to go back and tighten up connections between your points. A few well-placed transitions can really bump up your grade.

Community Q&A

• If you are worried about running out of time, put your watch in front of you where you can see it. Just try not to focus on it too much. Thanks Helpful 0 Not Helpful 0
• If you need more practice, make up your own questions or even look at some practice questions online! Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Look up relevant quotes if your exam is open notes. Use references from books or class to back up your answers.
• Make sure your sentences flow together and that you don't repeat the same thing twice!

You Might Also Like

• ↑ https://www.linnbenton.edu/student-services/library-tutoring-testing/learning-center/academic-coaching/documents/Strategies%20For%20Answering%20Essay%20Questions.pdf
• ↑ https://success.uark.edu/get-help/student-resources/short-answer-essays.php

About This Article

To write a good answer to an exam essay question, read the question carefully to find what it's asking, and follow the instructions for the essay closely. Begin your essay by rephrasing the question into a statement with your answer in the statement. Include supplemental facts and figures if necessary, or do textual analysis from a provided piece to support your argument. Make sure your writing is clear and to the point, and don't include extra information unless it supports your argument. For tips from our academic reviewer on understanding essay questions and dealing with testing nerves, read on! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

May 29, 2017

Did this article help you?

Sundari Nandyala

Aug 5, 2016

Kristine A.

Oct 1, 2016

Mar 24, 2017

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

9 tips for writing essays in exams

Lauren Condon

Marketing Specialist at Atomi

Essay writing is enough of a struggle when there isn’t any time pressure. Add in a 40 minute limit and that’s pretty much breaking point for a lot of us 🙃 . Well don't stress too much because we're going to help out here with some tricks and tips for writing exam essays* that will actually show the HSC marker all of our killer ideas and skills. This might end up being a pretty hefty post so let’s get cracking straightaway.

* This basically works for things like speeches and long responses as well...

1. Pinpoint the instructions in the question

Before you even start writing, you need to be reading each word of that essay question super carefully. Make sure you’re following instructions and paying attention to the little things that are actually... big things. Do they want you to write a speech or an essay? Do they specify that you need ONE, at least ONE or TWO or more related texts? No excuses for skipping this step because you can just do it during reading time.

2. Draft a quick plan of the structure

Always, always, always plan your essays in an exam. Like… always. The kick of pure fear adrenaline when you start an exam can make it pretty tempting to get writing asap but save yourself a world of pain and take a few minutes to plan. You want to basically write down your thesis (probably one you’ve prepared earlier but tailor it to the specific question) and the structure of your body paragraphs. We go into a bit more detail on planning over here if you’re keen 👍 .

3. Manage your time in writing the essay and the whole exam

Two tips here (lucky you) but basically you need to manage your time in writing the essay and manage your whole exam time. So firstly, you have to leave yourself enough of the exam time to do your essay. If the exam is something like English Paper 1, you know that a third of the (two hour long) exam is an essay so you should be starting that essay with at least 40mins to go.

Hot tip: a lot of top students try to move through the first two sections of that exam fairly quickly so they have more time for a banging essay 💯.

When it comes to writing the essay, the structure you planned out will let you know if you’re on track or not. 40 minutes to write an essay and you have an intro, conclusion and four body paragraphs? Sweet. Well then it’s pretty clear that you should get your intro and the first two paragraphs done in 20 minutes. If you kind of messed up the timing of the whole exam and you don’t have your full 40 minutes then pick up the pace and if you can’t do that, time to make some quick decisions about what to cut.

4. Write out your evidence first so you don’t forget it

This isn’t a must but can be seriously helpful. Every essay needs evidence. It might be quotes, it might be dates, it might be stats. Even though you’ve definitely memorised these perfectly by the HSC (lol), it’s worth having a strategy for making sure you put all your evidence in. My personal tactic was, before starting to write the essay, to scribble that evidence (or just a keyword to jog my memory) down at the top of my planning paper or scribble it under the plan I wrote. That way, if I had a total mind blank when I got to writing a certain paragraph, I didn’t have to leave the evidence out or waste time trying to remember it.

5. Keep it structured

This one is pretty closely related to the point about planning but hey, can’t push it enough. The pressure of writing essays in exams makes it sooooo easy to start rambling and just chucking idea after idea after idea onto the page. Make a structure during your planning and be really strict about sticking to it to keep your essay as clear and strong as possible. Keep your paragraphs to a regular structure like PEEL/PEAL (point, example, explanation/analysis, link) so you have a clear idea of when you’ve written enough in each paragraph and when it’s time to just move on.

6. Have some potential theses and essay structures prepared

Memorising essays gets a little controversial but I think we all agree that you need to, at least, have a few ideas and potential essay structures going into that exam room. Some of us will try to remember whole essays word-for-word which isn’t officially recommended but as long as you are prepared to ( and know how to ) adapt it to the question then it shouldn’t be too bad. It’s really about finding out what approach works best for you but having some possible essays structures and flexible thesis ideas up your sleeve will make sure that you can write an impressive essay in just 40 minutes.

7. If you get stuck, your best bet is to pause for a second

Having a mind blank during an exam is not a good feeling because the clock is literally ticking and there isn’t a way you can magically force yourself to remember a quote or come up with an idea. It will feel pretty stressful but your best bet here is actually to pause and think instead of continuing to waffle on.

Waffling affects the clarity of your essay and the marking criteria about the ‘composing’ of your response. It also might affect how well the marker thinks you understand your argument so it’s always better to pause, give yourself a few seconds to try and reach a solution. If you can’t, either move on and try to come back later or just cut your losses, conclude that point and move on.

8. Don’t forget to anchor your essay with the keyword and source material

Not every essay will give you source material (a picture or quote that you have to refer to) but you will always have a verb or keyword in the question that tells you how to position your argument. When it comes to unexpected source material, here are some tricks and tips and when it comes to the keyword, let’s start by having a look at three questions pulled from the 2016 Advanced English Paper 2 .

• Discuss means you need to pinpoint the issues raised by that statement and provide examples and analysis for and/or against each of those issue.

• How means you need to be providing really solid examples of contrast in Yeats poetry and explaining what that contrast says about personal concerns, political concerns and the relationship between the two.

• To what extent means you need to making a judgement call about how much the themes and ideas in your texts support (or do not support) that statement. This doesn't have to be black and white, you can always say that the texts support that statement in some ways and challenge it in other ways as long as you provide good evidence and analysis to back it up.

All those instructing verbs and keywords came from just one paper so brush on up exactly what they mean and how to use them to anchor your essay . Addressing the keyword and source material really well will show your marker than you are actually answering the exam question, not just chucking out a pre-prepared response.

9. Remind yourself of what the markers are looking for

The overall best tip for writing essays in exams is to remind yourself what your markers are looking for. And no, that doesn't mean you just try to tell your mysterious, probably middle-aged NESA marker what you think they want to hear.

Instead, think about your essay sensibly. Your marker wants to see how well you understand the texts and how the authors communicated those ideas. They want to see how well you understand the concept of Discovery and all its nuances (hint: they’re written out here ). And they want to see how well you can bring all these ideas together and communicate them in a logical, cohesive manner. Don’t get too caught up in fancy language or insanely obscure techniques - you’ve got this.

Writing essays in exams really comes down to being as prepared as possible and having a good strategy for the exam itself. Make sure you’re managing your time and keeping calm enough to write the killer essay you’d be able to come up with outside of the exam room. Happy essay writing… 😬

Published on

October 5, 2017

Recommended reads

5 Steps to making sure your notes are exam ready

What is active recall and how effective is it?

How to succeed in Year 12: Recent graduates share their top advice

What's atomi.

Engaging, curriculum-specific videos and interactive lessons backed by research, so you can study smarter, not harder.

With tens of thousands of practice questions and revision sessions, you won’t just think you’re ready. You’ll know you are!

Study skills strategies and tips, AI-powered revision recommendations and progress insights help you stay on track.

Short, curriculum-specific videos and interactive content that’s easy to understand and backed by the latest research.

Active recall quizzes, topic-based tests and exam practice enable students to build their skills and get immediate feedback.

Our AI understands each student's progress and makes intelligent recommendations based on their strengths and weaknesses.

How to write an essay? | C2 Proficient (CPE)

FCE, CAE, CPE

Practice tests online.

An essay is the first part of the writing and it is obligatory. The question always has a discursive focus. Discursive writing is a style used in academic writing and it requires the high level of language competence.

You are required to base your essay on input material which will take the form of two texts, each approximately 100 words long . The texts will be based on a variety of authentic, contemporary sources

How many words?

You need to answer the question with between 240-280 words.

C2 Proficient (CPE) Essay: Structure

Practice, Write & Improve

C2 proficient (cpe) essay: writing guide.

Here is a straightforward way to write a perfect essay .

We will use the example extracts below in our writing guide advice. The texts are either contradictory or complementary.

Step 1: Read the topic and find two key points of each extract.

Examinations are not fair. Making judgments about the ability of students based on examinations that take place just once or perhaps twice a year is simply not fair. So many students fail to show their true ability due to anxiety, stress and a number of other factors. Many students who do well in exams do so simply by cramming facts into their heads the week before the exam, to be forgotten by the following weekend. Surely assessment of the work done in class and at home throughout the school year would be a fairer system?

Classroom assessment is idealistic. It’s all very well to talk about teachers judging their students work in the classroom, and students working alone at home on their projects, but everyone knows that continuous assessment doesn’t work like that. Teachers are only human, and tend to be softer on their students than an examiner would be (or, in a worse scenario, harder on a student they don’t like). Parents or older siblings help students with the projects they have to do at home, even if it’s just coming up with ideas for them . Exams may not be fun, but at least we get to see what each individual student is capable of.

Extract 1. Key points: 1) Unfair to judge a year’s performance just once or twice a year. 2) This unfair system forces students to temporary parrot-fashion learning

Extract 2. Key points: 3) Continuous assessment depends too much on the teacher who may be too lenient or too strict. 4) Parents and siblings may give an unfair advantage to students over others who don’t have help at home.

Step 2: Introduction : Make a plain reference to the topic of the two texts.

The introduction should inform the reader about the subject of the essay .

Introduction: The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

Remember that this is not the best time to express your opinion , it should be at the very end in the conclusion.

Step 3: Body paragraphs (1 & 2) = Main Body

Here we have to prove to the examiners that we have fully understood the text.  In the second and third paragraphs, we paraphrase 4 key points and comment briefly on them.

Body paragraph (1) = Topic sentence + Point 1 + Point 2

Paragraph 1: [Topic sentence] The first author considers the annual assessment of students’ performance as inadequate .  [Paraphrase the first (1) point] Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. [Paraphrase the second (2) point] To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information. 

Body paragraph (2) = Topic sentence + Point 3 + Point4

Paragraph 2:   [Topic sentence] Conversely, the second text sees the exams as the only reliable means of school assessment. [Paraphrase the third (3) point:] If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment. [Paraphrase the fourth (4) point] Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

Step 4: Body paragraph (3) = Your opinion

Opinion: [Topic sentence] While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

Step 5: Conclusion : Closing remark – No new ideas.

In summary, what you really want is to show the examiners that you understand the text and the key points, so it should be a balanced analysis of the text you have just read.  Do not give any new information , tell them what you have already told.

Conclusion: All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

See full essay…

The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

The first author considers the annual assessment of students’ performance as inadequate.  Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information.

Conversely, the second text sees the exams as the only reliable means of school assessment. If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment.  Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

A final checklist…

Get Your (CPE) Essay Checked!

C2 proficient (cpe) essay: paraphrasing key words.

As you already know, your task is to find four keywords that you have to analyze and comment on. A common problem is that students often are literally copying the text . As you can imagine, you won’t get a good grade for making shortcuts and examiners expect you to paraphrase these points.

Let see a few examples of real-life paraphrasing so that you know what it is supposed to look like and what to avoid:

Original text:

..as are vehicle exclusion zones or parking restrictions in busy pedestrian areas. However, it – also makes sense to encourage motorists to become less reliant on their car. This can | be achieved by making public transport more efficient and promoting the benefits of car- sharing with work colleagues, thus reducing weekly fuel bills.

Example (incorrect):

The first argument makes particular mention of creating vehicle exclusion zones…

The second argument points out that travelling by car can be reduced if the government makes public transport more efficient…

as you can see the students repeated the words vehicle exclusion zones and then later makes public transport more efficient – this is clearly not a terrible mistake but it could be done better.

Example (correct):

The first argument makes particular mention of creating vehicle exclusion zones…  areas where motorists are prohibited from driving

The second argument  points out that travelling by car can be reduced if the government makes public transport more efficient… improves the efficiency of public transport

hopefully, you can see how these changes have made the sentence the students own and how this would definitely impress the examiner.

C2 Proficient (CPE) Essay: Sample Answers

Cpe essay sample 1.

Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Teenagers as consumers It is virtually impossible to escape the influence of the media these days, and particularly if you are a teenager with access not just to television and radio, but also the internet at all times of the day and night. Advertisers look upon teenagers as a blank canvas whose tastes and needs are there to be moulded by them through their advertisements. Advertisers and marketing people have become adept at reading the teenage mind, making young people believe that they need to own certain items in order to be accepted by their peer group, or simply to look cool.

Teenagers: a driving force Advertising responds to young people’s delight in what is new by developing sophisticated and innovative, often humorous advertisements which can be seen on television and cinema screens and on billboards around our towns and cities. The tastes of this generation of young people have had an impact on advertisers worldwide. However, it is the energy of the young, above all, that has influenced the world of marketing and has kept it on its toes, pushing the creative boundaries to become almost an art form. That is the power of young people.

Model answer

These texts both deal with the relationship between teenagers and advertising.

The first one focuses on how advertisers exploit young people, taking advantage both of teenage preoccupation with the media and of their susceptibility to peer pressure combined with a wish to appear ‘cool’. The second text is less critical of the relationship between marketing and young people. It presents the young as having a very positive influence on the quality of modern adverts, helping to make them much wittier and more original than ever before. This text maintains that teenagers’ impact on advertising derives partly from their predilection for what is intriguingly new but also, more particularly, from their own creative energy. This energy has been channelled into advertising, raising it arguably to the level of an art form.

While I appreciate the arguments put forward in both texts, I tend to feel more in sympathy with the approach of the first one. I suspect that advertisers are quite cold-heartedly prepared to exploit the youth market, keen to capture the attention – and the cash – of the new generation and well aware of how young people are perhaps more easily influenced than their more cynical elders.

I would accept that advertising can be very creative and I personally often find an advert in a magazine or a TV commercial attractive to look at or enjoyably humorous. It does not seem unreasonable to suggest that many people with artistic talents are attracted to the advertising profession. However, I do not see that as having any direct connection with teenagers. Those who create the most original adverts are certainly likely to be young but in their twenties or early thirties rather than their teens. Moreover, the appeal of the more sophisticated advert is surely just as powerful for the older generation as for teenagers.

CPE Essay Sample 2

Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Killing for nothing Under no circumstances should capital punishment be condoned. It is a barbaric form of punishment, which serves no useful purpose as it obviously does not act as a deterrent. In the USA, for example, the use of capital punishment increased greatly during the eighties and the nineties but with no corresponding effect on the crime rate. Another argument says that it effectively deals with people who are a danger to society. But in any case, they spend years, even decades, on death row while their appeals are used up, and might as well just be sentenced to life imprisonment with no possibility of parole.

Innocents die The system by which people are convicted is simply not as foolproof as some people would have us believe, and the odds against an innocent person being killled are just too high. While the risk of this happening remains a very real possibility, the death sentence is unacceptable. In this age of DNA evidence, many people in American prisons awaiting execution have been found to be innocent. The other problem is prejudice. Even if a person is found guilty and convicted of a crime, they are likely to get a worse sentence if they are from an ethnic minority, and disproportionately large numbers of these people are executed every year in the States.

Both extracts above take a negative stance on the hotly debated issue of death penalty.

The first author tries to dispel the myth of the death sentence “acting as a deterrent”. He claims that the long standing use of this harsh punishment in the USA has not proven its effectiveness in curbing crime rates. However, his argument is unconvincing because criminality could have been worse if death penalty was not in effect. Nevertheless, the writer correctly remarks that there is no need to take someone’s life in order to protect society since we can achieve the same result by simply giving them a life sentence.

The second extract persuasively strengthens the argument against this irreversible penalty by citing the numerous incidents of innocent people who have been wrongly convicted and sometimes even executed, only to find out that more recent genetic material proves that they were innocent. The author also claims that the well-documented “prejudice against ethnic minorities” is a reason to abolish the death sentence. Even if we accept the latter argument as a fact, we can not so easily jump to the conclusion that the suspicion of some judges having preconceived ideas should strip our legal system of one of its most powerful weapons.

Personally, I feel that the death penalty should remain in effect for extreme cases of serial killers or insane criminals who show no remorse for their actions. Since, nowadays, we have at our disposal the invaluable assistance of genetic evidence we can reach verdicts that are beyond any shadow of a doubt while at the same time, we retain a strong disincentive in the ammunition of our legal system.

C2 Proficient (CPE) Essay: Writing Topics

Cpe example topic 1.

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Shifting sands

Nowadays, in some cultures, there may often be confusion between generations about what is acceptable behaviour in certain situations. Older people sometimes complain, for example, about the real or imagined rudeness of others, such as in the use of electronic devices in public places. However, the younger generation does not regard electronic communication as intrusive, but rather as fundamental to their way of life. Only increased mutual understanding is likely to resolve potential conflict or confusion in any society. In this case, as in all others, it pays to be aware of other people’s points of view.

Follow my leader?

Should we always aim to do what society expects of us? No, what society needs is individuality. Worrying about what other people think inhibits enthusiasm and creativity. Nothing new is ever achieved by conforming to expected social norms. This is not only true for society’s innovators: everybody needs a strong sense of their own worth as an individual. This is essential for psychological well-being and the ability to function effectively in one’s personal and professional life. Paying too much attention to society’s conventions can be counter-productive in these and other ways.

CPE Example topic 2

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

The Financial Costs of Stress

Research carried out by the Health and Safety Council estimates that stress and mental illness continues to be neglected by many businesses, both small and large. And the economic impact of this is huge, costing employers around £26bn a year. Stress at work can lead to a lack of concentration, fatigue and low motivation, all of which will cost the company in terms of low productivity, customer satisfaction and the very reputation of the company itself. Employers are being urged to become more “emotionally intelligent” and to improve the way they deal with stress and mental illness.

Speak up about Stress

Many people find it difficult to talk about their feelings, particularly if we’re feeling weak or vulnerable. However, when suffering from stress it’s vital you seek help. It’s important to feel you can talk honestly with a close friend, a loved one, a work colleague or a doctor about what’s going on. Stress is easily diagnosed and there is plenty you can do to successfully treat and manage stress. One of the most effective of these is to share your feelings with those you trust. Remember that accepting help and support is not a sign of weakness. Close relationships are vital to helping you get through this tough time.

C2 Proficient (CPE) Essay: Writing Checklist

After writing your text, you can check it yourself using the writing checklist below.

How to do that? Simply check your text/email by answering the questions one by one:

• Have I covered all the key information required by the task?
• Have I written only information which is relevant to the task?
• Have I developed the basic points in the task with my own ideas?
• Have I included references or examples where necessary to support any ideas or information?

Communicative Achievement

• Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?
• Have I used a suitable mix of fact and opinion according to the requirements of the task and my communicative purpose(s)?
• Have I used a suitable style and register for the task and genre?
• Have I followed writing conventions which are particularly relevant to the task and genre?

Organisation

• Have I organised my ideas clearly and coherently, using the most appropriate and effective structure for the task?
• Have I used other organisational features appropriately for the genre (for example, titles, headings, openings, closings, etc.)?
• Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words and other cohesive devices?)
• Are the ideas balanced appropriately, with suitable attention and space given to each one?
• Have I used a wide range of vocabulary, appropriate to the topic and genre?
• Have I avoided repeating the same words and phrases?
• Have I used a range of simple and more complex grammatical structures appropriately?
• Have I correctly used any common phrases which are relevant to the specific task or topic?
• Is my use of grammar accurate?
• Is my spelling accurate?

More than Practice Tests

C2 proficient (cpe) essay: tips.

• Summarise the key points in your own words
• Use an academic writing style (formal or neutral register).
• You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
• You need to draw conclusions based on the information given throughout the whole of your answer

C2 Proficient (CPE) Essay: Marking Criteria

C2 Proficient (CPE) Essay: Useful Phrases & Expressions

We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.

Sentence openers

The first text suggests that….. The second text raises the issue of …..  The writer is of the opinion that….  Additionally, it is argued that….. The two texts contrast differing views of….. According to the first passage……. Personally, i ……………. The second text put forward…… I believe that……… In conclusion, it is my opinion that……

Linking points and arguments

As opposed to In the sense that….. For this reason……..

Making generalisations

On the whole…. In general….. For the most part…. As a rule…… It is often that…. It is usually the case that….. People to regard….. The reality is that…..

Being specific

With respect to… In the case of… As regards… In terms of…. With the exception of….. From the ….. point of view…. They are seen as….. As far as ……are / is concerned……

Raising an argument

Considering….. On the question of…. No one would dispute…….

Giving one side

One argument in favour of this is …. In support of….. It is true that……

Giving the other side

At the same time…. In actual fact….. On the other hand…. In contrast to…. Set/ weighed against this is…. .

Personally… Unfortunately… Obviously… Evidently… Presumably… Naturally… fortunately..

What is your level of English?

An Inspector Calls Essays

One of the best things you can do to revise for any english exam is to read examples of essays. below you'll find a range of essays which you can read at your leisure., though there are always benefits in reading essays, becoming use to "active reading" is also important. to do this, use one of these strategies to help:, print the essay off and highlight key phrases or pieces of analysis that you like, keep some notes on the ways the essays use key vocabulary, cherry-picking the best phrases for use yourself, note down the structures of the essays but making a note of the focus of each paragraph, remember that there are hundreds of ways to write a successful essay, as the examples below will highlight. but they all manage to link the big ideas of the play with the language and structure; they all write about priestley's intentions and the audience's responses; they all recognise that this play is written to make a political point, not just to entertain the audience., a) how does priestley explore responsibility in an inspector calls , in the play, priestly wanted the audience to take responsibility for each other, to see that society was "one body." he wanted the audience in 1945 to recognise that although there had been positive changes since 1912, he didn't want them to regress and, in fact, wanted them to demand even more social reform., firstly , priestley uses the inspector to demonstrate to his audience that morality is a much more admirable quality in a person than mr birling's selfish manner. in act 3 mr birling offers "thousands" to help eva, though the inspector tells him that he is “offering money at the wrong time.” this shows that the inspector has the moral high ground and, although from a lower class, is holding all the power over the birling's treasured reputation. to the audience it would be obvious that birling should have given the money earlier, that it was inevitable that eva would end up costing him. it is also revealing that birling wouldn't give eva smith a small pay rise as it would have meant he couldn't "lower prices" but when it came to saving his status he was prepared to “give thousands.” by this stage, mr birling seems quite flustered and somewhat embarrassed as although in the outside world his authority is growing in his own home he can't control a man of “that class.” from a psychoanalytic perspective you could argue that this reflects birlings upbringing and the values that he was taught to respect as a younger man when he worked had and was kept poor in a way that taught him the value of hard work. in this way, mr birling feels that all the people who have money deserve it while the people who don't have money clearly don't deserve it. also, it is from his background that birling being taught to prioritise materialistic things could be the root of his difficult relationship with eric; he comes across as very cold and unforgiving which possibly reflected onto his son. this could easily be a subconscious cause of eric's addiction (looking for escape and comfort in the absence of his father's approval) and be linked to why eva viewed him to be more juvenile than gerald. the need for superficial things in his life like power and wealth is portrayed in the play as quite harmful and only something which will hold a person back, the inspector seems to be free from all these hindering social constructs and is definitely a much more favourable character because of this., in spite of their strong differences in beliefs, both mr birling and the inspector are very self-assured characters who are equally set in their ways . this is not mirrored in the younger characters like eric or sheila. priestly emphasizes a message directed towards the younger generations that they are the hope for change. throughout the play birling refuses to accept the need for reform or responsibility , he represents the stereotypical man of his age and class that priestley uses to contradict sheila's growing outward-looking empathy. when she promises the inspector that she will “never never do it again to anybody” she is acknowledging her privileges and shows that she understands how people must take responsibility for each other. i would say that her materialistic upbringing and the damage that has done makes her incredibly naive and impacts hugely on her opinion of others' worth. when talking about eva smith in act 1 one of the first things she asked was “is she pretty” from this line alone it is clear to the audience where her priorities lie and what kinds of values were instilled in her from a young age probably by her shallow mother. priestly highlights that it's the duty of the young to bring about reform and for this to happen they firstly need to realise the older generations won't do it for them. he also stresses that it's not ok for people like the birlings to take credit for their achievements but never accept responsibility for the consequences of their profit., priestley uses the contrast between age groups and class to explore universal divides caused by pride, reputation and lack of accountability, things that mr and mrs birling value highly but sheila is willing to let go of by accepting her mistakes and returning gerald's engagement ring (also rejecting her father's business interest in gerald.).

Examiners commentary:

The simple, clear first paragraph is fine.

The second paragraph, however, contains some interesting points that could be related to the question but which aren't. As a result, a lot of what's good in this paragraph is lost. This could have been easily fixed if the student had remembered to continually link their points back to the question.

The third paragraph is an improvement in that it does mention responsibility more often and has some interesting observations about the generation gap.

The third paragraph feels unfinished and unclear - it sounds like it's saying that Mr and Mrs Birling value accountability highly, or that the view a "lack of accountability" highly, neither of which are true.

AO1: Lots of AO1, though it isn't connected to the question often enough

AO2: Not enough AO2 at all - hardly any specific language analysis

AO3: Nothing of note outside of the first paragraph

Grade: This is a difficult essay to grade. There are lots of interesting points, especially about how our upbringings affect our outlook, but they're not always linked to the question which means they won't score as well as they should. Also, a complete lack of AO2 causes real problems. This is probably a G5 though with a few minor changes it could easily be pushed up two grades.

B) How does Priestley explore responsibility in An Inspector Calls ?

Priestley presents a strong message about responsibility throughout the play. he wants us all to take more responsibility for each other., firstly, he uses the character of mr birling to convey the ignorance of those who refuse to take responsibility. we can see this when mr birling says, “community and all that nonsense”. the use of the noun “nonsense” shows the audience that mr birling is mocking socialists and those who believe society should be a community. you can almost hear his sarcastic tone as if ‘community’ is an absurd idea. the word “all” also highlights his belief that anything to do with community, such as helping others and being responsible for one another, is ridiculous. this links to when he says, “a man has to mind his own business and look after himself and his own.” the repetition of the pronoun “his” emphasises that he only takes care of his possessions and doesn’t think twice about others. also, it exposes to the audience his sense of higher class entitlement linked to his lack of responsibility for things that are not directly his fault. the audience of 1945 would have been shocked because by this time, after the labour movement and war, people were becoming more open-minded about mixing social classes and community responsibility. this links to priestley’s message because he was a socialist and believed people should have equal rights., in contrast to mr birling, priestley uses the character of sheila to present those who are willing to take responsibility. we see this in the line, “i’ll never, never do it again to anyone”. the repetition of “never, never” reveals that sheila feels guilty and deeply regrets her actions. it also tells the audience that she is open-minded about changing how she behaves, regardless of her social class. the use of the noun “anyone” reveals that she doesn’t care if the person is upper class or lower class. she doesn’t want to put anyone in that position again and has taken full responsibility. if this play had been shown in 1912, the audience may have been more likely to agree with the birling’s ideas and would have thought sheila may be acting foolishly. however, the audience of 1945 would have been more sympathetic towards sheila because at this time, society was shifting towards the creation of the nhs, the introduction of education for all and the building of social housing. this reflected how society was coming together more and caring more for the poor instead of brushing them aside., similarly, the character of inspector goole is the main voice of responsibility in the play and is the voice of priestley himself as he is trying to show the birling family that being upper class doesn’t make them any less responsible for the community than the next person. this sense of responsibility is also reflected in the stage directions when the light goes from “pink and intimate” and “brighter and harder”, when the inspector enters. immediately, this tells us that the i nspector has a presence on the stage and that he has come to say something important. perhaps it is about bri nging light to the things that the upper classes like to hide in the shadows, or the harsh lighting works almost like he is interrogating the family. the spotlight is now on them and what they have done., additionally, priestley conveys a message of responsibility through the inspector when he says, “we are members of one body.” the noun “members” highlights that we are all joined together and if one member falls, then it brings everything down. furthermore, it links to the idea that community is like a family who should take care of each other no matter what. it could also have religious connotations because in the last supper jesus said, “this is my body that will be given up for you, take this in memory of me.” here, jesus said that people should eat the bread because it would bring everyone together and he always believed that people should be equal. in 1912, people were very divided and the poor would rarely move up to the higher classes. priestley was aiming to ensure that the shifts in society happening in 1945 were strengthened and that everyone felt that responsibility for others was important..

Really clear structure, with a clear target for each paragraph

Doesn't make a wide range of points but has a quote to backup each point and explores the quote in depth

Each section ends with something about the context

Though each point is presented with a quote attached, this could have been improved with some other references from the play even if those quotes or references weren't analysed in depth

AO1: Not much AO1 really, no real refernces to key moments of plot

AO2: Lots of great AO2 - quotes analysed in depth

AO3: Good AO3, all key points linked to context

Grade: A really neat, clear and well organised essay. A lack of AO1 is a problem, as is the fact that although each paragraph was linked to an idea connected to responsibility the link isn't always made clear. However, there's loads of AO2 and AO3 so it would be a comfortable G7. With a couple of sentences added to each paragraph which referenced a few key moments of plot it would go up to a G8.

C) How does Priestley explore responsibility in An Inspector Calls ?

Priestley explores ideas about responsibility through the way the birlings behave towards eva smith. arthur birling explains the family’s capitalist philosophy when he says ‘a man has to mind his own business and look after himself and his own’ which suggests that he feels that he only has responsibility for his own family and himself . this is reinforced by the way the birlings treat eva smith. first of all, arthur fires her from his factory to make an example of her because she asks for higher wages and dares to take responsibility for others by speaking up on their behalf. it is revealed that arthur’s prime motive is to keep wages down so that he could make more profits. priestley reinforces this through arthur’s constant repetition of ‘hard headed man of business’, to remind the audience that he is representative of capitalism and the damage it causes. the word ‘business’ is later used by birling to refer to the death of eva smith as he states how her death is ‘horrid business’ which emphasises the message that birling only sees people’s lives in terms of profit. priestley is showing the audience that a blind belief that generating profits and prosperity for the good of everyone is fundamentally wrong as it causes innocent people to suffer tragic consequences., although all the birlings are responsible for eva’s mistreatment and death in some way, they react differently when they find this out from the inspector. mr and mrs birling do not change and are only concerned about their reputation - the possible ‘scandal’ or arthur’s ‘knighthood’. however, priestley’s intention is give the audience a message of hope as sheila and eric do recognise that they have behaved badly by the end of the play and therefore he is suggesting that it is the younger generation that have the responsibility for adopting more socialist principles. through the younger birlings’ attitudes, priestley suggests that socialism is the modern way and that it is young people who will change society for the better., this change of views in the younger generation is also shown through the play’s structure as eric dramatically exits the stage at a crucial point suggesting he is struggling to contain his guilt over his mistreatment of eva smith. likewise, sheila is struggling with her guilt and tries to show that she has changed by directing others to realise their own responsibility in eva smith’s suicide. for example, sheila warns her mother not to ‘build up a wall’ this metaphor describes the separation of the social classes as mrs birling believes she is superior to the lower classes. the irony is that the opposite is true as priestley reveals how mrs birling’s behaviour is morally wrong – she punished a pregnant girl by refusing her charity when she needed it the most just because the girl used her name and in doing so angered mrs birling., through using the form of a morality play, priestley is able to identify what each family member’s sins and how it was these sins that they demonstrated and caused their mistreatment of eva smith. for instance, eric’s lust for eva smith meant that he forced himself upon eva and then his sloth – his inability to earn his own money meant he stole money from his father instead of facing up to his responsibility and earning money himself. by the end of the play, priestley shows that eric fully accepts his responsibility and describes how he cannot even remember his assault of eva as being a ‘hellish thing’. the use of this metaphor implies he is being tortured by his own guilt and knows he has been committed to hell due to his sins., priestley constructs the inspector’s role as that of a priest as he extracts all the confessions from the birlings and attempts to force them to accept their responsibilities through asking questions which challenge their capitalist way of life and challenges their edwardian values of social class and hierarchy. in addition, the inspector’s language has religious tones to it as he warns the birlings and gerald croft that if they do not stop exploiting the poor, they will learn their lesson with ‘fire, blood and anguish’. there is an inference that they will be punished in hell for not caring about the way those less fortunate are treated. through the inspector’s voice, the audience hear the socialist message that the birlings are being taught and we left knowing that this is a warning to us all – we need to accept responsibility and take better care of others around us., how does sheila change during an inspector calls, - summary paragraph, - stage directions, - confrontation with the inspector – she takes responsibility, - standing up to her parents, - the young are more impressionable, - ending – grown up, throughout inspector calls, sheila is the character who changes the most. at the beginning of the play she is a young, naïve girl who is happy to be told what to think and do; by the end she is the only character who really takes responsibility for the death of eva and is happy to tell her parents that she thinks they are wrong., the stage directions describe her as being “very pleased with life” a phrase which reflects her luxurious upbringing. she’s also described as being “excited” an adjective that suggests she is looking forward to her life. in both these respects she could be viewed as being ignorant to the reality of what her luxury costs others, or how difficult the times ahead will be., sheila refers to her parents as “mummy” and “daddy,” nouns that are associated with young children and not young adults; she is also told off by her mother for squabbling with her brother, a fact that reinforces our vision of her as being infantilised by her parents. sheila is then given a ring by her fiancé gerald. “is it the one you wanted me to have” she asks him, a phrase that suggests she wasn’t really interested in what she wanted but only what gerald wanted her to have. throughout the opening she is presented as a child, with no real desires or wishes of her own. in many respects, she is the traditional rich young woman – without a real mind of her own by virtue of her gender., when the inspector arrives, he explains how her spoilt behaviour in a shop led to eva being sacked. “then i’m really responsible,” she accepts, quickly recognising her role in the girl’s downfall. also, she observes that the inspector is getting ready to speak to gerald next and pushes this through, asking direct questions to gerald and working out the reasons why he wasn’t where he said he was the summer before. in both these cases, she is showing independent thought – by accepting responsibility even when others don’t and by pushing gerald against his wishes., during their time with the inspector, her parents and gerald repeatedly try to send sheila out of the room to protect her from his news – her mother argues that she is “looking tired,” something that we would only really say to a very small child. sheila repeatedly refuses, arguing that she will stay until “i know why that girl killed herself.” here, she clearly shows herself standing up to her parents, sticking to her desire to discover the truth of the situation., at one point arthur argues that the inspector is making “quite an impression” on sheila, suggesting that she’s coming around to the inspector’s way of thinking. “we often do on the young ones,” the inspector replies, suggesting that his socialist values are more affective on younger people. this reflects a view of priestley’s which was that socialism and left wing values are more impactful on younger people, a fact that’s often reflected in even modern opinion polls where right wing conservatives tend to be older. this is also shown in how, by the end of the play, mr and mrs birling remain unchanged by the arrival of the inspector, while their children change – even gerald admits that the events “affected him,” before he reverts back to his old ways., even after the inspector leaves, sheila continues to push his ideas trying to make sure that her family don’t forget him. she claims they are beginning to “pretend” that nothing has happened, clearly accepting that things won’t be the same again. her use of the verb is interesting as well, as games of “pretend” are really childish things. it seems that the girl who was once infantilised is now accusing her parents of playing make-believe. she also argues that her parents “don’t seem to have learnt anything,” behaving almost like a school mistress arguing that a lesson has been missed. she also says, in response to a speech from eric in which he accepts responsibility, that he makes her feel a little less “ashamed” of them, a word which really shows just how powerfully sheila sees her parents’ remorseless behaviour., her frustration is clear throughout the ending, where she says her parents’ behaviour “scares” her. this clearly references the inspectors closing words about “fire and blood and anguish” which referenced the years of war that would follow the period between the play being written and being performed. the audience at this point would doubtless be agreeing with sheila regarding her fear. her parents continue to ignore her desire to grow up, infantilising her again by suggesting that she’s just “tired” and “hysterical,” though they can’t ignore her final words when she refuses gerald’s ring again which clearly shows that she has grown up enough to express herself completely, how does priestley present mrs birling as an unlikeable character (high level response), priestley presents mrs birling as an unlikable character as she doesn’t change throughout the play. in acts 1 and 2 she doesn’t say much about the tragic death of eva at all, showing her lack of remorse., on the other hand, characters like sheila do realise the horror of the suicide. in act 2, gerald says “sorry, i’ve just realised a girl has died”. this is ironic [sic] as he had found out in act 1, but it had only sunken in in act 2. the word “sorry” shows he feels embarrassed about his emotional side, as many men of the time (1912) did., sheila also changes throughout, creating a stark contrast to her mother. in act 1 she refers to her mother as “mummy” like when she says “mummy, isn’t it a beauty” this shows she was dependant on her and worried about material things. she later says, “but these girls aren’t cheap labour, they’re people” to mr birling, showing his daughter isn’t afraid to voice her opinion but her mother is. in act 2, sheila says, “we really must stop these silly pretences”. the inclusive pronoun “we” not only presents sheila as the family member doing the right thing and trying to influence others, as her mother should, but also involves the audience, trying to give them a message. the noun “pretences” is significant as it was mrs birling who pretended not to remember eva smith., when she was shown the photo it was evident that mrs birling didn’t change throughout as at the end of the play in act 3 gerald suggests that “he’s been had”, and the birlings are keen to accept it, whilst sheila and gerald remain guilt-stricken. the audience of the time, in 1945, would have just experienced the war and realised everyone must start taking care of one another. they may have not been so quick to change, as, at the time, only rich, most-likely capitalist, people would have gone to the theatre to see the play, whereas a modern audience is more diverse and open., priestley also presents mrs birling as an unlikable character as she is dismissive towards many different groups. for example, she says “a girl of that class” when her part in the suicide is revealed. the noun “girls” shows mrs birling’s views that working class girls are undeserving of names. this derogatory comment would have infuriated an audience of 1945 as the working class were extremely beneficial during the war, though the class divide was massive in 1912. she is even misogynist, like mr birling, who says “clothes mean something different to women”. she says “sheila and i had better go to the drawing room”, which shows her views on women’s place in society, due to gender roles. she also says men have to spend a lot of time working away, but sheila challenges it and says she won’t get used to it. it is obvious priestley has used the younger generations as a symbol for more open-minded people as eric also challenges mr birling on war. mr birling says the titanic is “unsinkable, absolutely unsinkable”. the repetition and qualifiers enhance the dramatic irony as he was wrong about both of these things. it is almost as though priestley is mocking people like mr birling., mrs birling also has capitalist views which don’t change throughout the play. she believes in a social hierarchy as seen in the stage directions before the play begin, where the characters are placed around a rectangular table which gives power to those at the top and bottom, and when she says, “be quiet and let your father think of what we should do next”. the imperative verb “be” shows how she is even being rude towards her own children., this contrast with shelia’s feminism, which was popular due to the suffragette movement in 1912, significant after 1945 as many women helped the war effort and important to a modern audience who have achieved so much. mrs birling uses her powers for bad as she “influenced” the committee to refuse eva help., priestley uses the play as an allegory for his socialist views. by inducing a sense of hatred towards mrs birling he allows the audience to see the flaws in a capitalist mind-set. priestley, having served in the war himself, developed strong socialist views. this is reflected in the inspector, who is a mouthpiece for priestley as he uses the metaphor, “we are all part of one body” to imply everyone should look after one another. priestley had a popular radio programme which was cancelled for being too “left wing” by the bbc. as time progresses, the audience becomes more socialist and the play is more effective., priestley presents mrs birling as having double standard. this can be seen in the quotation, “i’m sorry eric… didn’t know”, after finding out it was her son she was talking about when she said he should take full responsibility for eva’s pregnancy., despite stage directions calling for pink, intimate lighting at the beginning, mrs birling never seems to be intimate with her children. when the inspector asks if eric drinks, she says “of course not, he’s only a boy”, which shows she is either lying or not close with her family. however, sheila says he’s been “steadily drinking for two years”, showing she is either trying to get him into trouble or is keen to get him help. either way, she is closer with him than his own mother. the siblings also exchange comments when she calls him “squiffy”. the colloquialism has mrs birling unaware of the changes and reluctant to change her mind-set. this also foreshadows the importance of alcohol in the play as it was the cause of eric’s behaviour., how does priestley present the views of the inspector in an inspector calls (high level response), inspector goole is presented as an omnipotent, powerful figure throughout the whole play; his presence immediately has the power to change the light and cheerful atmosphere of the birlings' dinner party. the lighting changes from "pink and intimate" to "brighter and harder" once the inspector arrives. here, priestley's use of the adjectives "pink and intimate" suggests a warm and happy atmosphere whereas the adjective "harder" opposes this. priestley uses the inspector as a dramatic device. not only could it be argued that the inspector is an immensely powerful figure but also that priestley uses the stage directions that inspector goole's arrival to act as a symbol for how he wants society to improve. the lighting before the inspector arrives suggests that the birling family – who are a stereotypical portrayal of a middle class family – were happy whilst they were ignorant to the working class. the lighting change tells us how priestley wants society to change; he wants society to stop being ignorant to the working class., furthermore, j. b. priestley uses the inspector to convey that he wants society to change and become more empathetic towards the working class instead of perceiving them as being disposable. when the inspector arrives, he tells the birling family about eva smith’s suicide in which she drank a lot of strong disinfectant that “burnt her inside out”. priestley’s language persuades the audience to feel immense sympathy not only for eva smith but also for all of the working class; it could be argued that eva smith’s suffering and suicide is used as a metaphor to highlight the continuous struggled faced by the working class, throwing into relief the issues within society and how these problems are ignored by the wealthier classes. priestley’s gory imagery alternately makes the audience feel guilty because they may realise how ignorant they have been to ignore the struggles of the working class and persuade them to change by being more empathetic., priestley suggests that a pressing issue with the twentieth century society is that people are reluctant to take responsibility for their actions. this view is encapsulated through the use of the elder members of the birling family, arthur birling and his wife mrs birling – who do not take responsibility for their actions towards eva smith. however, priestley uses the inspector to try to change this. the inspector states that if we share nothing else, “we have to share our guilt”. here priestley uses the personal pronoun “we” to give society a sense of unity, implying everyone must do the same and follow the inspector’s teachings. ‘an inspector calls’ was set in 1912, a time in which society was divided by not only gender but by social class. priestley wants the middle and upper classes to transform from abusing their power to dominate and exploit the working class to instead being more responsible for their actions and treating people more sympathetically ., priestley uses the inspector to convey the consequences of what will happen if members of society do not change. he states that we will be “taught” in “fire and blood and anguish”. priestley’s use of a triplet of nouns act as metaphors for the two world wars. the entire play is used as a motif for the wars; if society proceeds to not improve the way in which members of society treat each other, the world wars will repeat in an endless cycle until we learn. here, the inspector is presented as an omnipotent being. ‘an inspector calls’ was written and first performed at the end of the second world war therefore the contemporary audience will have experienced the perpetual suffering that comes with them. priestley uses the inspector to make the audience fearful as they are persuaded to think that the inspector is a god-like character imposing judgement on society. this will persuade all audiences to change their actions and embrace socialist ideologies of caring for other members of society which is what priestley intended them to do., priestley wants the middle and upper classes to stop being selfish and exploiting the poor for their own financial gain, but instead be more generous and empathetic towards other members of the working class. the inspector is almost an impartial figure in the play because he does not fit into the distinct levels of society. this gives the audience the impression that the inspector is an unbiased figure; they will be persuaded to listen to him and change their views., compare priestley’s presentation of eva smith and shelia birling., in the play ‘an inspector calls’ we see a family called the birlings that consist of many different characters, personalities and beliefs. we only begin to see these different aspects when the family begin to learn how each one of them was involved in causing the chain of events which led a girl, eva smith to commit suicide. there are two characters in particular who are very different in the way that they live their lives and their own outlook on life. these two characters are eva smith and shelia birling., shelia is the daughter of sybil and arthur birling. they are a well-known family in brumley and are in the public eye constantly because of the position her father holds within the town as he is on the bench and the owner of the big birling and company and is due to marry gerald croft whose parents are very well-known also., eva smith is almost the opposite of the social scale to shelia. she has no friends or family to rely on and is quite an independent woman. she struggles to get by and is unable to cope with the strains that she is forced to be under at her age., at the beginning of the play we see shelia at the table with her family and how she is influenced by her family’s thoughts. she was quite childish and used petty excuses for her actions ‘i told him that if they didn’t get rid of that girl, i’d never go near the place again’. this shows that shelia had the same approach about how to treat others of the lower class as her father, which is not a good quality that shelia and arthur birling share., when we first hear of eva smith in the play we learn about the time that she experienced while working at birling and company. she was outspoken, resilient and gutsy as she led a group of workers on strike in an attempt to get higher wages ‘she’d had a lot to say-far too much- so she had to go’., there we see the huge difference in the lives that each of them live, but it is the way that shelia changes as the play goes on and learns more about eva smith’s life., once shelia knows more about the family’s effect on eva’s life she becomes more defiant, and mature. she begins to stand up to her parents who still look down on eva. she realises that there is no need to treat a person the way that the birling family did, no matter whether it was the same girl or not ‘everything we said had happened really hadn’t happened. if it didn’t end tragically, then that’s lucky for us. but it might have done.’ she has a more compassionate approach to eva and her life as she learns about the suffering that this girl the same age as herself had to go through., priestly shows the importance of caring for others within your community by showing that if the birling’s had looked after eva smith and treated her with any respect then maybe it would have prevented her suicide, because she would have been in a lot happier state of mind. this also takes place near to every one of us. if you treat one person unacceptably then you never know what effect that may have on them and others around them, if you do your bit to treat every person with decency that you meet then you will have no regrets with what you have done., priestly also shows through shelia that she was the next generation, with the new ideas of how people of another class should be treated and how the other birling’s are still living in the old, traditional frame of mind, which is harsh and uncaring to others. whereas shelia would be a middle aged woman when priestly wrote the book, he wanted to show the difference of views between the younger and older generations of 1912., shelia birling and eva smith are very different characters, but it is the effect that they can have on each other’s lives which highlights priestley’s views about community., to what extent could you argue that mr birling is the most important character in an inspector calls , as the ‘head of the household’ mr birling is, arguably, the central character to an inspector calls. throughout the beginning of the play he displays the kind of arrogance that priestley expected to see from a selfish capitalist; throughout the exchange, he is completely unapologetic about the death of eva; and after the inspector leaves, he tries his hardest to get out of trouble. also, if you argued that an inspector calls is really a morality play, then you could see mr birling as representing the deadly sins of greed and pride, both things that priestly attacked capitalists for., at the beginning of the play, mr birling is described as “heavy looking” which immediately reminds us of a large, well fed, rich man, enjoying the luxuries of life. his “easy manners” but “provincial speech” remind us that although he is now rich (as symbolised by his knowledge of manners) he is from working class roots (provincial means from the country, or of a lower class.) mr birling is one of those men who had made money during the industrial revolution and, priestley argues, was then exploiting the working classes for his own profit., during the opening exchanges over dinner, birling shows off to gerald croft – his daughter’s new fiancé – by mentioning some rather expensive port he bought, and then gives a long and stuffy speech about how lucky his children are to be born into a time of such good fortune. throughout the speech priestley uses a lot of dramatic irony as he mentions birling’s belief that there would be no labour issues (despite the fact that the russian revolution was just five years away;) there would be no war in germany (despite two being on the horizon,) and – in a moment of comedy – that the titanic was “unsinkable.” throughout this speech, audience members are reminded of how little we know about the future, and how important it is that we prepare for the unexpected. birling is shown to be arrogant, small minded, and selfish; all features that a socialist like priestley would expect to see in a capitalist like birling., priestly times the inspector’s arrival so that he cuts birling off during one of his selfish rants: “a man has to mind his own business and look after himself,” he is saying as the doorbell rings. his initial response to the inspector is immediately defensive: he delivers a short speech detailing the members of the local police force that he knows, and the fact that he used to be mayor. the inspector seems uninterested though. throughout their exchange birling makes it clear that he feels no responsibility saying a number of times that he had nothing to do with this “wretched” girl’s death. the use of this adjective is interesting as “wretched” can mean poor or downtrodden, but it can also mean disliked and disgusting; birling, we have to assume, feels both are true. at one point he argues, perfectly summarising priestley’s feelings about the attitude of people like birling: “i can't accept any responsibility. if we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward.”, during the remainder of the play, mr birling continues to reveal himself as being selfish and without regret. he is continually worried about the threat to his dreamt of knighthood and, when the chance arises, is even happy to direct all the blame at his young son, eric. he also tries to bribe the inspector, offering him “thousands” now it has all gone wrong, despite the fact that he wouldn’t pay her even a few shillings more at the time. throughout act 3, it is mr birling who leads the campaign to recognise the inspector as being a fraud and he is the most relieved when it turns out that there is no dead girl. however, unlike sheila, he isn’t relieved that no-one had died but is simply pleased to have saved his own hide., however, as the main character in the play mr birling receives both the opening and closing lines. in the end, it is him who is stuck, holding the phone and revealing that there is and “inspector on the way,” and in many ways it is him that the audience will be most pleased to see get his just deserts., what is the role of the inspector in an inspector calls , an inspector calls is a parable that was set during the belle époque (meaning the beautiful period) which lasted from 1870-1914. in the play, a family have their dinner party interrupted by an inspector who comes to visit. though this is a morality play in the traditional sense, its moral compass is very much set by the author’s belief in socialism ., the inspector arrives at a critical point. mr birling, the patriarch of his family, is delivering a lecture to his son and future son-in-law, about how “men must look after themselves…” in this way he is exposing his deep selfishness – one that priestly believed was at the heart of all capitalists. at this point there is a “sharp ring on the doorbell,” the adverb perhaps foreshadowing how the inspectors arrival will cut through the birlings’ veneer of respectability ., almost as soon as he arrives, mr birling reminds him of his own social standing – that he used to be mayor and has played golf with the chief inspector. the fact that mr birling is threatening the inspector is barely concealed , though the inspector brushes it aside. as a morality play, all the characters in an inspector calls represent something else - an ideal or social group or class. here, the birlings represent the wealthy and privileged elite while the inspector represents the newly educated middle classes, who would rise up and form a bridge between the elite and the working classes below them. the inspector, as becomes clear, is here to ensure that the birlings do not get away with how they treated eva smith., the inspector is described as giving an “impression of massiveness.” this is interesting as it makes it clear that he isn’t massive but should give that “impression.” as a direction this is a bit of a nightmare for a casting agent . he shouldn’t be big, but should have a gravitas that makes him seem huge. fortunately, however, priestley has written a part that gives every opportunity for moral superiority for an actor., also, from the moment he arrives the stage directions call for the lighting to change from “pink and intimate” – perhaps reflecting the rose - tinted spectacles through which the birlings view the world – and to something more “harsh.” perhaps this change is designed to highlight how the inspector’s arrival puts the birlings behaviour in the spotlight or exposes the lies they kept hidden in the shadows ., the first to fall to his inspection is mr birling, who sacked eva after she arranged for a strike amongst his workers while they demanded more pay. though birling admitted that she was a good worker, he clearly saw his profits threatened by her behaviour and made an example of her. mr birling’s children, however, do not share his selfishness and, as his son points out, “why shouldn’t they try for higher wages we try for bigger profits.” in many ways this quote exposes the selfish, unreasonable nature of capitalists : that they see their own right to desire more profits as god given , while those who resist are “troublemakers” and “cranks.”, after mr birling, the inspector turns to sheila, who had eva sacked from her job in a local department store. it is clear from the story – which sheila tells – that she was jealous of eva’s good looks. it is also clear, however, that sheila deeply regrets her actions. not long after this, mrs birling comments that sheila’s feelings have been changed and claims that the inspector has made an “impression” on her. this is a telling word – an “impression” is something that is the result of pressure, as though she’s been bullied into seeing things differently; but it is also something that often disappears over time. mrs birling’s feelings are clear: that the inspector’s ideas have affected sheila, but only fleetingly . the inspector replies dryly , acknowledging that he will often have an effect on the young. in many ways this reflects the old adage that young people are more socialist by nature, gradually turning to the more self-centred right as they grow. this is certainly the point that is being made by priestley, as the inspector affects the younger generation far more than their elders., after sheila, he turns to gerald who, again, reveals his own role in the death of eva. by this stage she is known as daisy renton – a name that perhaps reflects the fact her position: daisies are simple flowers that call to mind the innocence of daisy chains; while the appearance of “rent” in her name reminds us of what she did to her body in order to survive., the play continues to get darker as the inspector turns to mrs birling. under pressure she tells the inspector, and the audience, about how she turned away a young pregnant woman and that if the inspector was doing his job properly he should be chasing down the father. at this point, the audience know that she is talking about eric and are tensely waiting for the big reveal. in many respects it is also at this point that the audience is forced to reflect on the nature of this play: up until this moment, the action seems relatively realistic and, although the focus has been on only one character at any time, the focus has shifted around the room without any seeming construction . this time, however, the structure is too neat to be believed; it’s too well constructed to maintain the illusion of realism , and we know that we are watching a parable in which the inspector has an almost divine control over the action., after exposing the family’s “crimes” the inspector finally delivers his closing speech, which has all the hallmarks of a sermon that is delivered to the audience as much as it is to the family. in it, he reminds us of all the eva smiths and john smiths there are in the world, and that we are “one body.” here, the inspector is addressing both the audience in 1945 and the audience in 1912. the telling difference was the two world wars, during which the working classes proved themselves to be every bit as strong and resilient as their “social superiors.” the sense of national bonding that took place during the wars led to significant social changes in the uk, not least the creation of the nhs and the welfare state, and it was characters like the inspector (and priestley) who made sure this happened., his final warning, however, that “if we do not learn this lesson we will be taught it in fire and blood and anguish,” has a slightly different meaning in the two time periods. for the family in 1912 it was prophetic ; but for an audience in 1945 it would have been suggesting that the wars were almost a punishment for their behaviour, and a way of suggesting that if they didn’t embrace socialism now then the wars, and all the horrors that came with them, would return again., at the end of the play, the birlings receive a phone call which tells them that a real police inspector is on the way, to talk about a girl who has recently died. this final moment raises questions about the role of the inspector goole we’ve just watched, and it is at this point that his name seems important: is he a goole, or a ghoul, or something else from some other world is he some angelic messenger send to bring divine judgement that question is never answered, though the audience – or the young ones at least – should have no doubts that his understanding of the world is from a “higher” place., another essay on the role of the inspector in an inspector calls ., this essay's structure is as follows:, a summary paragraph, how the inspector is introduced, mr birling and the inspector – good for ao2, a “panic” paragraph – without quotes – that picks up on some key moments from the rest of the play – good for ao1, the inspector at the end, in the play an inspector calls, a police inspector brings judgement to a rich family who live in 1912. the play is a morality play, in which each of the characters represents a particular role or opinion. in this morality play, the inspector promotes a socialist understanding of the world in a way that reflects the views of the play’s author jb priestley., when the inspector arrives he cuts off mr birling’s lecture when he is saying that “ a man must look after himself and his family …” this interruption symbolises the way that inspector is going to stop mr birling’s views. also, it says that there is a “ sharp ring on the doorbell .” the word “ sharp ” suggests that the inspector will cut through mr birling’s selfish ideas. also, from the moment he arrives the stage directions call for the lighting to change from “ pink and intimate ” to something more “ harsh .” this is because the birlings see the world through as being nice and friendly while the inspector will bring a “ harsh ” judgement on them., in the play, the inspector works as a foil to mr birling’s selfish capitalism. at the beginning of the play, mr birling calls socialists “ cranks ” – which means crazy – and says that if we all listened to socialists we’d be like “ bees in a hive .” this remark criticises socialists as bees lack individuality, they work almost like a big machine, and only do what they’re told and mr birling doesn’t want the world to be like this. the inspector, however, believes that we are “ members of one body ” and that we are “ responsible for each other .” in this way, the inspector is talking about the socialist ideas which suggest that because we all live together we should look after each other. in fact, he goes on to suggest that if we don’t learn to do this we will “ taught it in fire and blood and anguish .” this is clearly a reference to the two world wars which were fought between the time the play was set and when it was written. it is also telling that mr birling didn’t think the wars would happen – he would probably have referred to that as being an idea from some kind of “ crank .”, at the beginning of the play mr birling threatens the inspector by saying that he plays golf with the chief inspector. the inspector, however, doesn’t care and carries on his investigation. throughout the play, the inspector acts like he doesn’t care about the characters social standings and only wants to focus on the facts. he is someone logical and he doesn’t care what people think of him. he just wants the truth about eva’s death. he also has a habit of looking “hard” at the person he is addressing. this is because he is inspecting them, almost as though he’s looking through them and into their soul., in the end the inspector leaves and we are left unsure as to whether he was real or not. however, because his name is inspector goole – which sounds similar to ghoul (which is a kind of spirit or ghost) – the audience would be within their rights to think of him as a kind of spiritual prophet or divine messenger., a third essay on the role of the inspector in an inspector calls , jb priestley uses the story of an inspector calls to contrast the differences between upper/upper-middle and working class people in society during the edwardian times. the inspector questions the birling family to think about the consequences of their actions on others – predominately the working class and people whom they believe to be inferior to them. priestley uses the inspector to make society question their morals and think about accepting responsibility for their actions. each character reacts differently to the inspector and priestley uses this to represent capitalist vs socialist ideals., - nice opening – clear and specific and leaves the examiner comfortable that you know what you’re doing. may be a bit long – though it is all meaningful, when the inspector enters the birling household, the stage directions states that the lights change from ‘pink and intimate’ to ‘brighter and harder’. this shows how the presence of the inspector changes the atmosphere and how he is here for a purpose. the lighting change from ‘pink and intimate’ to ‘brighter and harder’ almost shows how the inspector is going to burst the birling’s protected, capitalist bubble. the idea of the lights being ‘brighter and harder’ create the idea of a spotlight shining on the birling family and how the inspector is there to expose them to the truth. in the stage directions, it also says that the inspector ‘creates an impression of massiveness’. this shows that although the birling’s are superior to him in class, the inspector still holds the authority over them all. it could also be foreshadowing that the inspector is going to create a lasting ‘impression’ over the birling family and impact their lives hopefully for the better., - super cool lots of detail, specific things being said and focusing on sections of the text. this is what you want to do, in act one, mr birling makes several threats to the inspector about his connections with the chief constable. this shows how mr birling feels threatened and uncomfortable with the inspectors presence. he tries to assert his authority over the inspector to protect himself and his pride as he’s being questioned by someone who is inferior to himself. he doesn’t want to damage his reputation and all he is thinking about is himself. this represents the capitalist society and how they refuse to think of any but themselves and how they will go to any measure to protect their reputation. mr birling also tries to emphasise his importance to the inspector by mentioning gerald and his family name. he says, “perhaps i ought to explain first that this is mr gerald croft – the son of sir george croft – you know, crofts limited.” by mentioning gerald’s family name, it shows how mr birling is trying to intimidate the inspector. also, mr birling could be mentioning the croft name to try to make himself feel more in control of the situation and back in the superior position in the room. priestley uses the reaction of mr birling to the inspector to represent how people of the upper capitalist class use their positions of power as an excuse to be ignorant to their actions. priestley wanted make people aware of this to questions their own ignorance., - again, this is great. you show a clear understanding of the relationship between birling and the inspector and clearly explain the power dynamic in the room, at the end of the play, the inspector makes a big final speech to the birling family. it opens with a reminder that there are thousands of “john smiths and eva smiths” in the world. this reminds the audience that we all have to accept responsibility for our actions and realise it is not enough to only think of ourselves but we must think of others as well. the inspector then goes on to say that “we don't live alone. we are members of one body. we are responsible for each other.” these three concise sentences summarise the lesson priestley was trying to convey to the audience. by keeping the sentences short but powerful, it leaves a lasting impression on the birling family but more importantly, the audience. this links to the beginning stage direction of the inspector creating an ‘impression of massiveness’. he then warns the family (and audience) that if ‘men don’t soon learn their lesson they will be taught in fire and blood and anguish’. this is a reference to the many years of war that had taken place between when the play was set and when it was performed. it could be seen to be served as a warning to the people that they need to change their actions or history will repeat itself., - really good as well. you’ve focused in on specific techniques here and shown a clear understanding of how those techniques have effects., overall, this is a very good essay – it’s got a wide range of detailed quotes, points and pieces of analysis. it could be improved with a few moments where you zoom in on specific words and explore the meaning of them – think about mr birling saying he “can’t” take responsibility, or mrs birling saying she “won’t” take responsibility and the inspector saying “we are responsible.” this kind of link will push this essay up into the 8-9 category., what is the significance of the ending in an inspector calls , in effect, ‘an inspector calls’ has arguably three endings, or climaxes. the first is the final speech of the inspector, before he exits dramatically, walking ‘straight out’. the second is as the family think it all may have been a ‘fake’. the third represents the justice in the final words of the play., priestly ensures that the inspector says little in the way of moral judgment until just before he exits. this in itself increases dramatic tension – the audience is waiting for a confrontation which is dependent on all the facts of the story finally emerging. his final speech is based on the great moral authority he has gained through the entirety of the play and is in a sense cathartic. as an ‘inspector’, he is symbolic of the moral and legal authority of the police force. ‘inspecting’ carries the idea of sifting carefully though the actions of the birlings in a detailed and objective manner. priestley adds objectivity and legal precision to the inspector’s character; thus by the climax of his investigation, we, the audience, instinctively trust his moral conclusions also. there is a sense of relief in hearing the birlings finally being condemned for their actions., the inspector’s final speech is, in tone, almost a sermon. the frequent use of blunt, short diction is combined with imperatives which make him seem almost a preacher or a prophetic figure, as he tells the birlings to “remember this”, and tells them that “we are responsible for each other.” although he uses often the first person plural to emphasise their common humanity, he is also accusatory with his use of ‘you’ as he threatens them with what will come if they fail to learn this lesson. the imagery priestley draw from is biblical by nature. from the eucharist service, the inspector uses the biblical metaphor that we are all “members of one body”. the well-known nature of this metaphor makes it seemingly self-evidently true to the audience. the apocalyptic imagery that follows is equally well-known, as the inspector promises “fire and blood and anguish”. the tricolon is heavily emphatic and emotive – the birlings’ rejection of it, which follows swiftly, creates a further sense of their moral vacuity. this sermonic end to the inspector’s presence onstage makes him seem a didactic mouthpiece for the play – he speaks in effect as much to the audience as to the birlings. although it is a relatively brief and restrained speech, nonetheless it is a powerful end – it seems – to the drama., birling’s absence of moral epiphany is enacted in the second ‘ending’ of the play in the ‘huge sigh of relief’ he emits when he discovers that the inspector is not actually from the police station. he rejects the inspector’s final words through this stage direction which creates a dramatic hyperbole that it is impossible for the audience to miss. eva smith’s name suggests that she represents all of the ordinary humanity, eva suggesting eve of genesis, symbolically the mother of humanity, and smith being a stereotypical working-class surname. thus birling’s ‘huge’ indifference is, symbolically, to the suffering of any human being, particularly those who are his socially inferior. indeed, his estimations of people’s worth have been entirely based on their money or their social connections; early on in the play he attempts at first to threaten the inspector by explicitly ‘warning him that the chief constable, colonel roberts, is an ‘old friend’ of his. birling’s ‘relief’ therefore is that his place in society is not damaged after all – even though it is based on corruption and inhumanity towards whose who are weaker and more socially vulnerable than him. thus birling has learned nothing at all in the play., further, birling is ‘triumphant’ when he decides that the story is nothing more than ‘moonshine’. ‘triumph’ suggests victory and winning – birling’s delight is based on his perception that he will not be in any way held to account for his misdeeds. ‘moonshine’ is a dismissive colloquialism – priestley uses this to emphasise that there is no emotional impact whatsoever on birling for the suffering of eva smith and those whom she represents. this is accentuated by mrs birling’s suggestion that in the morning eric and sheila will be as ‘amused’ as they are. the tragedy of what happened to eva through her circumstances and through the undeserved actions of others is in effect diminished to a joke. priestley ensures that this anticlimactic interpretation of the play’s events by mrs birling is morally repugnant to the audience. the older birlings and gerald are villainesque, antagonistic figures., sheila is partly redeemed from the birling’s self-seeking immorality. sheila’s response to birling’s ‘relief’ is to accuse him of ‘pretending’ that all is well. this accusation of play-acting creates an ironic role-reversal, as though birling is the one childishly refusing to engage with reality, and she becomes the parent-figure who rebukes him for his immaturity. this childishness is not an indication of birling’s innocence, but of his lack of responsibility. sheila is the youthful one in the conversation, but she is the one who is vulnerable to the corruption of her parents, and she lacks meaningful power. partly also because of her gender, she is, like eva, the victim of birling’s philosophy of greed – and yet the awakening of her moral awareness is presented as a coming-of-age epiphany. she learns to reject the selfishness and inhumanity of her parents as she realises that all the working-class are intrinsically human beings. she absorbs the relatively complex moral didacticism the inspector represents with regards to the interconnectedness of human society. this is particularly shown by her quoting the exact words of the inspector’s apocalyptic list of consequences if the rich fail to heed the social situation: she quotes his words of ‘fire and blood and anguish’. although she shows no explicit awareness of the social apocalypse of which the inspector warns, she recalls what ‘he made me feel’. her emotional engagement is presented in ironic juxtaposition with her parents’ emotional disengagement. priestley redeems her partly to show the morally repugnant nature of the birlings’ lack of redemption, through juxtaposing their response with hers., the unrepentant birlings are presented by priestley as grotesque not only through their failure to realise their wrong-doing, but also, and more importantly in their seeking of moral superiority over eva smith and the workers she represents. the callous self-righteousness they exhibit is best portrayed in mrs birling’s rhetorical question, ‘why shouldn’t we’ when sheila asks how they possibly can continue as they were before. the fact she considers the question to need no actual answer indicates her moral blindness – it indicates her assumption that the rightr of the powerful to abuse the poor is irrefutable and self-evident. priestley, through the drama, shows how society creates moral indifference to the working-class., the superficiality is also epitomised in gerald’s statement that ‘everything is all right now.’ this bland cliché becomes ironically extremely emotive for the audience as we know that the lack of a moral compass for the birlings and gerald means that others will be treated just as eva was. the superficiality of this analysis has great dramatic power to repulse the audience – and perhaps to begin to effect the social change priestley desired., the third and final ‘ending’ is mysterious. at one level, it satisfies the audience’s hope that there will be justice for eva. by instructing the actors to look ‘guiltily’ around, priestly ensures that the moral indifference of the second ending is not the concluding note of the play. birling speaking on the phone when the person has ‘rung off’ indicates also that his social authority is over; creating the sense that there is justice has lost what he really cared about. the inspector’s semi-comical surname, ‘goole’ also seems relevant right at the play’s climax. there is the suggestion that he did indeed in some way represent supernatural forces intervening in the birlings’ lives to bring justice for eva. however, the play by its nature ends inconclusively. in effect, we are left on a cliffhanger wondering what the ‘real’ police inspector will do. perhaps this reflects priestley’s aim for the audience to think about the play’s social message. the ending of ‘an inspector calls’ is a strong statement of the responsibility of those who seek money and social rank at the expense of humanity. it is strongly didactic and powerful., check this essay.

There are drastic differences that are seen in people who are born in different generations. One may argue that the younger generations are more impressionable and naive while the older generations are very hardheaded and assertive. By creating characters like Sheila and Eric with a large age gap between Mr. and Mrs. Birling in the play An Inspector Calls, tension is created through their differences clashing. J.B. Priestley’s use of contrasting characterization within the Birling family in the play An Inspector Calls creates tension and communicates his theme that one must take into consideration the consequences of their actions and take responsibility for them.

The Birling’s children, Erica and Sheila, are presumed to be very naive and still listening and agreeing with their parent’s words due to their ages. Yet, thought the play both Eric and Sheila prove to be mentally mature and responsible while directly reflect the inspector’s message. Eric Birling was caught up in the complicated situation relating to the death of Eva Smith through his role in impregnating her. Although he is ashamed, he steps up to the plate and confesses his actions and even admits to the fact that “I wasn’t in love with her or anything”, yet he understands that his actions did produce consequences and he takes responsibility for them. He insists on giving her enough money to keep her going, even though it included stealing money from his father (Priestley 50). This action was done unjustly, yet it shows how determined Eric was in order to fix his mistake and take responsibility for his actions- exactly what the Inspector teaches. Sheila Birling, the sister of Eric, also starts out by admitting to her role in the death of Eva. She expresses her sorrow and regret for her actions stating how “It was my own fault… and if I could help her now, I would” right away (24-25). Even though she did not take action like Eric did, she still takes responsibility for her actions and shows that she really does care about the consequences she was unable to attend to. As the play continues and everyone finds out that inspector Goole was a fake, the parents of Sheila and Eric both start to downplay the events of that evening. Suddenly the tension starts to rise as soon as the children speak directly against their parents stating “if you must know it’s you two who are being childish” (55). Sheila is so disgusted by the actions of her parents, that her character takes an unpredictable turn and she evolves into a brave young woman annoyed enough to scold her own parents. Even Eric states directly to his parents that “well, I don’t blame you. But don’t forget i’m ashamed of you as well. Yes- both of you” (54). The characters Sheila and Eric create tension in the play through their differences regarding their view on taking responsibility that contrasts greatly with their parents. The fact that the younger generation is standing up to the older generation and doing unconventional actions like scolding them, the main theme of the novel is clearly represented.

The older generation in the Birling family consists of strong characters: unlikely to sway in their ideas easily, hard headed, and arrogant. Arthur too is confronted about his dealings with Eva Smith, but immediately states that “the girl has been causing trouble in the works. I was quite justified (19). Here, he is seemingly ok knowing that she was forced to kill herself all because of something that started out with him originally and a sign of regret is not to be found. The younger generation, prominently Sheila is verbally pointing out her contrasting viewpoint directly saying (to Mr. Birling) “I think it was a mean thing to do” (21). Tension is created as a result of her comment, but in a way she forces her father to re-examine at his actions by him hearing an opposite viewpoint and internally contemplate her and the Inspector’s message. Another situation that increases the tension overall is when Sheila hears her father describe Eva as cheap labour, and automatically she jumps in stating “but these girls aren’t cheap labour – they’re people” clearly showcasing the differences in the mindset of the two generations (19). Lastly, Mrs. Birling gets confronted with her mistake and does admit to her actions. Her arrogance shows through when she plainly lays out her thoughts to the inspector that “if you think you can bring any pressure to bear upon me, Inspector, you’re quite mistaken. Unlike the other three, I did nothing I’m ashamed of or that won’t bear investigation… You have no power to change my mind” and like Mr. Birling does not have a hint of regret in her (44). Sybil Birling is blinded to the problems within her household and herself, and therefore tension is created when she directly contradicts the viewpoints of her children. The theme of the play is brought out because of this, when the children start to argue their point about accepting responsibility for their actions’ consequences.

Through tension between the characters, the main theme that we don’t live alone, are members of one body, and are responsible for each other is revealed. Sadly for this to be revealed, tension is built greatly dividing the Birling family- the younger vs the older generation. The children desperately try to get their parents to accept what they believe is the inspector’s lesson and purpose for visiting, yet Arthur and Sybil are set on the idea that they are just “the famous younger generation who know it all. And they can’t even take a joke” (72). Although it may be true that the inspector is not real and the older generation will never learn, the main theme is being communicated successfully to the audience. By looking at Mr. and Mrs. Birling and the way they instigate an attack on themselves by their children, the audience feels disgusted by them and the theme reaches the audience.

We Trust in Human Precision

20,000+ Professional Language Experts Ready to Help. Expertise in a variety of Niches.

API Solutions

• API Pricing
• Cost estimate
• Customer loyalty program
• Educational Discount
• Non-Profit Discount
• Green Initiative Discount1

Value-Driven Pricing

Unmatched expertise at affordable rates tailored for your needs. Our services empower you to boost your productivity.

• Special Discounts
• Enterprise transcription solutions
• Enterprise translation solutions
• Transcription/Caption API
• AI Transcription Proofreading API

Trusted by Global Leaders

GoTranscript is the chosen service for top media organizations, universities, and Fortune 50 companies.

GoTranscript

One of the Largest Online Transcription and Translation Agencies in the World. Founded in 2005.

Speaker 1: Hey guys, welcome back to the channel. If you're new here, my name is Ali. I'm a junior doctor working in Cambridge, and in this video, I'm gonna share with you the essay memorization framework that I used when I was in my third year at Cambridge University. That was the year in which I was studying psychology, and I actually ended up winning the prize for best exam performance in the year group, and I pretty much exclusively attribute that to this essay memorization framework. This method should work for most essay-based subjects, but even if your subject isn't essay-based, I hope you might still find this video useful and pick up a few tips and techniques along the way. And of course, everything I'm gonna mention is gonna be linked in timestamps in the video description and in a pinned comment, so you can skip around the video if you feel like it. Let's just jump into it. So there are basically two stages to this method. The first stage is the creation stage, and the second stage is the memorization stage. So in the creation stage, the objective is to create first-class essay plans for every conceivable essay title that they could throw at us in the exam, and in the memorization stage, we're gonna be committing all of these essay plans to memory by systematically using active recall, spaced repetition, spider diagrams, and flashcards. The idea is that by the time the exam rolls around, you'll have memorized so many essay plans that a lot of them will just come up in the exam anyway because you've predicted the titles and you'll just be able to regurgitate stuff from your brain onto the paper. But even if stuff comes up that you haven't memorized, you'll know so much about the subject and you'll have so many content blocks in your head that you'll be able to generate a first-class essay from scratch. So that was a general overview. Let's now talk about the two components, the creation stage and the memorization stage in turn. So the broad objective of the creation stage is to create a large number of really, really good essay plans that you can then memorize in the memorization stage and regurgitate onto paper during your exam. Now, it's probably beyond the scope of this video for me to teach you how to write a good essay and probably also beyond the scope of my own expertise, but I will share some tips on three main questions, and that's firstly, how you decide what essay titles to pick, secondly, how you plan the essay, and thirdly, how you make sure your essay plan is really, really good. So let's deal with those in turn. So firstly, how do we decide what essays we're gonna prepare? The objective here is to scope the subject and find essay titles that cover the entire breadth of the syllabus. Now, the easiest way to do this is to look at past papers and look at whatever past papers you have available and see what essays have come up in the past, and you start off with those, and then once you've planned out those essays, you'll know enough about that subject in particular that you'll be able to put yourself in the shoes of examiners and start thinking, okay, what's a good essay title that I've not yet asked about? If you haven't got past papers available, then I'm very sorry to hear that. You're just gonna have to put yourself into the examiner's shoes from the get-go, or you can actually go to your teacher, your professor, your lecturer, or whatever, and say, hey, what's the sort of essays that might come up in the exam? What are some things that are things I should be thinking about? So having made a list of what essays we're gonna plan, we then need to actually plan those essays, and this is the fun part. This is the part that actually requires doing some cognitive labor. So the way I would do this is that I'd give myself one day per essay plan. So in the first term of uni, I was a slacker. I only made like five essay plans. In the second term, I made about 10, and then in the Easter holidays, I really ramped it up and made about 35 different ones, and the way I'd do it is that I'd start off with a question. So for example, do animals have a theory of mind? And then I would use Google to get as much information as I can about that particular question. I would ignore the lecture notes initially, and I would ignore the recommended reading. I'd start off with Google, because Google is like a really good way to find the answer to any question that you want, and often, I'd be linked to review articles and review papers, and I'd be reading through those review papers. Oftentimes, the review paper would directly answer the question, in which case, I've pretty much got my essay. I just need to turn it into my own words, but a lot of the time, I'd be following references from the review paper, and then once I'd created my essay plan, I would then look at the lecture notes and the recommended reading, and this meant that a lot of my material was hopefully more original than everyone else's, because most of the students would have built their essays based around the lecture notes, whereas I was building my essays on a random Google search. So I would start off by creating a research document on that particular topic, and pretty much copy and paste every relevant bit of every paper I could find. So this is my 10-page document about theory of mind. I've copied and pasted various bits and rephrased various bits, and very random, I don't even know any of this anymore. This is, and I've included links at the bottom to where I got the information from, so if I need to return to it, I'll be able to find it again, and then once I've got my research document, I spend the next few hours planning out the essay and actually writing it out properly. So here is my plan. Is theory of mind a useful concept for understanding social cognition in animals? And yeah, I've got an intro, I've got a preamble, I've got subheadings, I've got evidence, and I've basically taken all of this from these various different resources, from books, from the review papers, from the lecture notes from Google, and I've consolidated them into this one essay that I'm ultimately gonna memorise. And as you can see over here, I've pretty much done this for everything within my subject. So this is section B, Comparative Cognition, which is all about the thinking of animals. Can animals plan for the future? Causality, cognitive maps, the convergent evolution theory of intelligence. Do animals have a theory of mind? Is a theory of mind a useful concept? And you can see here, I've written Anki beside them, which is a foreshadowing as to what's gonna come later in this video. So now we've done our research document, we've planned this essay, we've pretty much written it out based on our research document, and we've only given ourselves one day to do this because of Parkinson's law, that work expands to fill the time we allocate to it. But how do we make the essay plan actually good? A lot of things go into good essay plan, but in my opinion, there are three things that count. Number one, structure, number two, actually answering the question, and number three, having a bit of flair, a bit of spice that you're sprinkling in your essay plan. And I think the introduction is the most important part of the essay because in the introduction, you can signal to the examiner that you're doing all three of these things. And when the examiner's marking your paper, they're probably really bored, they've read hundreds of these scripts already, you wanna hit them with like a really legit introduction. So here's an example of an introduction from one of my essays about whether judgment and decision-making is cognitive, i.e. logical, or affective, i.e. emotional. So I've written that, the historical view in the social sciences has always been that judgments are based solely on content information with individuals being assumed to form judgments by systematically evaluating all available content information in an unbiased manner. Oh my God. However, over the past three decades, a considerable amount of research has challenged this assumption by showing that judgments may be formed not only on the basis of content information, cognitive judgments, but also on the basis of feelings, affective judgment. It is now well accepted that judgment can be both affective and cognitive. And here's where the good stuff comes. Whether it is one or the other depends on a multitude of factors. Number one, the salience of the affective feelings. Number two, the representativeness of the affective feelings for the target. Number three, the relevance of the feelings to the judgment. Number four, the evaluative malleability of the judgment. And number five, the level of processing intensity. And here is the ultimate clincher for this. I will discuss these in turn and ultimately argue that generally speaking, in day-to-day life, the circumstances are generally those that result in affective rather than cognitive judgments and decision-making. If we can disentangle all the verbosity from that paragraph, what I've done is I've laid out the five main bits of the essay in terms of structure, and I've used numbered points for that rather than just a list because numbered makes it really, really obvious to the examiner that I've got a good structure. I've also said exactly what the answer to the question is. The question is asking whether our judgments are cognitive, i.e. logical or affective, emotional. And instead of wishing washing around it, I have said in this essay, I will argue that they are emotional rather than cognitive in most elements of day-to-day life. So I'm telling the examiner, look, I'm answering the question, this is what you're gonna get from me. And finally, I've added a little bit of flair, hopefully with this stuff about the historical context. I probably got that from a textbook or from a review paper somewhere, and I've probably phrased into my own notes. And obviously, this is just my plan. So in the exam, I won't quite be using it word for word. So it's absolutely not plagiarism. It's using useful resources to create a bit of flair by adding a bit of historical context. So hopefully this introduction covers all three points, structure, answering the question, and a bit of flair. Now, I'm gonna leave it at that for this section of the video. Obviously, there are entire university courses and entire books and stuff devoted to the art of writing a good essay. I don't personally think I'm very good at writing an essay, but I think I'm pretty good at using Google effectively and copying and pasting stuff into a research word document and then turning it into fairly legit sounding prose. And then I think I'm pretty good at systematically memorizing all that information. So if you wanna know more about how to write an essay, how I write an essay, then let me know in the comments, and I'll maybe try and do a video on it if I can kind of break down the process a bit further. But now let's talk about stage two of the process, the memorization stage. Okay, so by this point, we've got a load of really good essay plans that we have created in Word documents. Now, the objective in the memorization stage is to upload all of those essay plans to our brain so that we can then regurgitate them in the exam. And we're gonna do this using three main techniques. Number one, Anki flashcards, number two, spider diagrams, and number three, a retrospective revision timetable. So again, let's talk about these in turn. So firstly, Anki. And I've basically used Anki flashcards to memorize every paragraph in every essay plan. And this might seem a bit overkill, but it worked for me. So what I've done is, as you can see, I've got keywords on the front of the card like Bauer 1984, or Dammisch et al. 2006, or Ellis et al. 1997, or short-term versus long-term memory introduction. I've even put the introduction into an Anki flashcard. And then over time, I'll memorize these, because pretty much anything that goes into my Anki flashcards, because during the exam term, I'm going through my flashcards every single day, and I'm doing Anki's spaced repetition algorithm, I just know that anything that's in my Anki is just gonna get uploaded to my brain with a small amount of effort put in by me to actually memorize this stuff. So yeah, I've got the keywords, and I've got the content. So basically, if I've put a paper, Russell and Fair 1987, I'm describing in the Anki flashcard what that paper shows, which means that overall, I create these blocks of content that every Anki flashcard is its own little block, and that block can slot into my essay that I've planned. But also, if a weird essay comes up that I haven't explicitly planned, I still have all these blocks of knowledge in my head. And that means if there is a paper that's relevant, I'll know what it is. I'll know what the reference is. I'll know what the content is. I'll know how to describe the experiment. And I'll just be able to put it into even new essays that I'm writing on the spot in the exam. So that's all well and good. But obviously, knowing Tversky and Kahneman experiment from 1974 or Musweiler and Strack from 2000, those things aren't that helpful unless you can also associate them with their own essays. And that's where the spider diagrams come in. All right, so the second prong of the memorization stage of the essay memorization framework involves spider diagrams. And this is the book that I made all my spider diagrams in. So having memorized a ton of content blocks from my essays using Anki flashcards, what I've now done is from the 20th of April onwards, I made spider diagrams, one page diagrams of every single essay. So here's the first one about implicit versus explicit memory. We've done various topics within memory, cognitive maps, metacognition. And the idea is that we've pretty much got the whole structure of the essay along with the keywords in the spider diagram. So this is the essay about short-term memory versus long-term memory. It starts off with an introduction, then something about single system memory, then something about the two components. And if we zoom in over here, we see I've written G plus C 1966. And that actually refers to the flashcard over here, where I talk about Glanzer and Kunitz 1966. And in my flashcard, I've got the content blog where I'm describing the experiment. And actually, this is just like a whole paragraph, another GNC experiment. This G 1972 is Glanzer 1972, Crake 1970. B and H is Badley and someone else. I think I've, oh, Badley and Hitch. Yeah, 1977. So I have all these content blocks in Anki and I've just put the keywords onto the spider diagram so that when I'm creating the spider diagram and I write G plus C 1966, I know exactly what that refers to. Obviously, I've now forgotten four years later, but I used to know exactly what that referred to back in the day. And I've done this for every single one of the 40, 50 essays that I've memorized. And the way this would work is that every day, I would just draw out various spider diagrams from memory. So on the 20th of April, as we can see over here, I did implicit, explicit, recollection, familiarity, semantic, episodic, short-term, long-term memory. Then on the 21st, I did future planning. I did theory of mind. I did theory of mind usefulness, metacognition, cognitive maps. Gosh, personality genes, black and white differences in IQ and intelligence, controversial subject. The Flynn effect explanation, multiple intelligent. Wow, I was clearly very productive on the 21st of April, 2015. But the point is that every single day, I'd be drawing out these spider diagrams from memory. And if there were any bits that I didn't know or that was shaky on, I would look up on my master spider diagram or in my master essay plan or in Anki and I'd actively work on those. So over time, this ended up being like a really effective way to systematically use active recall to ensure that I knew absolutely everything. And like in the time before the exam, I was just bashing through these. So, you know, 8th of May, we've done this one, we've done this one, we've done that one, another one, another one, another one, another one. I think this is all on the 8th of May, another one. Wow, yeah, this was like about a week before our exams. And on the 8th of May, I've just absolutely bashed through and planned about, you know, I've just like drawn out my plans for about 15 different essays. So we've got our content blocks in Anki. We've memorized them using Anki. We've got our kind of essay structures using spider diagrams. We've memorized them using active recall. The final piece of the puzzle involves systematic spaced repetition. So how did I decide what I was gonna do each day? If you've seen any of my revision videos, you might have come across the idea of the retrospective revision timetable. And that was what I used. I've made a whole video on this. I'm not gonna talk about it in depth. Basically, actually, I'm just gonna show you over here. Where are we? Oh, here we go. This was my retrospective revision timetable. So it's split up into section A, section B and section C. So let's see, implicit versus explicit memory. Oh, here we go. This actually works. So on the 20th of April, I studied implicit versus explicit memory. So I've marked down the date as the 20th of April. And then I've marked down all the various things I did on the 20th of April. And then I think on the 21st, I did some of B and C. Yep, so you can see on the 21st of April, when I active recalled these essay plans over here, wherever they are, I've marked them in the retrospective sheet. And then the idea is that the next time I do them, I am marking the date for that. And then I'm color coding it in red, yellow, green, whatever, depending on how well I knew it at the time. So I've been doing, I've done this for all the essays that I've memorized and I've done it for all of my subjects within psychology. So there's much more detail in the video, specifically by the retrospective revision timetable, where I explain exactly how it works, how I'd recommend using it and why I think it's better than a standard prospective revision timetable. But yeah, that is the third prong of the memorization stage of the essay memorization framework. So that was an overview of the essay memorization framework that I use to systematically memorize about 45 to 50 different essay plans using a mixture of active recall, space repetitions, flashcards, and spider diagrams. And that ended up going quite well for me. In the actual exam, I think about two thirds of the essay titles out of the, I think 12 essays we had to write, I think eight of them were essays that were part of my block of 50, or like I'd already planned them. So it was a pretty, pretty easy enough to just regurgitate what I already knew onto the page, which was awesome. But then about a third of them, about four of the essays were new, they'd never been asked before, I hadn't predicted them. But because I knew so much about the subjects, like, you know, at the time, if you'd asked me any question at all about, you know, animal psychology, or if you'd asked me any question at all about IQ or intelligence or personality or short-term memory, long-term memory, or I don't know, judgment decision-making, I knew so much about those subjects based on memorizing all these essays that it was pretty straightforward to build an essay from scratch in about 10 minutes in the exam. So I would just plan it out using my spider diagram and then regurgitate using my own content blocks from my Anki flashcards, but also just being able to write whatever I wanted because I knew the subject so well. So the method ended up working reasonably well for me. Me and another student, we won the joint award for best exam performance. I later emailed my supervisor and he actually said that she beat me by a few, like, you know, decimals of a percentage point. But because the two of us were so far ahead of everyone else, they decided very kindly to jointly award us the prize for best exam performance. So technically I didn't come first, I actually came second, but that would make for a less clickbaity title. So apologies for that if I've misled you thus far. Anyway, I hope you found this video useful and took something away from it. This method worked really, really well for me. And I kind of wish I'd been more systematic about my revision in this way in subsequent years. But after peaking in third year, I decided that I wanted to do other things. I ended up kind of reverting to inefficient habits, like rereading and highlighting and stuff in my fourth, fifth, and sixth year. But still, you know, having this stuff in the back of my mind meant that I was able to use my retrospective revision timetable to efficiently get pretty reasonable marks in the exams while also sustaining a side career of running a business and running a YouTube channel, which I don't think I'd have been able to do if I hadn't been efficient with my studying, which is why, you know, all these tips, you know, it's useful to use efficient study tips because A, if you want, you can put in loads of time and get really, really good marks. But if you wanna do other stuff on the side, it means you have the time to do other stuff on the side. So that worked really well for me. So thank you so much for watching. I really hope you got something useful out of this video. If you have any questions, please feel free to leave a comment down below and I will reply to the comments, but I'll also put a link in the description to a page about this thing on my website where I will put all of the commonly asked questions and answers that I'll be able to expand more in depth. So if you do have specific questions about this method, have a look at the comments, have a look at my website because it's probably easier to read the answers there directly rather than trolling through YouTube comments. And I don't know if people are gonna troll me for using a clickbait title, but yeah. Anyway, I hope you found this video useful. If you liked it, please give it a thumbs up. If you like, you can follow me on Instagram. I post photos and videos and stuff behind the scenes of how I make these videos and what life as a doctor in the UK is like. My brother and I have also recently started a new podcast. It's called Not Overthinking, and that's where we overthink about topics in daily life like happiness, creativity, and the human condition. That's the tagline. You can find that at notoverthinking.com. And if you haven't subscribed to the channel, then could you consider doing so? I make videos about life as a doctor, but also about studying and videos like this and also about tech reviews and productivity and a bit of music here and there. So thanks so much for watching. Have a good night, and I'll see you in the next video. Bye-bye.

• Open access
• Published: 03 September 2024

Reliability of ChatGPT in automated essay scoring for dental undergraduate examinations

• Bernadette Quah 1 , 2 ,
• Lei Zheng 1 , 2   na1 ,
• Timothy Jie Han Sng 1 , 2   na1 ,
• Chee Weng Yong 1 , 2   na1 &
• Intekhab Islam   ORCID: orcid.org/0000-0002-7754-0609 1 , 2  

BMC Medical Education volume  24 , Article number:  962 ( 2024 ) Cite this article

Metrics details

This study aimed to answer the research question: How reliable is ChatGPT in automated essay scoring (AES) for oral and maxillofacial surgery (OMS) examinations for dental undergraduate students compared to human assessors?

Sixty-nine undergraduate dental students participated in a closed-book examination comprising two essays at the National University of Singapore. Using pre-created assessment rubrics, three assessors independently performed manual essay scoring, while one separate assessor performed AES using ChatGPT (GPT-4). Data analyses were performed using the intraclass correlation coefficient and Cronbach's α to evaluate the reliability and inter-rater agreement of the test scores among all assessors. The mean scores of manual versus automated scoring were evaluated for similarity and correlations.

A strong correlation was observed for Question 1 ( r  = 0.752–0.848, p  < 0.001) and a moderate correlation was observed between AES and all manual scorers for Question 2 ( r  = 0.527–0.571, p  < 0.001). Intraclass correlation coefficients of 0.794–0.858 indicated excellent inter-rater agreement, and Cronbach’s α of 0.881–0.932 indicated high reliability. For Question 1, the mean AES scores were similar to those for manual scoring ( p  > 0.05), and there was a strong correlation between AES and manual scores ( r  = 0.829, p  < 0.001). For Question 2, AES scores were significantly lower than manual scores ( p  < 0.001), and there was a moderate correlation between AES and manual scores ( r  = 0.599, p  < 0.001).

This study shows the potential of ChatGPT for essay marking. However, an appropriate rubric design is essential for optimal reliability. With further validation, the ChatGPT has the potential to aid students in self-assessment or large-scale marking automated processes.

Peer Review reports

Large Language Models (LLMs), such as OpenAI’s GPT-4, LLaMA by META, and Google’s LaMDA (Language Models for Dialogue Applications), have demonstrated tremendous potential in generating outputs based on user-specified instructions or prompts. These models are trained using large amounts of data and are capable of natural language processing tasks. Owing to their ability to comprehend, interpret, and generate natural language text, LLMs allow human-like conversations with coherent contextual responses to prompts. The capability of LLMs to summarize and generate texts that resemble human language allows the creation of task-focused systems that can ease the demands of human labor and improve efficiency.

OpenAI uses a closed application programming interface (API) to process data. Chat Generative Pre-trained Transformer (OpenAI Inc., California, USA, https://chat.openai.com/ ) was introduced globally in 2020 as ChatGPT3, a generative language model with 175 billion parameters [ 1 ]. It is based on a generative AI model that can generate new content based on the data on which they have been trained. The latest version, ChatGPT-4, was introduced in 2023 and has demonstrated improved creativity, reasoning, and the ability to process even more complicated tasks [ 2 ].

Since its release in the public domain, ChatGPT has been actively explored by both healthcare professionals and educators in an effort to attain human-like performance in the form of clinical reasoning, image recognition, diagnosis, and learning from medical databases. ChatGPT has proven to be a powerful tool with immense potential to provide students with an interactive platform to deepen their understanding of any given topic [ 3 ]. In addition, it is also capable of aiding in both lesson planning and student assessments [ 4 , 5 ].

The potential of ChatGPT for assessments

Automated Essay Scoring (AES) is not a new concept, and interest in AES has been increasing since the advent of AI. Three main categories of AES programs have been described, utilizing regression, classification, or neural network models [ 6 ]. A known problem of current AES systems is their unreliability in evaluating the content relevance and coherence of essays [ 6 ]. Newer language models such as ChatGPT, however, are potential game changers; they are simpler to learn than current deep learning programs and can therefore improve the accessibility of AES to educators. Mizumoto and Eguchi recently pioneered the potential use of ChatGPT (GPT-3.5 and 4) for AES in the field of linguistics and reported an accuracy level sufficient for use as a supportive tool even when fine-tuning of the model was not performed [ 7 ].

The use of these AI-powered tools may potentially ease the burden on educators in marking large numbers of essay scripts, while providing personalized feedback to students [ 8 , 9 ]. This is especially crucial with larger class sizes and increasing student-to-teacher ratios, where it can be more difficult for educators to actively engage individual students. Additionally, manual scoring by humans can be subjective and susceptible to fatigue, which may put the scoring at risk of being unreliable [ 7 , 10 ]. The use of AI for essay scoring may thus help reduce intra- and inter-rater variability associated with manual scoring by providing a more standardized and reliable scoring process that eases the time- and labor-intensive scoring workload of human assessors [ 10 , 11 ].

The current role of AI in healthcare education

Generative AI has permeated the healthcare industry and provided a diverse range of health enhancements. An example is how AI facilitates radiographic evaluation and clinical diagnosis to improve the quality of patient care [ 12 , 13 ]. In medical and dental education, virtual or augmented reality and haptic simulations are some of the exciting technological tools already implemented to improve student competence and confidence in patient assessment and execution of procedures [ 14 , 15 , 16 ]. The incorporation of ChatGPT into the dental curriculum would thus be the next step in enhancing student learning. The performance of ChatGPT in the United States Medical Licensing Examination (USMLE) was recently validated, with ChatGPT achieving a score equivalent to that of a third-year medical student [ 17 ]. However, no data are available on the performance of ChatGPT in the field of dentistry or oral and maxillofacial surgery (OMS). Furthermore, the reliability of AI-powered language models for the grading of essays in the medical field has not yet been evaluated; in addition to essay structure and language, the evaluation of essay scripts in the field of OMS would require a level of understanding of dentistry, medicine and surgery.

Therefore, this study aimed to evaluate the reliability of ChatGPT for AES in OMS examinations for final-year dental undergraduate students compared to human assessors. Our null hypothesis was that there would be no difference in the scores between the ChatGPT and human assessors. The research question for the study was as follows: How reliable is ChatGPT when used for AES in OMS examinations compared to human assessors?

Materials and methods

This study was conducted in the Faculty of Dentistry, National University of Singapore, under the Department of Oral and Maxillofacial Surgery. The study received ethical approval from the university’s Institutional Review Board (REF: IRB-2023–1051) and was conducted and drafted with guidance from the education interventions critical appraisal worksheet introduced by BestBETs [ 18 ].

Sample size calculation for this study was based on the formula provided by Viechtbauer et al.: n  = ln (1-γ) / ln(1-π), where n, γ and π represent the sample size, significance level and level of confidence respectively [ 19 ]. Based on a 5% margin of error, a 95% confidence level and a 50% outcome response, it was calculated that a minimum sample size of 59 subjects was required. Ultimately, the study recruited 69 participants, all of whom were final-year undergraduate dental students. A closed-book OMS examination was conducted on the Examplify platform (ExamSoft Worldwide Inc., Texas, USA) as a part of the end-of-module assessment. The examination comprised two open-ended essay questions based on the topics taught in the module (Table  1 ).

Creation of standardized assessment

An assessment rubric was created for each question through discussion and collaboration of a workgroup comprising four assessors involved in the study. All members of the work group were academic staff from the faculty (I.I., B.Q., L.Z., T.J.H.S.) (Supplementary Tables S1 and S2) [ 20 ]. An analytic rubric was generated using the strategy outlined by Popham [ 21 ]. The process involved a discussion within the workgroup to agree on the learning outcomes of the essay questions. Two authors (I. I. and B. Q) independently generated the rubric criteria and descriptions for Question 1 (Infection). Similarly, for Question 2 (Trauma), the rubric criteria and descriptions were generated independently by two authors (I.I. and T.J.H.S.). The rubrics were revised until a consensus was reached between each pair. In the event of any disagreement, a third author (L.Z.) provided their opinion to aid in decision making.

Marking categories of Poor (0 marks), Satisfactory (2 marks), Good (3 marks), and Outstanding (4 marks) were allocated to each criterion, with a maximum of 4 marks attainable from each criterion. A criterion for overall essay structure and language was also included, with a maximum attainable 5 marks from this criterion. The highest score for each question was 40.

Model answers to the essays were prepared by another author (C.W.Y.), who did not participate in the creation of the rubrics. Using the rubrics as a reference, the author modified the model answer to create 5 variants of the answers such that each variant fell within different score ranges of 0–10, 11–20, 21–30, 31–40, 41–50. Subsequently, three authors (B. Q., L. Z., and T.J.H.S) graded the essays using the prepared rubrics. Revisions to the rubrics were made with consensus by all three authors, a process that also helped calibrate these three authors for manual essay scoring.

AES with ChatGPT

Essay scoring was performed using ChatGPT (GPT-4, released March 14, 2023) by one assessor who did not participate in the manual essay scoring exercise (I.I.). Prompts were generated based on a guideline by Giray, and the components of Instruction, Context, Input Data and Output Indication as discussed in the guideline were included in each prompt (Supplementary Tables 3 and 4) [ 22 ]. A prompt template was generated for each question by one assessor (I.I.) with advice from two experts in prompt engineering, based on the marking rubric. The criterion and point allocation were clearly written in prose and point forms. For the fine-tuning process, the prompts were input into ChatGPT using variants of the model answers provided by C.W.Y. Minor adjustments were made to the wording of certain parts of the prompts as necessary to correct any potential misinterpretations of the prompts by the ChatGPT. Each time, the prompt was entered into a new chat in the ChatGPT in a browser where the browser history and cookies were cleared. Subsequently, finalized prompts (Supplementary Tables 3 and 4) were used to score the student essays. AES scores were not used to calculate students’ actual essay scores.

Manual essay scoring

Manual essay scoring was completed independently by three assessors (B.Q., L.Z., and T.J.H.S.) using the assessment rubrics (Supplementary Tables S1 and S2). Calibration was performed during the rubric creation stage. The essays were anonymized to prevent bias during the marking process. The assessors recorded the marks allocated to each criterion, as well as the overall score of each essay, on a pre-prepared Excel spreadsheet. Scoring was performed separately and independently by all assessors before the final collation by a research team member (I.I.) for statistical analyses. The student was considered ‘able to briefly mention’ a criterion if they did not mention any of the keywords of the points within the criterion. The student was considered ‘able to elaborate on’ a point within the criterion if they were able to mention the keywords of that point as stated in the rubric, and were thus awarded higher marks in accordance with the rubric (e.g. the student was given a higher mark if they were able to mention the need to check for dyspnea and dysphagia, instead of simply mentioning a need to check the patient’s airway). Grading was performed with only whole marks as specified in the rubrics, and assessors were not allowed to give half marks or subscores.

Data synthesis

The scores given out of 40 per essay by each assessor were compiled. Data analyses were subsequently performed using SPSS® version 29.0.1.0(171) (IBM Corporation, New York, United States). For each essay question, correlations between the essay scores given by each assessor were analyzed and displayed using the inter-item correlation matrix. A correlation coefficient value ( r ) of 0.90–1.00 was indicative of a very strong, 0.70–0.89 indicative of strong, 0.40–0.69 moderate, 0.10–0.39 weak and < 0.10 negligible positive correlation between the scorers [ 23 ]. The cutoff p -value for the significance level was set at p  < 0.05. The intraclass correlation coefficient (ICC) and Cronbach's α were then calculated between all assessors to assess the inter-rater agreement and reliability, respectively [ 24 ]. The ICC was interpreted on a scale of 0 to 1.00, with a higher value indicating a higher level of agreement in scores given by the scorers to each student. A value less than 0.40 was indicative of poor, 0.40–0.59 fair, 0.60–0.74 good, and 0.75–1.00 excellent agreement [ 25 ]. Using Cronbach’s α, reliability was expressed on a range from 0 to 1.00, with a higher number indicating a higher level of consistency between the scorers in their scores given across the students. The reliability was considered ‘Less Reliable’ if the score was less 0.20, ‘Rather Reliable’ if the score was 0.20–0.40, ‘Quite Reliable’ if 0.40–0.60, ‘Reliable’ if 0.60–0.80 and ‘Very Reliable’ if 0.80–1.00 [ 26 ].

Similarly, the mean scores of the three manual scorers were calculated for each question. The mean manual scores were then analyzed for correlations with AES scores by using Pearson’s correlation coefficient. Student’s t-test was also used to analyze any significant differences in mean scores between manual scoring and AES. A p -value of < 0.05 was required to conclude the presence of a statistically different score between the groups.

All final-year dental undergraduate students (69/69, 100%) had their essays graded by all manual scorers and AES as part of the study. Table 2 shows the mean scores for each individual assessor as well as the mean scores for the three manual scorers (Scorers 1, 2, and 3).

Analysis of correlation and agreement between all scorers

The inter-item correlation matrices and their respective p -values are listed in Table  3 . For Question 1, there was a strong positive correlation between the scores provided by each assessor (Scorers 1, 2, 3, and AES), with r -values ranging from 0.752–0.848. All p -values were < 0.001, indicating a significant positive correlation between all assessors. For Question 2, there was a strong positive correlation between Scorers 1 and 2 ( r  = 0.829) and Scorers 1 and 3 ( r  = 0.756). There was a moderate positive correlation between Scorers 2 and 3 ( r  = 0.655), as well as between AES and all manual scores ( r -values ranging from 0.527 to 0.571). Similarly, all p -values were < 0.001, indicative of a significant positive correlation between all scorers.

For the analysis of inter-rater agreement, ICC values of 0.858 (95% CI 0.628 – 0.933) and 0.794 (95% CI 0.563 – 0.892) were obtained for Questions 1 and 2, respectively, both of which were indicative of excellent inter-rater agreement. Cronbach’s α was 0.932 for Question 1 and 0.881 for Question 2, both of which were ‘Very Reliable’.

Analysis of correlation between manual scoring versus AES

The results of the Student’s t-test comparing the test score values from manual scoring and AES are shown in Table  2 . For Question 1, the mean manual scores (14.85 ± 4.988) were slightly higher than those of the AES (14.54 ± 5.490). However, these differences were not statistically significant ( p  > 0.05). For Question 2, the mean manual scores (23.11 ± 4.241) were also higher than those of the AES (18.62 ± 4.044); this difference was statistically significant ( p  < 0.001).

The results of the Pearson’s correlation coefficient calculations are shown in Table  4 . For Question 1, there was a strong and significant positive correlation between manual scoring and AES ( r  = 0.829, p  < 0.001). For Question 2, there was a moderate and statistically significant positive correlation between the two groups ( r  = 0.599, p  < 0.001).

Qualitative feedback from AES

Figures 1 , 2 and 3 show three examples of essay feedback and scoring provided by ChatGPT. ChatGPT provided feedback in a concise and systematic manner. Scores were clearly provided for each of the criteria listed in the assessment rubric. This was followed by in-depth feedback on the points within the criterion that the student had discussed and failed to mention. ChatGPT was able to differentiate between a student who briefly mentioned a key point and a student who provided better elaboration on the same point by allocating them two or three marks, respectively.

Example #1 of a marked essay with feedback from ChatGPT for Question 1

Example #2 of a marked essay with feedback from ChatGPT for Question 1

Example #3 of a marked essay with feedback from ChatGPT for Question 1

One limitation of ChatGPT that was identified during the scoring process was its inability to identify content that was not relevant to the essay or that was factually incorrect. This was despite the assessment rubric specifying that incorrect statements should be given 0 marks for that criterion. For example, a student who included points about incision and drainage also incorrectly stated that bone scraping to induce bleeding and packing of local hemostatic agents should be performed. Although these statements were factually incorrect, ChatGPT was unable to identify this and still awarded student marks for the point. Manual assessors were able to spot this and subsequently penalized the student for the mistake.

Since its recent rise in popularity, many people have been eager to tap into the potential of large language models, such as ChatGPT. In their review, Khan et al. discussed the growing role of ChatGPT in medical education, with promising uses for the creation of case studies and content such as quizzes and flashcards for self-directed practice [ 9 ]. As an LLM, the ability of ChatGPT to thoroughly evaluate sentence structure and clarity may allow it to confront the task of automated essay marking.

Advantages of ChatGPT in AES

This study found significant correlations and excellent inter-rater agreement between ChatGPT and manual scorers, and the mean scores between both groups showed strong to moderate correlations for both essay questions. This suggests that AES has the potential to provide a level of essay marking similar to that of the educators in our faculty. Similar positive findings were reflected in previous studies that compared manual and automated essay scoring ( r  = 0.532–0.766) [ 6 ]. However, there is still a need to further fine-tune the scoring system such that the score provided by AES deviates as little as possible from human scoring. For instance, the mean AES score was lower than that of manual scoring by 5 marks for Question 2. Although the difference may not seem large, it may potentially increase or decrease the final performance grade of students.

Apart from a decent level of reliability in manual essay scoring, there are many other benefits to using ChatGPT for AES. Compared to humans, the response time to prompts is much faster and can thus increase productivity and reduce the burden of a large workload on educational assessors [ 27 ]. In addition, ChatGPT can provide individualized feedback for each essay (Figs. 1 , 2 and 3 ). This helps provide students with comments specific to their essays, a feat that is difficult to achieve for a single educator teaching a large class size.

Similar to previous systems designed for AES, machine scoring is beneficial for removing human inconsistencies that can result from fatigue, mood swings, or bias [ 10 ]. ChatGPT is no exception. Furthermore, ChatGPT is more widely accessible than the conventional AES systems. Its software runs online instead of requiring downloads on a computer, and its user interface is simple to use. With GPT-3.5 being free to use and GPT-4 being 20 USD per month, it is also relatively inexpensive.

Marking the essay is only part of the equation, and the next step is to allow the students to know what went wrong and why. Nicol and Macfarlane described seven principles for good feedback. ChatGPT can fulfil most of these principles, namely, facilitating self-assessment, encouraging teacher and peer dialogue, clarifying what good performance is, providing opportunities to close the gap between current and desired performance, and delivering high-quality information to students [ 28 ]. In this study, the feedback given by ChatGPT was categorized based on the rubric, and elaboration was provided for each criterion on the points the student mentioned and did not mention. By highlighting the ideal answer and where the student can improve, ChatGPT can clarify performance goals and provide opportunities to close the gap between the student’s current and desired performance. This creates opportunities for selfdirected learning and the utilization of blended learning environments. Students can use ChatGPT to review their preparation on topics, self-grade their essays, and receive instant feedback. Furthermore, the simple and interactive nature of the software encourages dialogue, as it can readily respond to any clarification the student wants to make. The importance of effective feedback has been demonstrated to be an essential component in medical education, in terms of enhancing the knowledge of the student without developing negative emotions [ 29 , 30 ].

These potential advantages of engaging ChatGPT for student assessments play well into the humanistic learning theory of medical education [ 31 , 32 ]. Self-directed learning allows students the freedom to learn at their own pace, with educators simply providing a conducive environment and the goals that the student should achieve. ChatGPT has the potential to supplement the role of the educator in self-directed learning, as it can be readily available to provide constructive and tailored feedback for assignments whenever the student is ready for it. This removes the burden that assignment deadlines place on students, which can allow them a greater sense of independence and control over their learning, and lead to greater self-motivation and self-fulfillment.

Potential pitfalls of ChatGPT

Potential pitfalls associated with the use of ChatGPT were identified. First, the ability to achieve reliable scores relies heavily on a well-created marking rubric with clearly defined terms. In this study, the correlations between scorers were stronger for Question 1 compared to Question 2, and the mean scores between the AES and manual scorers were also significantly different for Question 2, but not for Question 1. The lower reliability of the AES for Question 2 may be attributed to its broader nature, use of more complex medical terms, and lengthier scoring rubrics. The broad nature of the question left more room for individual interpretation and variation between humans and AES. The ability of ChatGPT to provide accurate answers may be reduced with lengthier prompts and conversations [ 27 ]. Furthermore, with less specific instructions or complex medical jargon, both automated systems and human scorers may interpret rubrics differently, resulting in varied scores across the board [ 10 , 33 , 34 ]. The authors thus recommend that to circumvent this, the use of ChatGPT for essay scoring should be restricted to questions that are less broad (e.g. shorter essays), or by breaking the task into multiple prompts for each individual criterion to reduce variations in interpretation [ 27 , 35 ]. Furthermore, the rubrics should contain concise and explicit instructions with appropriate grammar and vocabulary to avoid misinterpretation by both ChatGPT and human scorers, and provide a brief explanation to specify what certain medical terms mean (e.g. writing ‘pulse oximetry (SpO2) monitoring’ instead of only ‘SpO2’) for better contextualization [ 35 , 36 ].

Second, prompt engineering is a critical step in producing the desired outcome from ChatGPT [ 27 ]. A prompt that is too ambiguous or lacks context can lead to a response that is incomplete, generic, or irrelevant, and a prompt that exhibits bias runs the risk of bias reinforcement in the given reply [ 22 , 34 ]. Phrasing the prompt must also be carefully checked for spelling, grammatical mistakes, or inconsistencies, since ChatGPT uses the prompt’s phrasing literally. For example, a prompt that reads ‘give 3 marks if the student covers one or more coverage points’ will result in ChatGPT only giving the marks if multiple points are covered, because of the plural nature of the word ‘points’.

Third, irrelevant content may not be penalized during the essay-marking process. Students may ‘trick’ the AES by producing a lengthier essay to hit more relevant points and increase their score. This may result in essays of lower quality with multiple incorrect or nonsensical statements still rewarded with higher scores [ 10 ]. Our assessment rubric attempts to penalize the student with 0 marks if incorrect statements on the criterion are made; however, none of the students were penalized. This issue may be resolved as ChatGPT rapidly and continuously gains more medical and dental knowledge. Although data to support the competence of AI in medical education are sparse, the quality of the medical knowledge that ChatGPT already has is sufficient to achieve a passing mark at the USMLE [ 5 , 37 ]. In dentistry, when used to disseminate information on endodontics to patients, ChatGPT was found to provide detailed answers with an overall validity of 95% [ 38 ]. Over time, LLMs such as ChatGPT may be able to identify when students are not factually correct.

Other comments

The lack of human emotion in machine scoring can be both an advantage and a disadvantage. AES can provide feedback that is entirely factual and less biased than humans, and grades are objective and final [ 39 ]. However, human empathy is an essential quality that ChatGPT does not possess. One principle of good feedback is to encourage and motivate students to provide positive learning experiences and build self-esteem [ 28 ]. While ChatGPT can provide constructive feedback, it will not be able to replace the compassion, empathy, or emotional intelligence possessed by a quality educator possesses [ 40 ]. In our study, ChatGPT awarded lower mean scores of 14.54/40 (36.4%) and 18.62/40 (46.5%) compared to manual scoring for both questions. Although objective, some may view automated scoring as harsh because it provided failing grades to an average student.

This study demonstrates the ability of GPT-4 to evaluate essays without any specialized training or prompting. One long prompt was used to score each essay. Although more technical prompting methods, such as chain of thought, could be deployed, our single prompt method makes the method scalable and easier to adopt. As discussed earlier, ChatGPT is the most reliable when prompts are short and specific [ 34 ]. Hence, each prompt should ideally task ChatGPT to score only one or two criteria, rather than the entire rubric of the 10 criteria. However, in a class of 70, the assessors are required to run 700 prompts per question, which is impractical and unnecessary. With only one prompt, a good correlation was still found between the AES and manual scoring. It is likely that further exploration and experimentation with prompting techniques can improve the output.

While LLMs have the potential to revolutionize education in healthcare, some precautions must be taken. Artificial Hallucination is a widely described phenomenon; ChatGPT may generate seemingly genuine but inaccurate information [ 41 , 42 , 43 ]. Hallucinations have been attributed to biases and limitations of training data as well as algorithmic limitations [ 2 ]. Similarly, randomness of the generated responses has been observed; while it is useful for generating creative content, this may be an issue when ChatGPT is employed for topics requiring scientific or factual content [ 44 ]. Thus, LLMs are not infallible and still require human subject matter experts to validate the generated content. Finally, it is essential that educators play an active role in driving the development of dedicated training models to ensure consistency, continuity, and accountability, as overreliance on a corporate-controlled model may place educators at the mercy of algorithm changes.

The ethical implications of using ChatGPT in medical and dental education also need to be explored. As much as LLMs can provide convenience to both students and educators, privacy and data security remain a concern [ 45 ]. Robust university privacy policies and informed consent procedures should be in place for the protection of student data prior to the use of ChatGPT as part of student assessment. Furthermore, if LLMs like ChatGPT were to be used for grading examinations in the future, issues revolving around fairness and transparency of the grading process need to be resolved [ 46 ]. GPT-4 may have provided harsh scores in this study, possibly due to some shortfall in understanding certain phrases the students have written; models used in assessments will thus require sufficient training in the field of healthcare to properly acquire the relevant medical knowledge and hence understand and grade essays fairly.

As AI continues to develop, ChatGPT may eventually replace human assessors in essay scoring for dental undergraduate examinations. However, given its current limitations and dependence on a well-formed assessment rubric, relying solely on ChatGPT for exam grading may be inappropriate when the scores can affect the student’s overall module scores, career success, and mental health [ 47 ]. While this study primarily demonstrates the use of ChatGPT to grade essays, it also points to great potential in using it as an interactive learning tool. A good start for its use is essay assignments on pre-set topics, where students can direct their learning on their own and receive objective feedback on essay structure and content that does not count towards their final scores. Students can use rubrics to practice and gain effective feedback from LLMs in an engaging and stress-free environment. This reduces the burden on educators by easing the time-consuming task of grading essay assignments and allows students the flexibility to complete and grade their assignments whenever they are ready. Furthermore, assignments repeated with new class cohorts can enable more robust feedback from ChatGPT through machine learning.

Study limitations

The limitations of this study lie in part of its methodology. The study recruited 69 dental undergraduate students; while this is above the minimum calculated sample size of 59, a larger sample size would help to increase the generalizability of the study findings to larger populations of students and a wide scope of topics. The unique field of OMS also requires knowledge of both medical and dental subjects, and hence the results obtained from the use of ChatGPT for essay marking in other medical or dental specialties may differ slightly.

The use of rubrics for manual scoring could also be a potential source of bias. While the rubrics provide a framework for objective assessment, they cannot eliminate the subjectiveness of manual scoring. Variations in the interpretation of the students’ answers, leniency errors (whereby one scorer marks more leniently than another) or rater drift (fatigue from assessing many essays may affect leniency of marking and judgment) may still occur. To minimize bias resulting from these errors, multiple assessors were recruited for the manual scoring process and the average scores were used for comparison with AES.

This study investigated the reliability of ChatGPT in essay scoring for OMS examinations, and found positive correlations between ChatGPT and manual essay scoring. However, ChatGPT tended towards stricter scoring and was not capable of penalizing irrelevant or incorrect content. In its present state, GPT-4 should not be used as a standalone tool for teaching or assessment in the field of medical and dental education but can serve as an adjunct to aid students in self-assessment. The importance of proper rubric design to achieve optimal reliability when employing ChatGPT in student assessment cannot be overemphasized.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Floridi L, Chiriatti M. GPT-3: Its nature, scope, limits, and consequences. Mind Mach. 2020;30(4):681–94.

Article   Google Scholar  

Abd-Alrazaq A, AlSaad R, Alhuwail D, Ahmed A, Healy PM, Latifi S, Aziz S, Damseh R, Alabed Alrazak S, Sheikh J. Large language models in medical education: opportunities, challenges, and future directions. JMIR Med Educ. 2023;9:e48291.

Kasneci E, Sessler K, Küchemann S, Bannert M, Dementieva D, Fischer F, Gasser U, Groh G, Günnemann S, Hüllermeier E, et al. ChatGPT for good? On opportunities and challenges of large language models for education. Learn Individ Differ. 2023;103:102274.

Javaid M, Haleem A, Singh RP, Khan S, Khan IH. Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transact Benchmarks Standards Eval. 2023;3(2): 100115.

Kung TH, Cheatham M, Medenilla A, Sillos C, De Leon L, Elepaño C, Madriaga M, Aggabao R, Diaz-Candido G, Maningo J, et al. Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLOS Digit Health. 2023;2(2):e0000198.

Ramesh D, Sanampudi SK. An automated essay scoring systems: a systematic literature review. Artif Intell Rev. 2022;55(3):2495–527.

Mizumoto A, Eguchi M. Exploring the potential of using an AI language model for automated essay scoring. Res Methods Appl Linguist. 2023;2(2): 100050.

Erturk S, Tilburg W, Igou E: Off the mark: Repetitive marking undermines essay evaluations due to boredom. Motiv Emotion 2022;46.

Khan RA, Jawaid M, Khan AR, Sajjad M. ChatGPT - Reshaping medical education and clinical management. Pak J Med Sci. 2023;39(2):605–7.

Hussein MA, Hassan H, Nassef M. Automated language essay scoring systems: a literature review. PeerJ Comput Sci. 2019;5:e208.

Blood I: Automated essay scoring: a literature review. Studies in Applied Linguistics and TESOL 2011, 11(2).

Menezes LDS, Silva TP, Lima Dos Santos MA, Hughes MM, Mariano Souza SDR, Leite Ribeiro PM, Freitas PHL, Takeshita WM: Assessment of landmark detection in cephalometric radiographs with different conditions of brightness and contrast using the an artificial intelligence software. Dentomaxillofac Radiol 2023:20230065.

Bennani S, Regnard NE, Ventre J, Lassalle L, Nguyen T, Ducarouge A, Dargent L, Guillo E, Gouhier E, Zaimi SH, et al. Using AI to improve radiologist performance in detection of abnormalities on chest radiographs. Radiology. 2023;309(3): e230860.

Moussa R, Alghazaly A, Althagafi N, Eshky R, Borzangy S. Effectiveness of virtual reality and interactive simulators on dental education outcomes: systematic review. Eur J Dent. 2022;16(1):14–31.

Fanizzi C, Carone G, Rocca A, Ayadi R, Petrenko V, Casali C, Rani M, Giachino M, Falsitta LV, Gambatesa E, et al. Simulation to become a better neurosurgeon An international prospective controlled trial: The Passion study. Brain Spine. 2024;4:102829.

Lovett M, Ahanonu E, Molzahn A, Biffar D, Hamilton A. Optimizing individual wound closure practice using augmented reality: a randomized controlled study. Cureus. 2024;16(4):e59296.

Google Scholar  

Gilson A, Safranek CW, Huang T, Socrates V, Chi L, Taylor RA, Chartash D. How does ChatGPT perform on the United States medical licensing examination? the implications of large language models for medical education and knowledge assessment. JMIR Med Educ. 2023;9:e45312.

Educational Intervention Worksheet, BestBets, Accessed 31/03/2024.  https://bestbets.org/ca/pdf/educational_intervention.pdf .

Viechtbauer W, Smits L, Kotz D, Budé L, Spigt M, Serroyen J, Crutzen R. A simple formula for the calculation of sample size in pilot studies. J Clin Epidemiol. 2015;68(11):1375–9.

Cox G, Morrison J, Brathwaite B: The Rubric: An Assessment Tool to Guide Students and Markers; 2015.

Popham J. W: “What’s Wrong—And What’s Right—With Rubrics.” Educ Leadersh. 1997;55(2):72–5.

Giray L. Prompt Engineering with ChatGPT: A Guide for Academic Writers. Ann Biomed Eng. 2023;51:3.

Schober P, Boer C, Schwarte LA. Correlation Coefficients: Appropriate Use and Interpretation. Anesth Analg. 2018;126(5):1763–8.

Liao SC, Hunt EA, Chen W. Comparison between inter-rater reliability and inter-rater agreement in performance assessment. Ann Acad Med Singap. 2010;39(8):613–8.

Cicchetti DV. Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychol Assess. 1994;6(4):284–90.

Hair J, Black W, Babin B, Anderson R: Multivariate Data Analysis: A Global Perspective; 2010.

Nazir A, Wang Z: A Comprehensive Survey of ChatGPT: Advancements, Applications, Prospects, and Challenges. Meta Radiol 2023;1(2).

Nicol D, Macfarlane D: Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback practice. IEEE Personal Communications - IEEE Pers Commun 2004;31.

Spooner M, Larkin J, Liew SC, Jaafar MH, McConkey S, Pawlikowska T. “Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning. BMC Med Educ. 2023;23(1):895.

Kornegay JG, Kraut A, Manthey D, Omron R, Caretta-Weyer H, Kuhn G, Martin S, Yarris LM. Feedback in medical education: a critical appraisal. AEM Educ Train. 2017;1(2):98–109.

Mukhalalati BA, Taylor A. Adult learning theories in context: a quick guide for healthcare professional educators. J Med Educ Curric Dev. 2019;6:2382120519840332.

Taylor DC, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561-1572.

Chakraborty S, Dann C, Mandal A, Dann B, Paul M, Hafeez-Baig A: Effects of Rubric Quality on Marker Variation in Higher Education. Studies In Educational Evaluation 2021;70.

Heston T, Khun C. Prompt engineering in medical education. Int Med Educ. 2023;2:198–205.

Sun GH: Prompt Engineering for Nurse Educators. Nurse Educ 2024.

Meskó B. Prompt engineering as an important emerging skill for medical professionals: tutorial. J Med Internet Res. 2023;25:e50638.

Sun L, Yin C, Xu Q, Zhao W. Artificial intelligence for healthcare and medical education: a systematic review. Am J Transl Res. 2023;15(7):4820–8.

Mohammad-Rahimi H, Ourang SA, Pourhoseingholi MA, Dianat O, Dummer PMH, Nosrat A: Validity and reliability of artificial intelligence chatbots as public sources of information on endodontics. Int Endodontic J 2023, n/a(n/a).

Peng X, Ke D, Xu B: Automated essay scoring based on finite state transducer: towards ASR transcription of oral English speech. In: Proceedings of the 50th Annual Meeting of the Association for Computational Linguistics: Long Papers - Volume 1. Jeju Island, Korea: Association for Computational Linguistics; 2012:50–59.

Grassini S. Shaping the future of education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Educ Sci. 2023;13(7):692.

Limitations.  https://openai.com/blog/chatgpt .

Sallam M, Salim NA, Barakat M, Al-Tammemi AB. ChatGPT applications in medical, dental, pharmacy, and public health education: A descriptive study highlighting the advantages and limitations. Narra J. 2023;3(1):e103.

Deng J, Lin Y. The Benefits and Challenges of ChatGPT: An Overview. Front Comput Intell Syst. 2023;2:81–3.

Choi W. Assessment of the capacity of ChatGPT as a self-learning tool in medical pharmacology: a study using MCQs. BMC Med Educ. 2023;23(1):864.

Medina-Romero MÁ, Jinchuña Huallpa J, Flores-Arocutipa J, Panduro W, Chauca Huete L, Flores Limo F, Herrera E, Callacna R, Ariza Flores V, Quispe I, et al. Exploring the ethical considerations of using Chat GPT in university education. Period Eng Nat Sci (PEN). 2023;11:105–15.

Lee H. The rise of ChatGPT: Exploring its potential in medical education. Anat Sci Educ. 2024;17(5):926–31.

Steare T, Gutiérrez Muñoz C, Sullivan A, Lewis G. The association between academic pressure and adolescent mental health problems: A systematic review. J Affect Disord. 2023;339:302–17.

Download references

Acknowledgements

We would like to extend our gratitude to Mr Paul Timothy Tan Bee Xian and Mr Jonathan Sim for their invaluable advice on the process of prompt engineering for the effective execution of this study.

Author information

Lei Zheng, Timothy Jie Han Sng and Chee Weng Yong contributed equally to this work.

Authors and Affiliations

Faculty of Dentistry, National University of Singapore, Singapore, Singapore

Bernadette Quah, Lei Zheng, Timothy Jie Han Sng, Chee Weng Yong & Intekhab Islam

Discipline of Oral and Maxillofacial Surgery, National University Centre for Oral Health, 9 Lower Kent Ridge Road, Singapore, Singapore

You can also search for this author in PubMed   Google Scholar

Contributions

B.Q. contributed in the stages of conceptualization, methodology, study execution, validation, formal analysis and manuscript writing (original draft and review and editing). L.Z., T.J.H.S. and C.W.Y. contributed in the stages of methodology, study execution, and manuscript writing (review and editing). I.I. contributed in the stages of conceptualization, methodology, study execution, validation, formal analysis, manuscript writing (review and editing) and supervision. All authors provided substantial contributions to this manuscript in the following form:

Corresponding author

Correspondence to Intekhab Islam .

Ethics declarations

Ethics approval and consent to participate.

This study was approved by the Institutional Review Board of the university (REF: IRB-2023–1051). The waiver of consent from students was approved by the University’s Institutional Review Board, as the scores by ChatGPT were not used as the students’ actual grades, and all essay manuscripts were anonymized.

Consent for publication

All the authors reviewed the content of this manuscript and provided consent for publication.

Competing interests

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Quah, B., Zheng, L., Sng, T.J.H. et al. Reliability of ChatGPT in automated essay scoring for dental undergraduate examinations. BMC Med Educ 24 , 962 (2024). https://doi.org/10.1186/s12909-024-05881-6

Download citation

Received : 04 February 2024

Accepted : 09 August 2024

Published : 03 September 2024

DOI : https://doi.org/10.1186/s12909-024-05881-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Artificial intelligence
• Academic performance
• Educational
• Educational needs assessment

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• How long is an essay? Guidelines for different types of essay

How Long is an Essay? Guidelines for Different Types of Essay

Published on January 28, 2019 by Shona McCombes . Revised on July 23, 2023.

The length of an academic essay varies depending on your level and subject of study, departmental guidelines, and specific course requirements. In general, an essay is a shorter piece of writing than a research paper  or thesis .

In most cases, your assignment will include clear guidelines on the number of words or pages you are expected to write. Often this will be a range rather than an exact number (for example, 2500–3000 words, or 10–12 pages). If you’re not sure, always check with your instructor.

In this article you’ll find some general guidelines for the length of different types of essay. But keep in mind that quality is more important than quantity – focus on making a strong argument or analysis, not on hitting a specific word count.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Essay length guidelines, how long is each part of an essay, using length as a guide to topic and complexity, can i go under the suggested length, can i go over the suggested length, other interesting articles.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

In an academic essay, the main body should always take up the most space. This is where you make your arguments, give your evidence, and develop your ideas.

The introduction should be proportional to the essay’s length. In an essay under 3000 words, the introduction is usually just one paragraph. In longer and more complex essays, you might need to lay out the background and introduce your argument over two or three paragraphs.

The conclusion of an essay is often a single paragraph, even in longer essays. It doesn’t have to summarize every step of your essay, but should tie together your main points in a concise, convincing way.

The suggested word count doesn’t only tell you how long your essay should be – it also helps you work out how much information and complexity you can fit into the given space. This should guide the development of your thesis statement , which identifies the main topic of your essay and sets the boundaries of your overall argument.

A short essay will need a focused, specific topic and a clear, straightforward line of argument. A longer essay should still be focused, but it might call for a broader approach to the topic or a more complex, ambitious argument.

As you make an outline of your essay , make sure you have a clear idea of how much evidence, detail and argumentation will be needed to support your thesis. If you find that you don’t have enough ideas to fill out the word count, or that you need more space to make a convincing case, then consider revising your thesis to be more general or more specific.

The length of the essay also influences how much time you will need to spend on editing and proofreading .

You should always aim to meet the minimum length given in your assignment. If you are struggling to reach the word count:

• Add more evidence and examples to each paragraph to clarify or strengthen your points.
• Make sure you have fully explained or analyzed each example, and try to develop your points in more detail.
• Address a different aspect of your topic in a new paragraph. This might involve revising your thesis statement to make a more ambitious argument.
• Don’t use filler. Adding unnecessary words or complicated sentences will make your essay weaker and your argument less clear.
• Don’t fixate on an exact number. Your marker probably won’t care about 50 or 100 words – it’s more important that your argument is convincing and adequately developed for an essay of the suggested length.

In some cases, you are allowed to exceed the upper word limit by 10% – so for an assignment of 2500–3000 words, you could write an absolute maximum of 3300 words. However, the rules depend on your course and institution, so always check with your instructor if you’re unsure.

Only exceed the word count if it’s really necessary to complete your argument. Longer essays take longer to grade, so avoid annoying your marker with extra work! If you are struggling to edit down:

• Check that every paragraph is relevant to your argument, and cut out irrelevant or out-of-place information.
• Make sure each paragraph focuses on one point and doesn’t meander.
• Cut out filler words and make sure each sentence is clear, concise, and related to the paragraph’s point.
• Don’t cut anything that is necessary to the logic of your argument. If you remove a paragraph, make sure to revise your transitions and fit all your points together.
• Don’t sacrifice the introduction or conclusion . These paragraphs are crucial to an effective essay –make sure you leave enough space to thoroughly introduce your topic and decisively wrap up your argument.

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

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 23). How Long is an Essay? Guidelines for Different Types of Essay. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/academic-essay/length/

Is this article helpful?

Shona McCombes

Other students also liked, how to write an essay introduction | 4 steps & examples, how to conclude an essay | interactive example, how to write a statement of purpose | example, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

The University of Chicago The Law School

Abrams environmental law clinic—significant achievements for 2023-24, protecting our great lakes, rivers, and shorelines.

The Abrams Clinic represents Friends of the Chicago River and the Sierra Club in their efforts to hold Trump Tower in downtown Chicago accountable for withdrawing water illegally from the Chicago River. To cool the building, Trump Tower draws water at high volumes, similar to industrial factories or power plants, but Trump Tower operated for more than a decade without ever conducting the legally required studies to determine the impact of those operations on aquatic life or without installing sufficient equipment to protect aquatic life consistent with federal regulations. After the Clinic sent a notice of intent to sue Trump Tower, the State of Illinois filed its own case in the summer of 2018, and the Clinic moved successfully to intervene in that case. In 2023-24, motions practice and discovery continued. Working with co-counsel at Northwestern University’s Pritzker Law School’s Environmental Advocacy Center, the Clinic moved to amend its complaint to include Trump Tower’s systematic underreporting each month of the volume of water that it intakes from and discharges to the Chicago River. The Clinic and co-counsel addressed Trump Tower’s motion to dismiss some of our clients’ claims, and we filed a motion for summary judgment on our claim that Trump Tower has committed a public nuisance. We also worked closely with our expert, Dr. Peter Henderson, on a supplemental disclosure and on defending an additional deposition of him. In summer 2024, the Clinic is defending its motion for summary judgment and challenging Trump Tower’s own motion for summary judgment. The Clinic is also preparing for trial, which could take place as early as fall 2024.

Since 2016, the Abrams Clinic has worked with the Chicago chapter of the Surfrider Foundation to protect water quality along the Lake Michigan shoreline in northwest Indiana, where its members surf. In April 2017, the U. S. Steel plant in Portage, Indiana, spilled approximately 300 pounds of hexavalent chromium into Lake Michigan. In January 2018, the Abrams Clinic filed a suit on behalf of Surfrider against U. S. Steel, alleging multiple violations of U. S. Steel’s discharge permits; the City of Chicago filed suit shortly after. When the US government and the State of Indiana filed their own, separate case, the Clinic filed extensive comments on the proposed consent decree. In August 2021, the court entered a revised consent decree which included provisions advocated for by Surfrider and the City of Chicago, namely a water sampling project that alerts beachgoers as to Lake Michigan’s water quality conditions, better notifications in case of future spills, and improvements to U. S. Steel’s operations and maintenance plans. In the 2023-24 academic year, the Clinic successfully litigated its claims for attorneys’ fees as a substantially prevailing party. Significantly, the court’s order adopted the “Fitzpatrick matrix,” used by the US Attorney’s Office for the District of Columbia to determine appropriate hourly rates for civil litigants, endorsed Chicago legal market rates as the appropriate rates for complex environmental litigation in Northwest Indiana, and allowed for partially reconstructed time records. The Clinic’s work, which has received significant media attention, helped to spawn other litigation to address pollution by other industrial facilities in Northwest Indiana and other enforcement against U. S. Steel by the State of Indiana.

In Winter Quarter 2024, Clinic students worked closely with Dr. John Ikerd, an agricultural economist and emeritus professor at the University of Missouri, to file an amicus brief in Food & Water Watch v. U.S. Environmental Protection Agency . In that case pending before the Ninth Circuit, Food & Water Watch argues that US EPA is illegally allowing Concentrated Animal Feeding Operations, more commonly known as factory farms, to pollute waterways significantly more than is allowable under the Clean Water Act. In the brief for Dr. Ikerd and co-amici Austin Frerick, Crawford Stewardship Project, Family Farm Defenders, Farm Aid, Missouri Rural Crisis Center, National Family Farm Coalition, National Sustainable Agriculture Coalition, and Western Organization of Resource Councils, we argued that EPA’s refusal to regulate CAFOs effectively is an unwarranted application of “agricultural exceptionalism” to industrial agriculture and that EPA effectively distorts the animal production market by allowing CAFOs to externalize their pollution costs and diminishing the ability of family farms to compete. Attorneys for the litigants will argue the case in September 2024.

Energy and Climate

Energy justice.

The Abrams Clinic supported grassroots organizations advocating for energy justice in low-income communities and Black, Indigenous, and People of Color (BIPOC) communities in Michigan. With the Clinic’s representation, these organizations intervened in cases before the Michigan Public Service Commission (MPSC), which regulates investor-owned utilities. Students conducted discovery, drafted written testimony, cross-examined utility executives, participated in settlement discussions, and filed briefs for these projects. The Clinic’s representation has elevated the concerns of these community organizations and forced both the utilities and regulators to consider issues of equity to an unprecedented degree. This year, on behalf of Soulardarity (Highland Park, MI), We Want Green, Too (Detroit, MI), and Urban Core Collective (Grand Rapids, MI), Clinic students engaged in eight contested cases before the MPSC against DTE Electric, DTE Gas, and Consumers Energy, as well as provided support for our clients’ advocacy in other non-contested MPSC proceedings.

The Clinic started this past fall with wins in three cases. First, the Clinic’s clients settled with DTE Electric in its Integrated Resource Plan case. The settlement included an agreement to close the second dirtiest coal power plant in Michigan three years early, $30 million from DTE’s shareholders to assist low-income customers in paying their bills, and $8 million from DTE’s shareholders toward a community fund that assists low-income customers with installing energy efficiency improvements, renewable energy, and battery technology. Second, in DTE Electric’s 2023 request for a rate hike (a “rate case”), the Commission required DTE Electric to develop a more robust environmental justice analysis and rejected the Company’s second attempt to waive consumer protections through a proposed electric utility prepayment program with a questionable history of success during its pilot run. The final Commission order and the administrative law judge’s proposal for final decision cited the Clinic’s testimony and briefs. Third, in Consumers Electric’s 2023 rate case, the Commission rejected the Company’s request for a higher ratepayer-funded return on its investments and required the Company to create a process that will enable intervenors to obtain accurate GIS data. The Clinic intends to use this data to map the disparate impact of infrastructure investment in low-income and BIPOC communities.

In the winter, the Clinic filed public comments regarding DTE Electric and Consumers Energy’s “distribution grid plans” (DGP) as well as supported interventions in two additional cases: Consumers Energy’s voluntary green pricing (VGP) case and the Clinic’s first case against the gas utility DTE Gas. Beginning with the DGP comments, the Clinic first addressed Consumers’s 2023 Electric Distribution Infrastructure Investment Plan (EDIIP), which detailed current distribution system health and the utility’s approximately $7 billion capital project planning ($2 billion of which went unaccounted for in the EDIIP) over 2023–2028. The Clinic then commented on DTE Electric’s 2023 DGP, which outlined the utility’s opaque project prioritization and planned more than $9 billion in capital investments and associated maintenance over 2024–2028. The comments targeted four areas of deficiencies in both the EDIIP and DGP: (1) inadequate consideration of distributed energy resources (DERs) as providing grid reliability, resiliency, and energy transition benefits; (2) flawed environmental justice analysis, particularly with respect to the collection of performance metrics and the narrow implementation of the Michigan Environmental Justice Screen Tool; (3) inequitable investment patterns across census tracts, with emphasis on DTE Electric’s skewed prioritization for retaining its old circuits rather than upgrading those circuits; and (4) failing to engage with community feedback.

For the VGP case against Consumers, the Clinic supported the filing of both an initial brief and reply brief requesting that the Commission reject the Company’s flawed proposal for a “community solar” program. In a prior case, the Clinic advocated for the development of a community solar program that would provide low-income, BIPOC communities with access to clean energy. As a result of our efforts, the Commission approved a settlement agreement requiring the Company “to evaluate and provide a strawman recommendation on community solar in its Voluntary Green Pricing Program.” However, the Company’s subsequent proposal in its VGP case violated the Commission’s order because it (1) was not consistent with the applicable law, MCL 460.1061; (2) was not a true community solar program; (3) lacked essential details; (4) failed to compensate subscribers sufficiently; (5) included overpriced and inflexible subscriptions; (6) excessively limited capacity; and (7) failed to provide a clear pathway for certain participants to transition into other VGP programs. For these reasons, the Clinic argued that the Commission should reject the Company’s proposal.

In DTE Gas’s current rate case, the Clinic worked with four witnesses to develop testimony that would rebut DTE Gas’s request for a rate hike on its customers. The testimony advocated for a pathway to a just energy transition that avoids dumping the costs of stranded gas assets on the low-income and BIPOC communities that are likely to be the last to electrify. Instead, the testimony proposed that the gas and electric utilities undertake integrated planning that would prioritize electric infrastructure over gas infrastructure investment to ensure that DTE Gas does not over-invest in gas infrastructure that will be rendered obsolete in the coming decades. The Clinic also worked with one expert witness to develop an analysis of DTE Gas’s unaffordable bills and inequitable shutoff, deposit, and collections practices. Lastly, the Clinic offered testimony on behalf of and from community members who would be directly impacted by the Company’s rate hike and lack of affordable and quality service. Clinic students have spent the summer drafting an approximately one-hundred-page brief making these arguments formally. We expect the Commission’s decision this fall.

Finally, both DTE Electric and Consumers Energy have filed additional requests for rate increases after the conclusion of their respective rate cases filed in 2023. On behalf of our Clients, the Clinic has intervened in these cases, and clinic students have already reviewed thousands of pages of documents and started to develop arguments and strategies to protect low-income and BIPOC communities from the utility’s ceaseless efforts to increase the cost of energy.

Corporate Climate Greenwashing

The Abrams Environmental Law Clinic worked with a leading international nonprofit dedicated to using the law to protect the environment to research corporate climate greenwashing, focusing on consumer protection, green financing, and securities liability. Clinic students spent the year examining an innovative state law, drafted a fifty-page guide to the statute and relevant cases, and examined how the law would apply to a variety of potential cases. Students then presented their findings in a case study and oral presentation to members of ClientEarth, including the organization’s North American head and members of its European team. The project helped identify the strengths and weaknesses of potential new strategies for increasing corporate accountability in the fight against climate change.

Land Contamination, Lead, and Hazardous Waste

The Abrams Clinic continues to represent East Chicago, Indiana, residents who live or lived on or adjacent to the USS Lead Superfund site. This year, the Clinic worked closely with the East Chicago/Calumet Coalition Community Advisory Group (CAG) to advance the CAG’s advocacy beyond the Superfund site and the adjacent Dupont RCRA site. Through multiple forms of advocacy, the clinics challenged the poor performance and permit modification and renewal attempts of Tradebe Treatment and Recycling, LLC (Tradebe), a hazardous waste storage and recycling facility in the community. Clinic students sent letters to US EPA and Indiana Department of Environmental Management officials about how IDEM has failed to assess meaningful penalties against Tradebe for repeated violations of the law and how IDEM has allowed Tradebe to continue to threaten public and worker health and safety by not improving its operations. Students also drafted substantial comments for the CAG on the US EPA’s Lead and Copper Rule improvements, the Suppliers’ Park proposed cleanup, and Sims Metal’s proposed air permit revisions. The Clinic has also continued working with the CAG, environmental experts, and regulators since US EPA awarded $200,000 to the CAG for community air monitoring. The Clinic and its clients also joined comments drafted by other environmental organizations about poor operations and loose regulatory oversight of several industrial facilities in the area.

Endangered Species

The Abrams Clinic represented the Center for Biological Diversity (CBD) and the Hoosier Environmental Council (HEC) in litigation regarding the US Fish and Wildlife Service’s (Service) failure to list the Kirtland’s snake as threatened or endangered under the Endangered Species Act. The Kirtland’s snake is a small, secretive, non-venomous snake historically located across the Midwest and the Ohio River Valley. Development and climate change have undermined large portions of the snake’s habitat, and populations are declining. Accordingly, the Clinic sued the Service in the US District Court for the District of Columbia last summer over the Service’s denial of CBD’s request to have the Kirtland’s snake protected. This spring, the Clinic was able to reach a settlement with the Service that requires the Service to reconsider its listing decision for the Kirtland’s snake and to pay attorney fees.

The Clinic also represented CBD in preparation for litigation regarding the Service’s failure to list another species as threatened or endangered. Threats from land development and climate change have devastated this species as well, and the species has already been extirpated from two of the sixteen US states in its range. As such, the Clinic worked this winter and spring to prepare a notice of intent (NOI) to sue the Service. The Team poured over hundreds of FOIA documents and dug into the Service’s supporting documentation to create strong arguments against the Service in the imminent litigation. The Clinic will send the NOI and file a complaint in the next few months.

Students and Faculty

Twenty-four law school students from the classes of 2024 and 2025 participated in the Clinic, performing complex legal research, reviewing documents obtained through discovery, drafting legal research memos and briefs, conferring with clients, conducting cross-examination, participating in settlement conferences, and arguing motions. Students secured nine clerkships, five were heading to private practice after graduation, and two are pursuing public interest work. Sam Heppell joined the Clinic from civil rights private practice, bringing the Clinic to its full complement of three attorneys.