difference article and essay

Key Differences

Know the Differences & Comparisons

Difference Between Article and Essay

An article is nothing but a piece of writing commonly found in newspapers or websites which contain fact-based information on a specific topic. It is published with the aim of making the reader aware of something and keeping them up to date.

An essay is a literary work, which often discusses ideas, experiences and concepts in a clear and coherent way. It reflects the author’s personal view, knowledge and research on a specific topic.

Content: Article Vs Essay

Comparison chart, definition of article.

An ‘article’ can be described as any form of written information which is produced either in a printed or electronic form, in newspaper, magazine, journal or website. It aims at spreading news, results of surveys, academic analysis or debates.

An article targets a large group of people, in order to fascinate the readers and engage them. Hence, it should be such that to retain the interest of the readers.

It discusses stories, reports and describes news, present balanced argument, express opinion, provides facts, offers advice, compares and contrast etc. in a formal or informal manner, depending upon the type of audience.

For writing an article one needs to perform a thorough research on the matter, so as to provide original and authentic information to the readers.

Components of Article

Title : An article contains a noticeable title which should be intriguing and should not be very long and descriptive. However, it should be such that which suggests the theme or issue of the information provided.
Introduction : The introduction part must clearly define the topic, by giving a brief overview of the situation or event.
Body : An introduction is followed by the main body which presents the complete information or news, in an elaborative way, to let the reader know about the exact situation.
Conclusion : The article ends with a conclusion, which sums up the entire topic with a recommendation or comment.

Definition of Essay

An essay is just a formal and comprehensive piece of literature, in which a particular topic is discussed thoroughly. It usually highlights the writer’s outlook, knowledge and experiences on that particular topic. It is a short literary work, which elucidates, argues and analyzes a specific topic.

The word essay is originated from the Latin term ‘exagium’ which means ‘presentation of a case’. Hence, writing an essay means to state the reasons or causes of something, or why something should be done or should be the case, which validates a particular viewpoint, analysis, experience, stories, facts or interpretation.

An essay is written with the intent to convince or inform the reader about something. Further, for writing an essay one needs to have good knowledge of the subject to explain the concept, thoroughly. If not so, the writer will end up repeating the same points again and again.

Components of the Essay

Title : It should be a succinct statement of the proposition.
Introduction : The introduction section of the essay, should be so interesting which instantly grabs the attention of the reader and makes them read the essay further. Hence, one can start with a quote to make it more thought-provoking.
Body : In the main body of the essay, evidence or reasons in support of the writer’s ideas or arguments are provided. One should make sure that there is a sync in the paragraphs of the main body, as well as they, should maintain a logical flow.
Conclusion : In this part, the writer wraps up all the points in a summarized and simplified manner.

Key Differences Between Article and Essay

Upcoming points will discuss the difference between article and essay:

An article refers to a written work, published in newspapers, journals, website, magazines etc, containing news or information, in a specific format. On the other hand, an essay is a continuous piece of writing, written with the aim of convincing the reader with the argument or merely informing the reader about the fact.
An article is objective in the sense that it is based on facts and evidence, and simply describes the topic or narrate the event. As against, an essay is subjective, because it is based on fact or research-based opinion or outlook of a person on a specific topic. It analyses, argues and criticizes the topic.
The tone used in an article is conversational, so as to make the article easy to understand and also keeping the interest of the reader intact. On the contrary, an essay uses educational and analytical tone.
An article may contain headings, which makes it attractive and readable. In contrast, an essay does not have any headings, sections or bullet points, however, it is a coherent and organized form of writing.
An article is always written with a definite objective, which is to inform or make the readers aware of something. Further, it is written to cater to a specific niche of audience. Conversely, an essay is written in response to a particular assertion or question. Moreover, it is not written with a specific group of readers in mind.
An article is often supported by photographs, charts, statistics, graphs and tables. As opposed, an essay is not supported by any photographs, charts, or graphs.
Citations and references are a must in case of an essay, whereas there is no such requirement in case of an article.

By and large, an article is meant to inform the reader about something, through news, featured stories, product descriptions, reports, etc. On the flip side, an essay offers an analysis of a particular topic, while reflecting a detailed account of a person’s view on it.

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Anna H. Smith says

November 15, 2020 at 6:21 pm

Great! Thank you for explaining the difference between an article and an academic essay so eloquently. Your information is so detailed and very helpful. it’s very educative, Thanks for sharing.

Sunita Singh says

December 12, 2020 at 7:11 am

Thank you! That’s quite helpful.

Saba Zia says

March 8, 2021 at 12:33 am

Great job!! Thank u for sharing this explanation and detailed difference between essay and article. It is really helpful.

Khushi Chaudhary says

February 7, 2021 at 2:38 pm

Thank you so much! It is really very easy to understand & helpful for my test.

Dury Frizza says

July 25, 2022 at 8:18 pm

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The Difference Between an Article and an Essay

An Introduction to Punctuation
Ph.D., Rhetoric and English, University of Georgia
M.A., Modern English and American Literature, University of Leicester
B.A., English, State University of New York

In composition studies , an article is a short work of nonfiction that typically appears in a magazine or newspaper or on a website. Unlike essays , which often highlight the subjective impressions of the author (or narrator ), articles are commonly written from an objective point of view . Articles include news items, feature stories, reports , profiles , instructions, product descriptions, and other informative pieces of writing.

What Sets Articles Apart From Essays

Though both articles and essays are types of nonfiction writing, they differ in many ways. Here are some features and qualities of articles that differentiate them from essays.

Subject and Theme in Articles

"A useful exercise is to look at some good articles and name the broader subject and the particular aspect each treats. You will find that the subject always deals with a partial aspect examined from some viewpoint; it is never a crammed condensation of the whole.

"...Observe that there are two essential elements of an article: subject and theme . The subject is what the article is about: the issue, event, or person it deals with. (Again, an article must cover only an aspect of a whole.) The theme is what the author wants to say about the subject—what he brings to the subject." (Ayn Rand, The Art of Nonfiction: A Guide for Writers and Readers , ed. by Robert Mayhew. Plume, 2001)

"An article is not everything that's true. It's every important thing that's true." (Gary Provost, Beyond Style: Mastering the Finer Points of Writing . Writer's Digest Books, 1988)

Article Structure

"There are five ways to structure your article . They are:

- The inverted pyramid - The double helix - The chronological double-helix - The chronological report - The storytelling model

Think about how you read a newspaper: you scan the captions and then read the first paragraph or two to get the gist of the article and then read further if you want to know more of the details. That's the inverted pyramid style of writing used by journalists, in which what's important comes first. The double-helix also presents facts in order of importance but it alternates between two separate sets of information. For example, suppose you are writing an article about the two national political conventions. You'll first present Fact 1 about the Democratic convention, then Fact 2 about the Republicans, then Fact 2 about the Democrats, Fact 2 about the Republicans, and so on. The chronological double-helix begins like the double helix but once the important facts from each set of information have been presented, it then goes off to relay the events in chronological order...

"The chronological report is the most straightforward structure to follow since it is written in the order in which the events occurred. The final structure is the storytelling model, which utilizes some of the techniques of fiction writing, so you would want to bring the reader into the story right away even if it means beginning in the middle or even near the end and then filling in the facts as the story unfolds." (Richard D. Bank, The Everything Guide to Writing Nonfiction . Adams Media, 2010)

Opening Sentence of an Article

"The most important sentence in any article is the first one. If it doesn't induce the reader to proceed to the second sentence, your article is dead. And if the second sentence doesn't induce him to continue to the third sentence, it's equally dead. Of such a progression of sentences, each tugging the reader forward until he is hooked, a writer constructs that fateful unit, the ' lead .'" (William Zinsser, On Writing Well: The Classic Guide to Writing Nonfiction , 7th ed. HarperCollins, 2006)

Articles and Media

"More and more, article content written for printed media is also appearing on digital devices (often as an edited version of a longer article) for readers who have short attention spans due to time constraints or their device's small screen. As a result, digital publishers are seeking audio versions of content that is significantly condensed and written in conversational style. Often, content writers must now submit their articles with the understanding they will appear in several media formats." (Roger W. Nielsen, Writing Content: Mastering Magazine and Online Writing . R.W. Nielsen, 2009)

Writer's Voice in Articles and Essays

"Given the confusion of genre minglings and overlaps, what finally distinguishes an essay from an article may just be the author's gumption, the extent to which personal voice , vision, and style are the prime movers and shapers, even though the authorial 'I' may be only a remote energy, nowhere visible but everywhere present. ('We commonly do not remember,' Thoreau wrote in the opening paragraphs of Walden , 'that it is, after all, always the first person that is speaking.')" (Justin Kaplan, quoted by Robert Atwan in The Best American Essays, College Edition , 2nd ed. Houghton Mifflin, 1998)

What Are the Different Types and Characteristics of Essays?
Periodical Essay Definition and Examples
What Is the Inverted Pyramid Method of Organization?
How to Write a News Article That's Effective
An Introduction to Literary Nonfiction
What Is a Synopsis and How Do You Write One?
What Is Expository Writing?
Writing News Stories for the Web
What Is Literary Journalism?
Foreshadowing in Narratives
The Essay: History and Definition
Constructing News Stories with the Inverted Pyramid
Learn to Write News Stories
John McPhee: His Life and Work
Articles in the First Issue of Ms. Magazine
exploratory essay

English Difference Between
Difference Between Article And Essay

Difference between Article and Essay

Are an article and an essay the same? Is there something that makes one different from the other? Check out this article to find out.

What is an Article?

An article is a report or content published in a newspaper, magazine, journal or website, either in printed or electronic form. When it comes to articles, a sizable readership is considered. It might be supported by studies, research, data, and other necessary elements. Articles may be slightly brief or lengthy, with a maximum count of 1500 words. It educates the readers on various ideas/concepts and is prepared with a clear aim in mind.

Articles, which can be found in newspapers, journals, encyclopaedias, and now, most commonly, online, inform and keep readers informed about many topics.

What is an Essay?

An essay is a formal, in-depth work of literature that analyses and discusses a specific problem or subject. It refers to a brief piece of content on a specific topic. Students are frequently required to write essays in response to questions or propositions in their academic coursework. It doesn’t target any particular readers.

Through essays, the author or narrator offers unique ideas or opinions on a given subject or question while maintaining an analytical and formal tone.

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Difference between Article and Essay

An article and an essay are both forms of written communication, but they serve different purposes and follow distinct structures.

What is an Article?

An article is a piece of writing intended for a broad audience, published in newspapers, magazines, journals, or online platforms. It provides information, discusses a topic, or offers opinions, and is typically structured to engage and inform readers.

What is an Essay?

An essay is a piece of writing that presents an argument or a perspective on a particular topic. It is usually more formal and structured compared to articles and is often used in academic settings. Essays allow the writer to explore ideas, analyze concepts, and present their own interpretations.

Types of Articles:

News Articles: Provide factual information about recent events.

Feature Articles: Offer in-depth analysis or narratives on topics of interest.

Opinion Articles: Present the author’s viewpoints on various issues.

How-To Articles: Give step-by-step instructions on performing tasks or activities.

Review Articles: Critique books, movies, products, or services.

Types of Essays:

Expository Essays: Explain or describe a topic clearly and logically.

Argumentative Essays: Present a well-reasoned argument on a controversial issue, supported by evidence.

Descriptive Essays: Paint a picture of a person, place, object, or event using detailed observations and sensory details.

Narrative Essays: Tell a story or recount an event, often using personal experiences.

Analytical Essays: Break down a concept, text, or piece of art to examine its components and their relationships.

Both articles and essays are valuable forms of communication , but they differ significantly in purpose, structure, audience, and style. Understanding these differences can help in choosing the appropriate format for a specific writing task.

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Article vs Essay: Difference and Comparison

Articles and Essays are two different types of Compositions in the English language. They are written for other purposes, have different writing formats, and target a diverse readership.

Key Takeaways An article is a piece of writing that provides information, analysis, or commentary on a specific topic, intended for publication in newspapers, magazines, or online platforms; an essay is a more formal, structured piece of writing that presents an argument or analysis on a particular subject, for academic or professional purposes. Articles are shorter, more straightforward, and written for a broader audience. At the same time, essays are longer, more in-depth, and targeted toward a specific readership, such as academics or professionals in a given field. Both articles and essays are forms of written communication. Still, articles aim to inform, entertain, or provide commentary, while essays present a well-reasoned argument or analysis on a specific topic.

Article vs Essay

An article is a piece of writing that is published in a newspaper, magazine, or website, providing information, analysis, or opinion on a specific topic or issue. An essay is a longer piece of writing that explores a specific topic or idea in more depth and can be formal or informal.

An Article is a written piece meant to be published in print mediums like newspapers, magazines, and journals or an electronic medium like websites. These are written from a neutral point of view, that is, the third person, and are meant for a large readership.

On the other hand, an Essay is a form of literary composition through which the writer or narrator expresses their views or opinions on a particular topic or question. Such expression may be overt or covert. However, the term Essay is used to cover any literary composition.

Whether it is meant for sharing information or expressing one’s personal views, or simply narrating a story doesn’t matter.

Comparison Table

What is article.

An Article is a form of composition written for a large readership to disseminate information on a particular topic. It is meant to be published in print or electronic media.

It tends to be objective and based on facts and is written in the third person.

An article’s theme or topic can be based on current issues or a subject of the writer’s interest. However, it is meant to catch the reader’s attention and, therefore, uses conspicuous headings and subheadings.

Some of the objectives of writing an article are:

To bring out specific themes and subjects to the reader’s attention.
To share information on particular topics and issues.
To give suggestions and advice.
To persuade the readers to think in a certain way keeping in mind the facts and information presented.
To discuss certain persons, issues, places, stories, etc.

The following steps are to be followed while writing an article:

Title/Heading: A title should be given to arrest the reader’s attention , which needs to be brief yet suggestive of the article’s theme.
Introduction: The opening part must distinctly give a brief outline of the topic so that the article’s theme is intelligible to the readers. Also, a strong opening statement addressing the readers may serve as a plus point.
Body: It is the central portion of the article and is supposed to give an elaborate description and explanation of the article’s theme. While dealing with this part, the ideas and thought process of the writer must be as straightforward as possible so that the information presented in the article is perceptible to the readers.
Conclusion: It is the end of the article and is supposed to summarize the argument presented throughout it with a comment or a suggestion.

What is Essay?

It is a form of literary work written in prose and tends to express one’s ideas and views on a particular subject. In its present form, the term has been derived from the French word essayer, which means ‘to try or attempt.’

It was first used by Michel de Montaigne (1533-1592) – a French author who used the term to refer to his literary works. He said these were ‘attempts’ on his part to express his views and ideas.

However, the term’s origin can be traced back to the Latin word exagium, meaning ‘to present one’s case.’ Therefore, composing an essay involves stating the reasons behind a particular case or an argument through analysis, contemplation, and interpretation.

Essays may be formal, exhibiting characteristics like seriousness, unity, dignity, and orderly organization, or informal showcasing features like individuality, humor, sophisticated style, and novelty.

The composition of an essay is a creative and continuous process. So, it cannot be restricted within a particular structure.

However, following a basic structure to keep the unity and orderly arrangement of a particular line of thought intact is beneficial.

That would make the essay perceptible and exciting for the readers.

The following are the components of an essay:

Title: It should be brief but suggestive of the theme of the Essay.
Introduction: The introductory part must be eye-catching and pertinent to the subject. It can be made interesting using proverbs, quotations, a brief story, or a general remark leading up to the subject.
Body: This is the central portion of the essay. The house to which the introduction is the front door, and the conclusion is the back door or exit. While dealing with this part, one should ensure that due weight is given to each paragraph. They should be related to one another and logically arranged to reflect consistency and continuity in the presented line of thought.
Conclusion: It is essential to make this part effective and satisfying. For that, the arguments presented in the essay must be summed up with a conclusion comprising a quotation or a striking expression.

Main Differences Between Article and Essay

Articles and Essays are two different forms of written compositions. An article is written to publish either in print media like newspapers, journals, magazines, etc., or in an electronic medium. At the same time, an essay is written to describe or analyze a particular subject.
An article is mainly written from an objective point of view; therefore, various views and thoughts are combined in a particular piece of writing. While an Essay reflects the subjective views and opinions of the writer and hence, follows a single and coherent line of thought.
Various headings and subheadings are used to make an article exciting and readable. However, sub-headings, bullet points, etc., are not used in Essay writing. This is done to provide unity and continuity in the line of thought expressed in the composition.
Essays are not written with a particular objective or readership in mind. They are written to express particular views, observations, reflections, and criticisms. At the same time, a particular objective and a target readership define an Article and distinguish it from an Essay.
An article tends to be objective and fact-based and therefore needs to be backed by statistical data, charts, reports, and photographs. Conversely, Essays need citations and references and not be backed by data, reports, and photographs.

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Difference Between Article and Essay

Main difference – article vs essay.

Articles and essays are two forms of academic writing. Though there are certain similarities between them, there are also distinct differences between them. These differences are based on the format, purpose and content. Before looking at the difference between article and essay, let us first look at the definitions of these two words. An essay is a piece of writing that describes, analyzes and evaluates a particular topic whereas an article is a piece of writing that is included with others in a newspaper or other publications. The main difference between article and essay is that an article is written to inform the readers about some concept whereas an essay is usually written in response to a question or proposition .

What is an Article

An article is a piece of writing that is included with others in a newspaper, magazine or other publication . It is a written composition that is nonfiction and prose. Articles can be found in magazines, encyclopedias, websites, newspapers or other publications; the content and the structure of an article may depend on the source. For example, an article can be an editorial, review, feature article, scholarly articles, etc.

What is an Essay

An essay is a piece of writing that describes, analyzes and evaluates a certain topic or an issue . It is a brief, concise form of writing that contains an introduction, a body that is comprised of few support paragraphs, and a conclusion. An essay may inform the reader, maintain an argument, analyse an issue or elaborate on a concept. An essay is a combination of statistics, facts and writer’s opinions and views.

Article is a piece of writing that is included with others in a newspaper, magazine or other publication.

Essay is a short piece of writing on a particular subject.

Article is written to inform the readers about some concept.

Essay is generally written as a response to a question or proposition.

Articles follow heading and subheadings format.

Essays are not written under headings and subheadings.

Articles do not require citations or references.

Essays require citations and references.

Visual Effects

Articles are often accompanied by photographs, charts and graphs.

Essays do not require photographs.

Articles are objective as they merely describe a topic.

Difference Between Article and Essay- infographic

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The Difference Between an Article and an Essay

The terms “essay” and “article” are often used interchangeably by many people, but there is a distinct difference between the two. While both essays and articles are written to inform readers, there are some key differences between the two.

Essays are typically longer and more in-depth than articles. They are usually written to present an argument to persuade readers of a certain point of view. Essays are usually structured in an organized and formal manner, with a clear introduction, body, and conclusion. Essays often focus on analysis, argument, and persuasion rather than simply providing information.

In contrast, articles are generally more concise than essays. They are written to give readers a broad overview of a topic or issue. Articles are typically written in a more informal and conversational style, and they are often broken up into different sections to make them easier to read. The focus of articles is usually on providing information rather than analysis or persuasion.

Another key difference between essays and articles is how the material is referenced. Essays often require in-text citations and a bibliography to back up the writer’s argument. Articles, on the other hand, typically do not require such citations and bibliographies.

In conclusion, although essays and articles are written to inform the reader, the two have many differences. Essays are longer, more in-depth, and focus on analysis, argument, and persuasion. Articles are shorter, more concise, and focus on providing information. How the material is referenced also differs between essays and articles. Understanding the differences between the two will help ensure you can create the type of writing appropriate for your particular assignment.

Difference Between Article and Essay

College writing is divided into two types: articles and essays. Despite a few resemblances, they also have significant distinctions respectively to each other. These disparities are premised on layout, intention, and information. Prior to delving into the distinction between those assignments, we should first examine their meanings. Continue reading to understand all terminology and ideas on how to approach creative writing.

1 General Definitions
2 Key Rules of an Article
3 The Concept of an Essay
4 Bottom Line

General Definitions

Most essay examples are seen as written paperwork that explains, examines, and validates a specific topic. They have a predefined word limit and basic structure. This is why many students look for 100% free essays online to get the best grades. On the contrary, an article is a text that is published alongside other posts in a magazine or other periodicals. The primary distinction between our assignments is that the former is written to spread awareness regarding a particular idea. Whereas the latter is drafted in answer to an inquiry or assertion.

The tonality shown in the article is engaging. It makes the text simple to grasp while also maintaining the attention of the audience. You have to prepare detailed information explaining each aspect of the mentioned topic. On the other hand, an essay employs an academic and intellectual style. Despite the official manner, you must include your opinions here. It is crucial to disclose these to open the issue for discussion. No wonder these are so prominent in education.

Key Rules of an Article

This editorial is a form of reporting that appears alongside other posts in a journal, reviews, or other press. It follows a factual and documentary composing pattern. Media, dictionaries, webpages, advertisements, and other blogs also may contain these writings. The layout and information of this text may differ depending on the origin. An opinion column, evaluation, showcase post, university paperwork, and so on are all examples of articles.

Yet, the primary objective of this writing stays unchanged. You have to educate the viewers regarding the relevant themes. Some other prominent factor of such publications is that they generally adhere to a header and sub-header template. This method allows people to comprehend the ideas discussed in the article quickly. This composition can also differ in terms of the kind of data it displays.

These pieces of evidence are generally portrayed objectively. The author’s goal here is to characterize the subject rather than convince the audience to accept his viewpoint. Quotations and bibliography are not required here. Photos, diagrams, and infographics are frequently included to accompany the article summarizer better.

The Concept of an Essay

This assignment is a type of literature in which you classify, assess, and appraise a specific subject or problem. It is a quick, precise type of communication that includes an opening, a body with a few supporting chapters, and a summary. Here you should give an overview, support an assertion, analyze a problem, or expound on a theory. Understand that this text must be a collection of statistical data, evidence, and the author’s thoughts and viewpoints.

An essay can be classified into different categories. Those include storylike, explanatory, convincing, adversarial, interpretive types, and so on. The intent and material of the document can vary depending on the kind you choose. For instance, if you are composing a literary piece , you should focus on the format and the storyline that will pique the viewers’ curiosity. But, you must be more responsible if you are drafting a confrontational or convincing thesis. Provide solid data and evidence to back up your assertion.

Additionally, essays do not follow headings and subheadings. You have all the right not to use images here. Besides, you should keep it contextual since you analyze and critique an issue. Remember to prepare a reference list with appropriate quotations. Another tip is to check for the required word limit for your work. Keep that in mind when composing the text since it can affect your marks at school.

Bottom Line

As a student, you may feel overwhelmed with the wide variety of paperwork you have to do. Be sure to spend some time choosing the perfect essay format. You can always ask for help from your supervisor or friends. Learning the established rules of writing will bring you success in the long run. All pupils strive to get the best grades possible. So, best of luck!

Article vs. Essay: What's the Difference?

Key Differences

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Guilford College Writing Manual

Essay vs. article.

Practical Considerations
Write to Learn
Defining and Freeing the Self
Joining a Community of Seekers
Final Thoughts
A Proposed Categorization of the Academic Writer's Responsibilities
Required Writing Courses
Placement in First-Year Writing Courses
Writing Courses Beyond First-Year English
Informal vs. Formal Writing
Two Models of Papers
What is the Real Difference?
Specific Expectations of Papers
Grade Descriptions
The A Paper
The B Paper
The C Paper
The D Paper
The F Paper
What makes college reading different?
Levels of Reading
An Overview
Sample Schedule
Suggestions for Prewriting
Modes of Invention
Four Categories of Invention
Intuition Heuristics
The Five Perspectives
Loosening Heuristics
Closing Observations
Introduction
Preliminary Tasks
The Search Strategy
Finding Materials
Finding Appropriate Websites
Selected Websites
Documenting Your Sources
Open Form vs. Fixed Form
Geography of a Thesis and Proof Essay
Introductions
Body Paragraphs
Conclusions
Maintaining Control
Geography of an Issues and Exploration Paper
Reader Expectations
What is Style?
Festival of Verbs
Two Zones of the Word Stock
Levels of Generality
Writing with Nouns and Verbs
Avoiding Cliches
The Two Faces of Jargon
Using "I" in Academic Writing
What Kinds of Sentences to Use
Hemingway vs. Faulkner
Three Syntactic Devices Worth Using
Subject-Verb-Object
Touches of Elegance
Gunning's Fog Index
Why It's Important
Two General Principles
Some College-Level Problems
A Word on Typos
An Important General Rap
Revising Checklist
Revising for Concreteness
Revising to Eliminate Wordiness
Revising to Sharpen
Revising to Improve Coherence
Revising to Make More Effective Use of Quotations
Revising to Make Language More Inclusive
Revising to Brighten
What It Is and Why We Do It
Sample Edit Guide

We can divide the "transactional" writing you will do at Guilford into two main categories: essay style and article style. They include all of the types of writing on the above list.

You can regard these two types as being the yin and yang of formal writing. One, the essay, is primarily right-brain, emphasizing traits such as the holistic, the intuitive, the metaphorical. The article, on the other hand, tends to be left-brain--i.e., linear, mathematical, logical.

I would argue that the best writing is that which fuses both types of writing and is thus "whole-brain." But for the time being it is worth at looking at the two separately, for the two styles do differ and readers will have different expectations depending on whether a writing situation calls primarily for one or the other.

The essay style:

exploratory primarily concerned with ideas non-systematic author's persona is evident stylistically self-conscious begins with a partially formed idea involves heavy revision, especially for organization and coherence

This category includes reflective or narrative personal essays, for example, or essays in which you are being speculative, or formal responses to reading in which you are assessing the personal impact of a book or art work.

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URL: https://library.guilford.edu/writingmanual

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The Difference Between an Article and an Essay

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The Difference between an Essay and an Article

Imagine opening your favorite entertainment magazine or your local newspaper and finding a collection of essays. How long, in that case, would the money you spend on magazines and newspapers be considered part of your entertainment budget?

Articles can be informative and not all of them are entertaining. However, it's more likely to find articles in magazines that offer entertainment for readers than an essay.

The most notable difference between an essay and an article is the tone. Essays traditionally are subjective pieces of formal writing that offers an analysis of a specific topic. In other words, an essay writer studies, researches, and forms a factually-based opinion on the topic in order to inform others about their ideas.

An article is traditionally objective instead of subjective. Writing an article doesn't always require that an opinion to be formed and expressed, and there's no requirement that an analysis be offered about the information being presented.

Scroll through a copy of Cosmopolitan, National Geographic, and today's edition of your local newspaper, and you'll get a sense of how articles can be structured in numerous different ways. Some include headings and subheadings along with accompanying photos to paint a picture for the reader to form their own thoughts and opinions about the subject of an article.

Essays, however, have more strict guidelines on structure depending on which type of essay a writer has chosen. Traditionally, readers will see an introductory paragraph that presents a thesis statement, body paragraphs with topic sentences that relate back to and flesh out the thesis, and a conclusion with the author's take on the information presented.

Entertainment Factor

While narrative essays can tell entertaining stories, it is articles that are most often included in magazines and newspapers to keep their subscribers informed and reading.

It's up to the writer of an article what message they want to convey. Sometimes that message is informative and sometimes it's humorous. For an essay writer, it's all about learning as much as possible about a topic, forming an opinion, and describing how they came to that opinion and why.

You're not likely to find essays in entertainment magazines. A person seeking in-depth information on a subject is going to seek out an essay, while a person looking for an entertaining piece of writing that allows them to draw their own conclusions will be more likely to seek out an article.

What’s The Difference Between An Article, A Paper, And An Essay?

difference-between-article-paper-an-essay

The question is tricky in that it cannot be answered definitely once and forever. Although we all seem to realize that there is some difference between an article and a paper or an essay, the precise definitions seem elusive. Once we begin to describe an essay, we move close to the paper realm and sometimes venture into a visible circle of articles.

The Issues of Defining an Article, An Essay And A Paper

The point is, in different situations of communication and in a different context, article, paper and essay can be interchangeable notions. For example, experimental sciences tend to use words ‘article’ and ‘paper’ for pieces of writing that non-experimental sciences would call exactly the opposite names. Yes, sometimes it may get that complex.

But fortunately, in your educational years, you will face simpler forms of this writing. So, for the purpose of clarifying the school meaning of each piece, we will rely on a few criteria that won’t let you down on your writing path.

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The article is basically any piece of writing that is prose (not a poem) and non-fiction, and that is posted in some kind of media, be it a school website, your Facebook page or New York Times. Articles are believed to be objective (they do not persuade, they inform), but often they do persuade, although they do it subtly. Articles do not have a rigorous structure and do not require a reference page (although if you want to recommend a particular source, you can do it in free form in the text or at the end of your article). Topics of articles can be anything, from the new NASA mission to a new dress of your fav celeb. Hence, articles inform but usually do it in an entertaining form, and sometimes they just entertain.

An essay is more of a scholarly assignment or opinion piece if it is requested by some newspaper from a popular writer or expert. An essay is also prose, but it has a clear structure that should be followed. An essay usually relies on your reasoning on some matter supported by the evidence you collect. Besides, you are often required to have a clear thesis – the idea you will present or defend. So, your text will revolve around this thesis and so will be more rigid and formal, than the article. Essays usually have some serious or debatable topics and urge readers to think over this topic and take some side in the debate.

Paper is often used as a synonym for an essay. A research paper is usually an essay that requires a lot of research, relates to some very scholarly topic and should have a very formalized and clear structure. In academic circles – in ‘real science’, we mean – a paper is a key document that presents findings and results of the work of scientists. All major scientific discoveries were first published as papers in academic journals or presented at conferences, reviewed (and criticized) by peer scholars and then accepted as scientific norms.

So, an academic paper will have a hypothesis, research questions, methodology, lots of numerical data, statistical analysis (or long explanation of biological minutes), findings, their discussion and conclusions. Most probably, your college research paper will not require such scope of efforts. Yet, you will be asked to come up with some original or at least interesting thesis on some scholarly topic that you will develop in your research. Definitely, this kind of writing will have a reference page (maybe even an annotated bibliography) and possibly an abstract.

Hence, in a nutshell, the article is the least formal piece, the essay is more formal and serious, and paper is the top rank of scholarly writing, formal, rigorously structured, and decorated with all kinds of academic stuff like references and abstract.

Basic Assignment Structure

If an article has the free form (although you should strive to give it clarity and logical order), paper and essay will be more formal in their construction. Both will have three major parts: introduction, body and conclusion.

The introduction will feature the keynote of your writing – a thesis. A thesis says what it is all about. When writing, look at the thesis, and so you will not wander far away from your topic. Introduction, in general, mentions the background of your thesis and gives some information (but not too much).

The body includes paragraphs. This is where you say all you want to say related to your topic. Each paragraph has its topic sentence that includes the main idea of this paragraph. Yes, one paragraph equal one idea, and mixing several ideas into one is a frequent mistake in writing. Please avoid it. String your paragraphs in proper order, so that one idea naturally led to another, thus supporting your thesis.

The conclusion is necessary. It will be brief, and you will repeat what you have already said, although in different words. But it reminds readers of your main points, and so they will remember them after they finished reading.

References. An article does not require articles, but essay and paper do. Carefully note down all sources you used and compile a list on the last page. Every book or article you used in the text should be credited in the references.

Essential Writing Tips

Clarify all details and requirements before you start working. As we have said at the beginning, what one university calls an essay , another may call an article, and yet another may call a paper. So, requirements may differ, and it is essential to know what exactly is required from you. Once you have a list of parts to include in your writing, you can start planning and researching information.

Outline and draft. This is important for any piece of writing. You organize your thoughts, information and potential arguments. You write them down and start rearranging. When you have enough material, you can start writing a draft. When you have this preliminary sketch, you can write faster, easier and with more confidence than when you just sit over an empty sheet without a single idea where to begin.

Proofread and edit your paper. It goes without saying, and it should become your habit for any written assignment. When in haste or deep in your thoughts, you can make silly mistakes or omit words or even phrases. Re-reading the paper with a fresh eye can help you find such slips and fix them. Poor grammar, careless mistakes and the like do spoil the impression, and even the best content will not help in this case.

Getting a good sample to follow can save you a day. When looking at a good sample, you create a good paper yourself. You see what goes where what words work better and what are boring or look unprofessional, and in general, you get the feeling of good writing. Just be careful to pick a worthy sample to follow, and match the type of paper you picked with the type of paper you need to write.

Possible Topics For Each Kind Of Writing

To give you a kickstart, we have compiled several lists of topics for each occasion. As you can see, they differ in complexity and level of flexibility and entertainment. Take it as a clue if you decide to come up with the topic of your own.

Family and its role in the modern world
Costs of raising children
Your college experience and tips to freshmen
On the importance of pets
Jobs of the future
Will AI replace humans in most occupations?
Poetry in our life
Are grades the real measure of your worth?
Volunteers keep the world running.
Home economy – should it be back on the curriculum?
Revisiting the recipes of our grandmas
Social work and its significance for the society
The New Deal program of Roosevelt.
Can wars of the future be waged by robots solely?
Adoption of kids: pros and cons
Foster programs and their impact on the well-being of children
What is the latest data on changes in climate and populations of wild animals/insects?
Can great fires like the catastrophic fires in Australia be prevented?
What are the features of a country as a real global power/leader?
When do humans lose their ability to learn?
Students’ daily menus and their impact on academic achievements.
Rene Descartes and his reasoning about proofs of self-existence.
Deontology versus utilitarianism in philosophy.
Machiavelli and his practical lessons in policy making.
Impact of income inequality on academic success of students in college.
Cultural diversity in the working environment.
Work in office vs work from home: pros and cons.
Conflict management – what it is?
Outsourcing key manufacturing facilities to China: lessons and implications for the future.
Medical system of Canada vs. medical system of the USA.
Women in mathematics: names and contributions.

Examples of Writing

Let’s imagine an informal but engaging article on the matter of the return of a species of butterfly to its previous living quarters.

On a sunny morning, I went out to my balcony with a cup of tea (yes, despite the coffee mania trends, I stick with my old trusted Darjeeling brew for the wake-up call). Here I stood in the sunlight, soaking in the warmth and spring mood when suddenly a movement on the balcony rails caught my attention. First, I thought it was some kind of a stray flower, torn from a bush and dropped carelessly by the wind. Yet there was no wind, and the delicate bright yellow thing still fluttered on the rails. I approached with caution and saw a butterfly. Its merry lemon wings slightly trembled, and antennas moved intact to its busy thoughts, I believe. I held my breath, and the creature sat there for a couple of minutes, resting before its departure for the nearby flower plot. Then it took off and flew away, maneuvering in the air like a crazy little aero plane. I was never much of a biologist, so it took me quite a while before Google provided me with the image that matched my morning guest. It was large orange Sulphur, a beautiful species with imposing scholarly name. I started googling details and discovered a striking thing. This butterfly was considered long gone from the city because of pollution and the disappearance of its habitat. Now, it turns out, and the Sulphur was back.

Now let’s consider an essay on the same butterfly and its return.

Butterflies once constituted an integral part of any landscape in warmer seasons, and both cities and villages were populated by local varieties of these pretty Lepidoptera. The presence or absence of butterflies served an indicator of the pollution level of air, and as industries developed and produced more and more pollutants, so the populations of butterflies dwindled. One of the species that was ousted by industrialization and urbanization was a large orange Sulphur, Phoebis algorithm in Latin. Its bright yellow wings have not been observed for more than 30 years in populated areas of Texas, and it was considered that the species is lost (Darwin, 2005). Yet recent reports of amateur entomologists give some hope on this matter: for the first time in three decades, a representative of the species was observed within the city borders.

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We hope that we clarified a bit the question about the difference between these written pieces. It is senseless to say that we defined everything once and forever, since definitions differ, and one piece can go under different names in different institutions. Yet we attempted to clarify how to create a good article, essay or paper in their essence. Learn carefully from guidelines what exactly you are required to write, and then write it according to structure and tips we have provided.

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What’s The Difference Between An Article A Paper And An Essay

Table of Contents

When it comes to writing, you may wonder what the difference is between an essay, article, and paper. Even the most experienced writers sometimes confuse these terms, but once you understand what they represent, you’ll be able to choose which kind of writing suits your purposes best. With a little help from an essay writer service, you can be certain that each one of your pieces of writing will be polished and ready to impress upon completion.

Introduction

There are three main types of academic writing: essays, articles, and papers. While these categories are similar, there are some major differences. This post will help you identify what separates these terms from one another. Here’s a quick breakdown of each type of academic writing.

Essay vs. Article vs. Paper

Why are they different? What’s in a title? We hear them used all of the time interchangeably in different contexts, but what makes these three so different from one another? To understand how essay writing differs from articles and papers, we need to look at how each differs from another. So let’s get started by exploring some of their main differences: Essay vs. Article vs. Paper – Key Differences 1. Length 2. Subject Matter 3. Author 4. Purpose 5. Audience.

Essays are typically 1–3 pages long. Articles vary in length but run longer than essays. Papers typically range from 10 to 15 pages or more. It’s important to note that essay writer services have very different writing styles. Some writers write with a conversational tone, while others use a formal style for essays and articles. The best way to figure out which type of writing fits your needs is by looking at samples of their work or asking them about their process.

The three types of writing are intended for different purposes. The purpose is often reflected in both length and tone. For example, a paper is generally longer than an essay or an article because it must be more comprehensive. It also tends to be more formal because it’s intended to be read by experts in a particular field (e.g., doctors reading a medical journal). On the other hand, an essay is usually shorter than a paper because it doesn’t have to cover as much ground and can take a more casual tone since it’s not necessarily directed at experts. Finally, articles tend to fall between essays and papers in terms of length, formality, and audience (i.e., they’re generally shorter than papers but longer than essays).

The difference between essays, articles, and papers can be found in the audience. In other words, you will write them for different people and in different situations. If you need to explain something (from a textbook or another piece of writing) or if you are explaining a procedure to someone new to that topic, then your best bet would be to write an essay. Alternatively, if your purpose is simply to inform someone about something they might find interesting, articles would do just fine. Finally, if you want to share some information with a large group of people with similar interests, then a paper would be your choice. So which one should you choose? It depends on what exactly it is that you want to achieve with your writing.

Subject Matter

There are a few distinct differences in subject matter for these different types of written work. Essays should be focused and concise; articles cover a broader scope. For example, if you were writing about gun control in America from a historical standpoint, your essay would focus on one distinct period throughout American history (likely before modern times), while your articles could each look at a different time during which gun laws were passed, enacted or changed. Papers are similar to essays in that they have a narrow focus, but papers typically take on more of an academic tone than essays do. Papers may also have footnotes, bibliographies, and other citations within them. It’s important to note that there isn’t always a clear distinction between essay and paper; some papers can even read like essays!

Unlike essays and articles, papers do not focus on a single topic. Papers are meant to convey complex information that may have been derived from numerous sources of information. Papers are also typically longer than essays or articles, ranging from five to more than 20 pages in length. This makes papers a relatively demanding form of academic writing. While essays often focus on personal reflections or observations, papers delve into specific topics with objective research findings drawn from secondary sources such as newspapers, journals, or books. An essay writer can be anyone who writes essays for money. An essay writer can be someone who has experience working with students in high school, college, or university-level institutions.

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How to write an article? | B2 First (FCE)

In the B2 First Writing Paper you could be asked to write an article about a variety of topics. However, it’s often something you’ve recently learned to do or know a lot about. For example, the question might be about a concert you’ve been to recently, you favourite hobby or your hometown.

The idea is to write in a way that grabs the reader’s attention and keeps them interested until the very end.

Differences between articles and essays

In an article, you need to constantly be telling the reader what you think .
The article is informal, the essay is formal and neutral.
The essay has a clear organisation, whereas the article might not .

B2 First (FCE) Article: Structure

Fce, cae, cpe, practice, write & improve, b2 first (fce) article: writing guide.

Articles usually have a title. The title should be informative (give the reader an idea of the subject) and attractive ( make the reader want to read the article ).

No need for a complete sentence

Title A: The Internet: A Great Invention

Title B: Keep It Healthy!

Introduction

The start of the article should be linked to the title, introduce the topic and engage the reader. Often, an article starts with a question that introduces the topic which will be discussed in the article.

General statement about the topic.
Start with a question, problem or quotation.

Introduction A: The Internet has changed the way we live. It started as something that we could access only through a computer, but nowadays it is everywhere, and I love it!

Introduction B: Are you a busy college student? Do you struggle to keep fit and eat healthily? Don’t worry! I am going to tell you exactly what you should do. Keep on reading, you will thank me later!

Paragraphs 1-2

Each should be clearly defined, not too long and clearly linked.

Describe issues in detail and use one paragraph per issue.
Use linkers, sequencing and sophisticated vocabulary.

Paragraph A1: One of the cool things about the world wide web is that you can ….. Paragraph A2: However, the greatest thing about the Internet is how you can learn tons of things… Paragraph 1B: First of all, you must start moving your body. You could go to the gym if ….. Paragraph B2: Secondly, your diet is just as important. I suppose you live on a low budget

An ending can state an opinion, give the reader something to think about, summarise the article or even end with a quotation.

Conclusion A: If you follow all these tips, I’m sure you will keep fit easily! And if you already tried that, let me know how you feel now

Conclusion B: In conclusion, the Internet has a lot of great things. For me, the best are finding information and learning online. What about you? What are your favourite things about it?

Let’s summarize! – How to write an Article?

Try and engage the reader’s attention and interest. Ask questions at the beginning.
There should be a link between the opening sentence and the title.
Personalise the article using true stories or anecdotes.
If you decide to take a light-hearted approach or a more serious one, maintain the same style throughout the article.
Check your work for accuracy, punctuation and spelling.

Article could be light or serious (but should be consistent), depending on who the target reader is. May use some rhetorical questions e.g. Can you imagine a school where every student enjoys themselves?

More than Practice Tests

B2 first (fce) article: model answers, fce article example 1.

A local magazine has asked readers to write an article about their favourite things about the Internet. Write the article talking about the things you do with the Internet and recommend a website to other readers.

Write your article.

Student’s FCE Article Answer:

The Internet: A Great Invention

The Internet has changed the way we live. It started as something that we could access only through a computer, but nowadays it is everywhere, and I love it!

One of the cool things about the world wide web is that you can look up anything you want and nd out the answer straight away. Isn’t that fantastic? For example, imagine you are arguing with your friends about how to do something. Easy solution! Go online and find the answer.

However, the greatest thing about the Internet is how you can learn tons of things very cheaply or even for free! In fact, my favourite website is www.udemy.com,where people register to teach and learn about different things: music, website design, making apps, history, etc. So I totally recommend it to everyone!

In conclusion, the Internet has a lot of great things. For me, the best are finding information and learning online. What about you? What are your favourite things about it?

Get Your (FCE) Article Checked!

Fce article example 2.

Fitness bloggers wanted!

Our fitness magazine is looking for influencers to write an article on how to stay fit when you are a college student. So if you have any cool ideas, send us an article in which you:

• Explain the type of exercise you recommend • Recommend a healthy but cheap diet • Give other ideas you like

Write your article .

Keep It Healthy!

Are you a busy college student? Do you struggle to keep fit and eat healthily? Don’t worry! I am going to tell you exactly what you should do. Keep on reading, you will thank me later!

First of all, you must start moving your body. You could go to the gym if you have the time. But if you’re busy – you’re a student, you should be busy! – don’t sign up for a gym. Instead, start cycling to college and give up using elevators. You’ll see how your fitness improves quickly!

Secondly, your diet is just as important. I suppose you live on a low budget, so I suggest you don’t eat out much. Eating out can be unhealthy and expensive. Sogo to your local supermarket and buy healthy, inexpensive vegetables and fruit.

Finally, pay attention to how you sit when you are studying. Posture is super important to feel well, especially if you are a student or an office worker.

If you follow all these tips, I’m sure you will keep fit easily! And if you already tried that, let me know how you feel now

B2 First (FCE) Article: Example topics

Fce sample article topic 1.

You see this announcement in the Leisure and Entertainment magazine.

Could you live without internet for a month? Write and tell us what difference this would make to your life. We will publish the best article.

FCE Sample Article Topic 2

You see this announcement in a magazine.

We invite you to write an article on ‘The City of the Future’. In what ways will Cities be different in the future? In what ways will they be the same? The writer of the best article will receive a prize.

FCE Sample Article Topic 3

You have seen this notice in an international magazine.

Inventions have affected all our lives! Write us an article about one invention, explaining why you think it is important and saying how it has affected your own life.

The best article will be published in the magazine.

B2 First (FCE) Article: 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?

Communicative Achievement

Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?
Have I communicated a balance of straightforward and more complex ideas?
Have I used a suitable style and register (formal or informal) for the task?

Organisation

Have I used paragraphs appropriately to organise my ideas?
Have I used other organisational features appropriately for the genre of the text (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, pronouns, etc. to refer to different things within the text?)
Are the ideas balanced appropriately, with suitable attention and space given to each one?
Have I used a wide range of vocabulary?
Have I avoided repeating the same words and phrases?
Have I used a range of simple and more complex grammatical structures?
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?

B2 First (FCE) Article: Tips

PLAN your article.
Give your article a title.
Ask rhetorical questions to get your readers’ attention. Eg. What would the world be like without oil? What will life be like in 20 years time?
Speak directly to your readers. Eg. Let’s just imagine some of the possibilities.
Give examples where appropriate.
Use humour where appropriate
Give a conclusion and summary in the last paragraph.
Finally, give your opinion where appropriate.
REVISE your article to correct mistakes

Would you pass B2 First (FCE)?

B2 first (fce) article: 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.

La farmacia viagra online ti dà i migliori prezzi per i farmaci generici. Breve tempo di elaborazione! Oltre mezzo milione di clienti! Pillole bonus gratuite per tutti gli ordini!

Rhetorical phrases:

Have you ever ……..? What do you think about ……..? Are you one of those people who thinks that ……? Are you one of those people who …….? What would life be like if ……? Will the future bring us ….. ?

Introducing your first point:

Firstly In the first place First of all The first thing to consider is One thing to consider is To begin with

Introducing more points:

Secondly Another consideration Yet another consideration Another thing to consider is Added to that Apart from that In addition to this

Introducing your final points:

In conclusion To conclude To sum up So

Introducing your opinion:

I think In my opinion Personally, I believe that In my view If you ask me To my mind My personal opinion is

What is your level of English?

What’s The Difference Between An Article, A Paper, And An Essay? (Detailed Analysis)

Categories Culture

School and college life revolves around different types of writing, including opinion articles, review articles, research papers, and essays. Each of these has a different length, structure, and level of research.

You can write articles on various topics and niches if you gather enough information. It is possible to format an interview into an article so that it can be published in a magazine or online publication.

A paper, on the other hand, is longer than an essay or article, and one must follow a specific sequence. There is an abstract at the beginning, followed by a paragraph, a conclusion, and citations at the end.

There are a few paragraphs in the essay, all of which should be transitioned smoothly. The purpose of the essay is to persuade the reader through your logic and ideas. Different types of essays require different thoughts and writing processes.

This article is all about differentiating between an article, paper, and essay, so if it interests you, stick around while we explore these topics. Let’s get into it .

Page Contents

What Is An Article?

Articles are read by thousands of people around the globe and are generally written to educate people about something they’re unaware of. They are either published on an online website, magazine, or newspaper.

In the article, the writer expresses his or her perspective on a certain topic. The articles, mainly, are written to make people aware of a particular topic.

What Is A Paper?

The purpose of writing a research paper is to fill the gaps other authors left while writing on a similar topic.

There’s a structure that one must follow while writing a paper . Before writing a paper, make sure you’ve read the relevant papers.

Another important step is knowing your audience. It’s worth noting that the papers have a different outline of the paper than the essay or article.

Structure of the Paper

Introduction
Literature review
Methodology
References

Steps To Write A Paper

First of all, you need to pick a topic that you’re interested in. Choosing a topic you’re not interested in is never a good idea.
Read at least five relevant papers. There’s no need to read the papers thoroughly; you should only go through the abstract part, the introduction paragraph, and the conclusion.
Write down the findings and gaps that you can work on. Most of your writing covers areas that other papers do not cover.
The paper always starts with an introduction. Your thesis statement also goes here.
Since the body part of a paper is almost 8 to 12 pages, you can add as many paragraphs as you want.
In the end, you conclude your findings and give references to the sources.

What Is An Essay?

The word essay originates from the Latin word ‘exagium’ which refers to the presentation of the case .

An essay is all about giving a verdict on the issue after looking at all sides of the topic with an open mind. However, you need to consider all the evidence .

Essay writing comes with tremendous benefits. It builds a habit of looking at topics from various angles. Additionally, you get an opportunity to express your opinion after thorough research.

There are three parts to the essay: the introduction, the body, and the conclusion.

Introduction

One has to catch the reader’s attention from the first line of the introduction. The purpose of this is to arouse curiosity, which then leads your readers to read more.

In the introduction section, you give a little bit of an overview of the topic you’re writing about. It gives readers an insight into what’s coming next .

This would prevent most people from reading the bottom of your essay. Therefore, it’s really important to keep your audience hooked and curious.

Starting the introduction with some statistics or research findings is the best way to accomplish this. The most important thing to write in the introduction is the thesis statement.

When writing a paragraph in the body section, it’s important to keep sentences linked with each other. They must be coherent.

There should also be backing to your ideas from some relevant studies or sources. The best way to do this is by citing quotations, statistics, and research papers.

Additionally, you should never include irrelevant data in your essay.

The conclusion part includes a summary of the whole essay. You also write your findings or main points in this section of the essay.

Is the Article Different From The Essay?

There is always a thesis statement in an essay, along with reliable sources supporting the argument whereas an article solely represents your idea or opinion.

You’ll see very few articles that are written to persuade someone, while essays are only meant to persuade the readers.

The tone and the structure of the article are indeed different from the essay. The articles are written in simple English, so users of all ages will be able to understand them.

The length of both pieces of writing also differs. There is no limit to the word count when writing an article. An essay can be as long as a page or as short as a paragraph.

It is recommended that an essay be between 1500 and 2000 words in length.

Articles, Papers, and Essays: Differences and Similarities

Articles, papers, and essays have different purposes in academic and professional writing.
Articles inform readers on diverse topics. They engagingly present the author’s viewpoint. They’re often found in magazines or online platforms.
Research papers have sections like abstracts, introductions, reviews, methodologies, findings, and conclusions. They aim to fill gaps in the literature .
Essays look at different sides of a topic. They give a conclusion backed by facts and careful thinking.
Articles can be long or short and can be written in many different ways. Papers need a lot of research and must sound serious and smart. Essays use smart arguments to convince people.
These are different types of writing with different lengths, tones, and reasons for writing. Essays try to convince people of something. Papers are written to share information. Articles give people information that’s easy to understand.
Knowing these differences is crucial. It helps you communicate well especially when you’re doing school or college work.
There are different types of academic writing. Each type has its purpose. They each have different ways to make things easy to understand.
When you get the little details of these types of writing, it makes it easier to understand how they work. This helps both in school and at work.

Academic Essay Writing Made Simple: 4 types and tips

The pen is mightier than the sword, they say, and nowhere is this more evident than in academia. From the quick scribbles of eager students to the inquisitive thoughts of renowned scholars, academic essays depict the power of the written word. These well-crafted writings propel ideas forward and expand the existing boundaries of human intellect.

What is an Academic Essay

An academic essay is a nonfictional piece of writing that analyzes and evaluates an argument around a specific topic or research question. It serves as a medium to share the author’s views and is also used by institutions to assess the critical thinking, research skills, and writing abilities of a students and researchers.

Importance of Academic Essays

4 main types of academic essays.

While academic essays may vary in length, style, and purpose, they generally fall into four main categories. Despite their differences, these essay types share a common goal: to convey information, insights, and perspectives effectively.

1. Expository Essay

2. Descriptive Essay

3. Narrative Essay

4. Argumentative Essay

Expository and persuasive essays mainly deal with facts to explain ideas clearly. Narrative and descriptive essays are informal and have a creative edge. Despite their differences, these essay types share a common goal ― to convey information, insights, and perspectives effectively.

Expository Essays: Illuminating ideas

An expository essay is a type of academic writing that explains, illustrates, or clarifies a particular subject or idea. Its primary purpose is to inform the reader by presenting a comprehensive and objective analysis of a topic.

By breaking down complex topics into digestible pieces and providing relevant examples and explanations, expository essays allow writers to share their knowledge.

What are the Key Features of an Expository Essay

Provides factual information without bias

Presents multiple viewpoints while maintaining objectivity

Uses direct and concise language to ensure clarity for the reader

Composed of a logical structure with an introduction, body paragraphs and a conclusion

When is an expository essay written.

1. For academic assignments to evaluate the understanding of research skills.

2. As instructional content to provide step-by-step guidance for tasks or problem-solving.

3. In journalism for objective reporting in news or investigative pieces.

4. As a form of communication in the professional field to convey factual information in business or healthcare.

How to Write an Expository Essay

Expository essays are typically structured in a logical and organized manner.

1. Topic Selection and Research

Choose a topic that can be explored objectively
Gather relevant facts and information from credible sources
Develop a clear thesis statement

2. Outline and Structure

Create an outline with an introduction, body paragraphs, and conclusion
Introduce the topic and state the thesis in the introduction
Dedicate each body paragraph to a specific point supporting the thesis
Use transitions to maintain a logical flow

3. Objective and Informative Writing

Maintain an impartial and informative tone
Avoid personal opinions or biases
Support points with factual evidence, examples, and explanations

4. Conclusion

Summarize the key points
Reinforce the significance of the thesis

Descriptive Essays: Painting with words

Descriptive essays transport readers into vivid scenes, allowing them to experience the world through the writer ‘s lens. These essays use rich sensory details, metaphors, and figurative language to create a vivid and immersive experience . Its primary purpose is to engage readers’ senses and imagination.

It allows writers to demonstrate their ability to observe and describe subjects with precision and creativity.

What are the Key Features of Descriptive Essay

Employs figurative language and imagery to paint a vivid picture for the reader

Demonstrates creativity and expressiveness in narration

Includes close attention to detail, engaging the reader’s senses

Engages the reader’s imagination and emotions through immersive storytelling using analogies, metaphors, similes, etc.

When is a descriptive essay written.

1. Personal narratives or memoirs that describe significant events, people, or places.

2. Travel writing to capture the essence of a destination or experience.

3. Character sketches in fiction writing to introduce and describe characters.

4. Poetry or literary analyses to explore the use of descriptive language and imagery.

How to Write a Descriptive Essay

The descriptive essay lacks a defined structural requirement but typically includes: an introduction introducing the subject, a thorough description, and a concluding summary with insightful reflection.

1. Subject Selection and Observation

Choose a subject (person, place, object, or experience) to describe
Gather sensory details and observations

2. Engaging Introduction

Set the scene and provide the context
Use of descriptive language and figurative techniques

3. Descriptive Body Paragraphs

Focus on specific aspects or details of the subject
Engage the reader ’s senses with vivid imagery and descriptions
Maintain a consistent tone and viewpoint

4. Impactful Conclusion

Provide a final impression or insight
Leave a lasting impact on the reader

Narrative Essays: Storytelling in Action

Narrative essays are personal accounts that tell a story, often drawing from the writer’s own experiences or observations. These essays rely on a well-structured plot, character development, and vivid descriptions to engage readers and convey a deeper meaning or lesson.

What are the Key features of Narrative Essays

Written from a first-person perspective and hence subjective

Based on real personal experiences

Uses an informal and expressive tone

Presents events and characters in sequential order

When is a narrative essay written.

It is commonly assigned in high school and college writing courses to assess a student’s ability to convey a meaningful message or lesson through a personal narrative. They are written in situations where a personal experience or story needs to be recounted, such as:

1. Reflective essays on significant life events or personal growth.

2. Autobiographical writing to share one’s life story or experiences.

3. Creative writing exercises to practice narrative techniques and character development.

4. College application essays to showcase personal qualities and experiences.

How to Write a Narrative Essay

Narrative essays typically follow a chronological structure, with an introduction that sets the scene, a body that develops the plot and characters, and a conclusion that provides a sense of resolution or lesson learned.

1. Experience Selection and Reflection

Choose a significant personal experience or event
Reflect on the impact and deeper meaning

2. Immersive Introduction

Introduce characters and establish the tone and point of view

3. Plotline and Character Development

Advance the plot and character development through body paragraphs
Incorporate dialog , conflict, and resolution
Maintain a logical and chronological flow

4. Insightful Conclusion

Reflect on lessons learned or insights gained
Leave the reader with a lasting impression

Argumentative Essays: Persuasion and Critical Thinking

Argumentative essays are the quintessential form of academic writing in which writers present a clear thesis and support it with well-researched evidence and logical reasoning. These essays require a deep understanding of the topic, critical analysis of multiple perspectives, and the ability to construct a compelling argument.

What are the Key Features of an Argumentative Essay?

Logical and well-structured arguments

Credible and relevant evidence from reputable sources

Consideration and refutation of counterarguments

Critical analysis and evaluation of the issue

When is an argumentative essay written.

Argumentative essays are written to present a clear argument or stance on a particular issue or topic. In academic settings they are used to develop critical thinking, research, and persuasive writing skills. However, argumentative essays can also be written in various other contexts, such as:

1. Opinion pieces or editorials in newspapers, magazines, or online publications.

2. Policy proposals or position papers in government, nonprofit, or advocacy settings.

3. Persuasive speeches or debates in academic, professional, or competitive environments.

4. Marketing or advertising materials to promote a product, service, or idea.

How to write an Argumentative Essay

Argumentative essays begin with an introduction that states the thesis and provides context. The body paragraphs develop the argument with evidence, address counterarguments, and use logical reasoning. The conclusion restates the main argument and makes a final persuasive appeal.

Choose a debatable and controversial issue
Conduct thorough research and gather evidence and counterarguments

2. Thesis and Introduction

Craft a clear and concise thesis statement
Provide background information and establish importance

3. Structured Body Paragraphs

Focus each paragraph on a specific aspect of the argument
Support with logical reasoning, factual evidence, and refutation

4. Persuasive Techniques

Adopt a formal and objective tone
Use persuasive techniques (rhetorical questions, analogies, appeals)

5. Impactful Conclusion

Summarize the main points
Leave the reader with a strong final impression and call to action

To learn more about argumentative essay, check out this article .

5 Quick Tips for Researchers to Improve Academic Essay Writing Skills

Use clear and concise language to convey ideas effectively without unnecessary words

Use well-researched, credible sources to substantiate your arguments with data, expert opinions, and scholarly references

Ensure a coherent structure with effective transitions, clear topic sentences, and a logical flow to enhance readability

To elevate your academic essay, consider submitting your draft to a community-based platform like Open Platform for editorial review

Review your work multiple times for clarity, coherence, and adherence to academic guidelines to ensure a polished final product

By mastering the art of academic essay writing, researchers and scholars can effectively communicate their ideas, contribute to the advancement of knowledge, and engage in meaningful scholarly discourse.

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Difference Between Article and Essay

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Articles and essays are both common forms of written communication that are utilized in a variety of sectors of study and vocations. Their goal, organization, and writing style, however, differ.

Articles are pieces of text that are published in a newspaper, magazine, journal, or website, either in print or electronically. It is intended for a big audience. It is founded on surveys, research, data, and analysis, among other things. Articles can be short or somewhat more than 1500 words. It is written with a certain goal in mind and teaches the readers about an idea.

Articles inform readers and keep them up to date by appearing in newspapers, magazines, encyclopedias, and, increasingly, websites. Let us use an example to better understand what an article is. Assume that in a research center, a scientist discovered any new notions and published a brief essay in a popular magazine, so that individuals in the same area found it useful and were also informed about a new thing.

Examples of articles include news articles, feature articles, and opinion pieces.

An essay is a formal and comprehensive piece of literature that describes a particular issue or topic analyzed and discussed. It refers to a short piece of writing on a particular subject. Mainly students in their academics are asked to write essays on some topics as a response to a question or proposition. It does not have a specific readership in mind.

Through essays, the writer or narrator expresses his or her personal views or opinion on a particular topic or a question and it is based on an educational and analytical tone. Let’s take an example and understand what is essay clearly suppose a school student has an exam and in the question paper he has been asked to write something explaining about Floods in India which is an example of an essay.

Examples of essays include academic essays, personal essays, and argumentative essays.

Tabular Differences between Article and Essay:

Conclusion:.

In summary, articles and essays are two different forms of written communication that serve different purposes. Articles are used to provide information about a particular topic, while essays are used to express personal opinions or persuade the reader to take a certain course of action. Understanding the differences between the two can help you choose the appropriate format for your writing task.

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Published: 31 May 2024

What difference does one course make? Assessing the impact of content-based instruction on students’ sustainability literacy

Inan Deniz Erguvan ORCID: orcid.org/0000-0001-8713-2935 1

Humanities and Social Sciences Communications volume 11 , Article number: 708 ( 2024 ) Cite this article

Metrics details

Language and linguistics

Composition studies, with their cross-disciplinary role in students’ academic lives, can be essential in placing sustainability at the center of students’ learning. This research assessed the impact of content-based instruction on students’ sustainability literacy in a first-year composition course through a mixed-method design. In the quantitative part of this case study, 221 students in different classes of a first-year writing course in a higher education institute in Kuwait during the Fall term of 2022 were first given a pretest to determine their sustainability literacy levels. During a 6-week period, 121 students participated in the content-based instruction emphasizing sustainability, while 100 students comprised the control group, receiving curriculum without any emphasis on sustainability. The allocation of students in these two groups was random, determined solely by the classes they were enrolled in at the beginning of the semester. At the end of the semester, both the experimental and control groups were given a posttest to measure the impact of the instruction on their sustainability literacy levels. For the qualitative component, 60 students from the experimental group and 60 students from the control group were tasked with composing an essay identifying Kuwait’s major sustainability challenges and proposing corresponding solutions. The impact of content-based instruction on students’ literacy levels was measured by conducting a qualitative and quantitative content analysis on their writing. The results showed that the experimental group students made statistically significant improvements in their sustainable literacy levels, scored better on the posttest, used more sustainability terms and concepts, and identified more sustainability-related challenges and solutions in their essays.

Introduction

Our planet faces a critical emergency, evident in ecosystem devastation, species extinction, the depletion and destruction of vital resources, widespread pollution, and extreme poverty affecting billions of people. Scientists attribute these challenges significantly to our ignorance of the limits of Earth’s resources.

With its 17 Sustainable Development Goals (SDGs), the United Nations’ 2030 Sustainable Development Agenda is one of the most important attempts to solve the intricate global issues of our day. Reaching the objectives of sustainable development (SD) requires education. According to the UN, sustainability literacy includes the mindsets, abilities, and information people need to genuinely commit to creating a sustainable future and make wise decisions in that direction (Decamps, 2017 ).

The Education for Sustainable Development (ESD) framework, developed by the UN, serves as a roadmap for institutions and educators to revise curricula and teaching pedagogies based on sustainability principles. This framework is employed by hundreds of universities worldwide (Yuan and Zuo, 2013 ). ESD has gained political and institutional acceptability in many parts of the world recognizing the potential of promoting sustainability literacy to foster creative solutions to the world’s problems.

There is consensus that higher education institutions (HEIs) ought to promote sustainable development via research and activism since all students, regardless of their field of study, have the capacity to be social change agents. As a result, pupils need to acquire the skills necessary to contribute to a sustainable future (Buckler and Creech, 2014 ).

HEIs are responsible for teaching sustainability literacy and producing environmentally conscious citizens, given their ability to shape students’ attitudes and perspectives (Stephens et al. 2008 ). This endeavor holds particular significance in creating a new generation keenly aware of the global environmental challenges we are going through (Koehn and Uitto, 2017 ).

Leal Filho ( 2010 ) argues that universities cannot avoid dealing with the biggest problems that humanity is currently experiencing. Additionally, he contends that ESD is especially important in higher education since students will soon be pursuing careers in a variety of fields and will need to understand how their careers can contribute to the solution of sustainability issues. According to Leal Filho ( 2010 ), ESD will inspire students “to take action both during their time as students and, later on, as professionals” (p. 2). Therefore, in order to effectively address the difficulties they will experience in their various disciplines, undergraduates should develop competence-based sustainability awareness and literacy.

Sustainable development is not restricted to a single science. Composition studies, with their inherent cross-disciplinary and distinctive purpose in students’ academic lives, can play an important role in making sustainability a core focus of the curriculum. Composition instructors have the freedom to teach in a variety of contexts and disciplines. While teaching composition is as labor-intensive as any other subject in higher education, writing instructors have more clout to urge students to investigate a wide range of topics than academics who teach in more specialized fields (Owens, 2001 ).

Although certain curricular initiatives have been the subject of research, the impact of curriculum design on improving sustainability understanding has not received as much attention. Because of this, there are currently no guidelines in the literature for developing curriculum that specifically address sustainability learning objectives. Therefore, the goal of this project is to enhance students’ sustainability literacy by supporting the development of a structured curriculum in a first-year writing course. In order to do this, this study examined the benefits of utilizing textual and audiovisual materials in content-based instruction to introduce students to the three dimensions of sustainability as well as the United Nations Sustainable Development Goals.

Content-based instruction (CBI) is a popular approach to language education that combines content and language learning. Content-based education varies from standard language classes in that language comes second to content. This teaching technique is deemed effective because it employs English as a medium to impart content knowledge while providing various opportunities for students to use English in class (Brinton et al. 2003 ). Thus, the use of English stems from meaningful purposes (content learning) and frequent practice (opportunities to use English), resulting in an environment conducive to rich discussions, ultimately improving language fluency while reinforcing the content taught in a variety of academic areas. In other words, content-based language acquisition gives pupils a valid or relevant purpose to use the language they are learning (Kennedy 2006 ).

The CBI is seen as an effective tool for preparing students for higher education studies in a new language and context. Song ( 2006 ) conducted a long-term study to find out how well CBI worked for ESL students at a community college in the United States. According to the study, students enrolled in the content-linked ESL program passed the ESL course with greater marks and pass rates. They also performed better in follow-up ESL and developmental English classes. Overall, compared to their peers, the ESL students who were linked to content demonstrated higher levels of long-term academic performance. Higher GPA overall, graduation and retention rates, and English proficiency exam pass rates were all indicators of this achievement.

According to Stoller ( 2004 ), CBI stands out for its dedication to both language and content-learning objectives. Over the years, the program has garnered support as a result of students’ improved language skills and content-area knowledge at the elementary, middle, and post-secondary education levels, which attests to its perceived successes. According to Kennedy ( 2006 ), kids who study languages in addition to other subjects perform better academically and are able to make links between their studies and the real world. Multiple teaching methodologies are employed in content-based foreign language instruction, which also accounts for the variety of learning styles and intelligences present in the classroom (Kennedy, 2006 ).

However, despite the abundance of interest in using CBI to increase students’ awareness of certain topics and concepts, there is still a lack of research in assessing the impact of CBI on sustainability literacy. There are a few case studies, several reports of individual attempts and class practices to implement CBI in EFL classes to familiarize students with sustainability concepts (Vorholt, 2018 ; Schneider, 2017 ), and the empirical studies tend to focus on assessing teachers’ perspectives on teaching sustainability to their students (Shah et al., 2022 ; Maijala et al., 2023 ). Additionally, studies assessing the impact of CBI on students’ sustainability literacy with an experimental research design are very rare in the literature. Thus, this research is expected to make an important contribution to the field of sustainability education in higher education institutions.

This research employs a case study approach due to its ability to allow in depth, multifaceted explorations of complex issues in a real-world context (Crowe et al., 2011 ). This methodology aligns with the exploratory nature of this research, enabling us to generate a contextualized understanding that contributes to the existing body of knowledge. The selected case institution offers a valuable opportunity to examine a real-world scenario that is both relevant to our research questions and has generated practical implications for decision-makers in the field.

The main research questions that will guide the study are as follows:

Did the content-based instruction have any significant effect on the participants’ sustainability literacy levels?

Are there any differences between the control and experimental groups’ essays in terms of students’ perceptions of sustainability challenges and their solutions in Kuwait?

Sustainability

The idea of sustainability is not so new; it existed before the field of environmental sciences as we know it today. Nonetheless, the need to use resources sustainably has become more widely recognized due to factors including population growth, increased consumption following the Industrial Revolution, and the threat of the depletion of essential resources like coal, oil, and wood. Fears that living standards would not be maintained for current or future generations sparked a style of thinking that led to the creation and acceptance of sustainable development (Du Pisani, 2006 ).

Although there is still no commonly accepted definition of sustainability, its context has eventually widened to include “three pillars”; namely the social, economic, and environmental aspects of sustainability (Purvis et al., 2019 ). Initially, the focus was mainly on the environmental dimension of sustainability and many researchers considered this dimension more important than the other two, however, later, the economic, and social dimensions started to attract similar amounts of attention (Colantonio, 2007 ).

Following the 1972 United Nations Conference on the Human Environment, which was the first UN conference devoted to environmental issues, there have been global efforts to redefine sustainability. There are many definitions of sustainable development, but the one that is most often cited comes from the 1987 Brundtland Report, also known as Our Common Future: “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987 ).

Solutions to sustainability issues, whether ecological, social, or economic, hinge on decision-making processes at both the organizational and individual levels. It is important to recognize that organizational decisions stem from individual choices (Carley and Behrens, 1999 ). Therefore, the success of sustainability goals largely relies on individual decision-making, particularly in consumer behavior. By opting for sustainable choices, consumers can drive demand for sustainable products and services, articulate their values, reduce their environmental footprint, and contribute to building a culture of sustainability. The positive effect of education on pro-environmental consumption behaviors is evident in the literature (AlNuaimi and AlGhamdi, 2022 ; Adjengdia and Schlegelmilch, 2020 ; Achola et al., 2020 ) and was recognized in the Brundtland Report ( 1987 ).

Furthermore, in 2002, the World Summit on Sustainable Development and the Commission on Sustainable Development emphasized the crucial role of information in informed decision-making. Hence, education emerges as a vital instrument in achieving sustainability goals. It empowers individuals and communities to take meaningful action and make informed choices that safeguard the environment while promoting social and economic development.

Sustainability literacy

Organizations from a variety of sectors have prioritized educational projects aimed at improving people’s understanding of sustainability because they believe that a sustainable future requires a society that is knowledgeable about sustainability. The significance of sustainability education has been emphasized recently by international organizations, private companies, and most significantly, higher education institutions. Renewing interest in creating trustworthy assessments of sustainability literacy and knowledge has coincided with the increased emphasis on sustainability education.

Various approaches have been used to develop a valid assessment tool for sustainability literacy. One noteworthy example is the SULITEST (Sustainability Literacy Test), established after the Rio+20 Conference (Decamps et al., 2017 ). SULITEST is an online standardized set of multiple-choice questions that can be used globally, alongside specialized modules tailored to specific national, regional, and cultural contexts. Décamps et al. ( 2017 ) outlined the structure of this tool and highlighted its potential for measuring sustainability literacy on a global scale, recommending its adoption by educational institutions.

Similarly, Zwickle and Jones ( 2017 ) developed a web-based survey tool to assess the sustainability knowledge of undergraduate students at Ohio State University; this tool involved 1000 participants and comprised 16 multiple-choice questions. In the United States, the American Association for the Advancement of Sustainability in Higher Education (AASHE) introduced the Sustainability Tracking Assessment Rating System (STARS) in 2010, with participation from more than a thousand institutions by 2022. The STARS evaluates the sustainability efforts of colleges and universities in the U.S., rewarding institutions that offer a greater number of sustainability-related courses or even require students to complete at least one sustainability course as part of their general education requirements (Bullock and Wilder, 2016 ). Participating institutions assess the sustainability literacy of their students, focusing on their knowledge of sustainability topics and challenges.

As higher education institutions and society at large increasingly prioritize the importance of individuals’ understanding of sustainability, the need for accurate assessments of sustainability knowledge becomes more significant. The development of improved measures of sustainability knowledge is anticipated to enhance sustainability education and ultimately cultivate a population with higher levels of sustainability literacy (Kuehl et al., 2023 ).

Sustainability in Kuwait

Kuwait is identified as one of the wealthiest countries in the world, owing to its substantial revenues derived from the oil sector. The country enjoys an abundance of wealth from the oil sector which make up more than 90% of Kuwait’s export earnings, a dependence that makes it difficult to diversify the economy and develop other industries that are less reliant on fossil fuels (Eltony, 2002 ). Consequently, Kuwait encounters various sustainability challenges, primarily stemming from its heavy reliance on oil revenues (AlOthman and Palliam, 2018 ). Some of the major environmental challenges faced by Kuwait are air pollution, water scarcity, and waste management. The country has high levels of air pollution due to its petrochemical industry activities and transportation. Water scarcity is a significant issue in Kuwait, where desalination plants are relied upon to meet water needs. Nevertheless, Kuwaitis consume a staggering 520 l of freshwater per capita per day, one of the highest in the world (Kuwait National Development Plan, 2017 ). Waste management poses another significant challenge, as Kuwait generates large amounts of waste due to high mass consumption, necessitating proper disposal and recycling methods (Al Yaqout et al., 2002 ; Koushki et al., 2004 ). Currently, water and energy consumption, along with waste production per capita, rank among the highest globally in Kuwait.

The country has launched several initiatives to promote sustainable development, and the most significant initiative is the Kuwait National Development Plan (KNDP) that serves as a roadmap for sustainable development in Kuwait. The KNDP emphasizes the importance of economic, social, and environmental sustainability and sets targets for reducing carbon emissions, improving waste management, and promoting renewable energy (Kuwait National Development Plan, 2017 ). Kuwait officially embraced the SDGs in September 2015, subsequently integrating them into its Vision 2035 plan.

Despite these efforts, Kuwait currently holds the 101st position out of 163 countries, with an overall score of 64.53 (Sachs et al., 2022 ). Furthermore, there remains a gap in the implementation of sustainable practices by government agencies and a lack of sustainable awareness among the public. Very few studies exist in this domain, with the overarching message emphasizing the need for greater awareness of sustainability in Kuwait. For example, a study by Al Qattan and Gray ( 2021 ) revealed that government policies and practices inadequately address pollution issues, particularly in Kuwaiti water bodies. Similarly, AlSanad ( 2015 ) found that lack of awareness acts as a main barrier to adopting sustainable construction approaches in Kuwait and stresses the need for governmental initiatives such as standards, policies, and incentives to promote sustainability. According to similar research (Koushki et al., 2004 ; AlSulalili et al., 2014 ; Al Beeshi et al., 2020 ), there is a dearth of public knowledge of sustainable waste management techniques and municipal programs for waste prevention, reduction, or recycling.

Kuwait’s overall score of 64.53 places it 101st out of 163 countries, notwithstanding these efforts (Sachs et al., 2022 ). In addition, there is still a lack of public understanding of sustainability issues and a gap in the way government agencies are implementing sustainable practices. There are very few studies in this field, and most of them emphasize how important it is for Kuwaitis to be more conscious of sustainability. Al Qattan and Gray’s study from 2021, for instance, showed that pollution problems are not sufficiently addressed by government policies and practices, especially when it comes to Kuwaiti water bodies. Similar findings were made by AlSanad ( 2015 ), who highlighted the necessity of governmental initiatives such as standards, rules, and incentives and discovered that a major obstacle to Kuwait’s adoption of sustainable construction practices is a lack of awareness.

In conclusion, despite bourgeoning awareness of sustainability among businesses and the government’s initiatives to promote sustainability, Kuwait still requires heightened awareness and implementation of sustainable practices and concerted efforts to address the nation’s oil reliance and propel towards a more sustainable future.

Methodology

This study has a true experimental research design with random assignment of students in control and experimental groups, with a pretest and posttest administered to both groups. A mixed-method sequential explanatory approach was adopted to collect the data, which were first quantitative and then qualitative in two consecutive phases of the study (Creswell, 2012 ; Creswell and Clark, 2011 ). Using mixed methods helps to provide a more comprehensive framework of the phenomenon by enabling rich and informative data and validating and triangulating the data by analyzing the same issue through both quantitative and qualitative methods (Silverman, 2000 ).

Research population

The research population of the study consisted of students at a private university in Kuwait based on an American-style model of higher education that offers instruction in English. A total of 221 first-year composition students participated and were divided into experimental and control groups, with 100 students assigned to the experimental group and 121 to the control group. The allocation of students into these groups was random and determined by their enrollment in specific course sections at the beginning of the semester. The discrepancy in group sizes reflects variations in the number of students per course section, typically ranging from 20 to 25.

In the experimental group, 100 students received specialized content-based instruction focused on sustainability, while the remaining 121 students in the control group completed regular assignments as outlined in the course syllabus, covering various predetermined topics assigned by their writing instructors. Both groups underwent a pretest before the commencement of content-based instruction and a posttest at the conclusion of the semester.

The participants’ demographic information is displayed in Table 1 .

For the qualitative part of the study, the researcher collected essays from students at the end of the Fall semester of 2022. The research population consisted of students in both the experimental and control groups who attended the class and signed the consent form on the day of data collection, week 15 of Fall 2022. There were 65 students who produced an essay in the experimental group and 67 in the control group. Five essays from the experimental group and seven essays from the control group were eliminated because they had a very low word count (less than 100 words), thus, 120 were left for analysis.

Data collection

The quantitative section collected data through an adapted version of the Sustainability Literacy Assessment, prepared by a committee at the University of Wisconsin-Oshkosh to measure the university’s sustainability performance, within the Sustainability Tracking, Assessment & Rating System (STARS) framework ( 2018 ). The assessment form included four sections, testing the knowledge level with five multiple-choice questions, and assessing students’ self-reported skills, attitudes and familiarity with some sustainability topics and concepts on a five-point Likert scale. The Institutional Review Board (IRB) approval (case number 278674) was obtained, and students signed the consent form before the data collection. A total of 221 students completed the questionnaire—121 in the control group and 100 in the experimental group.

Table 2 shows the reliability scores of these sections of the data collection tool. When the scales are examined, it is determined that they have a good level of reliability. A Cronbach’s alpha greater than 0.50 indicates that the scale used is reliable. This also indicates that the internal consistency of the scale used in the study is good.

In the qualitative data collection, students in both the experimental and control groups were asked to write a short essay identifying the major sustainability challenge of Kuwait and offering solutions to this problem. This session was conducted during the scheduled class time of 50 min, on the computer under the instructor’s supervision.

Data analysis

The quantitative data were analyzed using the SPSS Statistics (Statistical Package for Social Sciences) for Windows 25.0 program. Along with descriptive statistical methods (numbers, percentages, minimum-maximum values, median, mean, standard deviation), chi-square analysis was applied to test the homogeneity of the groups. The data were checked for the normal distribution compatibility with Q–Q plot drawing for its skewness and kurtosis values (±3).

For quantitative data comparison in normally distributed data, an independent t test was used for comparisons between two independent groups, and a dependent t test was used for comparisons between two dependent stages. One-way ANOVA was applied for comparisons of more than two independent groups.

Three processes comprise the data analysis process in qualitative research: arranging and prepping the data for analysis, coding and condensing the data to reduce the data into themes and presenting the data in tables and figures (Creswell, 2012 ). The content analysis method was used to assess the data collected for this study. The methodical, impartial, and, if feasible, quantitative examination of the content of different documents is known as content analysis (Bilgin, 2006 ). Content analysis’s primary goal is to find ideas and connections that will contribute to the explanation of the information gathered.

The student essays were imported into the MAXQDA 2022 program, which utilizes visual analysis tools extensively and offers a more structured approach to data analysis than manual analysis (Kuckartz and Rädiker, 2019 ). To identify the most frequent words and word combinations in the essays, a quantitative content analysis was performed using the MaxDictio function of the software. For the qualitative content analysis, a combined approach incorporating both inductive and deductive methods was employed. The researcher thoroughly reviewed the data multiple times, generating initial codes. Codes that were related to each other were then grouped together under relevant themes and assigned appropriate names. Subsequently, the obtained themes were elaborated upon in detail and the findings were interpreted.

Research Question 1

Did the content-based instruction have a significant effect on the participants’ sustainability literacy levels?

The first section of the questionnaire included five questions testing students’ knowledge of sustainability. Table 3 below shows the percentages of correct and incorrect answers in the control and experimental groups according to the pretest and posttest scores.

According to Table 3 , the experimental group of students in the posttest scored the highest percentage in the knowledge questions. The percentage of correct answers produced by the students in the control group did not show a consistent pattern, while it increased in Q1 and Q3, it decreased in Q2, Q4, and Q5.

However, for the experimental group, the students’ correct answers to all the questions increased. To assess whether these differences were statistically significant, an independent t test was conducted between the pretest and posttest scores of the two groups.

Table 4 shows the result of the independent t test conducted to compare the average knowledge of the participants before and after the CBI. There was no statistically significant difference between the control group and experimental group participants’ pretest knowledge averages, but there was a statistically significant difference in posttest averages ( p < 0.05).

The questionnaire also included questions asking students to evaluate their literacy in skills, attitudes, and topics and concepts regarding sustainability. Table 5 shows the results of the independent t test conducted to compare the skills, attitudes, and topic and concept scores of the participants according to their groups. According to these findings, the posttest scores for skills, attitudes, and familiarity with topics and concepts were significantly greater for the experimental group participants than for the control group participants.

Research Question 2

Are there any differences between the control and experimental groups’ essays in terms of their perceptions of sustainability challenges and their solutions in Kuwait?

To analyze this question, students were asked to write an essay identifying the major sustainability challenge of Kuwait and offering some solutions to it. The essays were processed through MAXQDA, and the frequency distributions of the control and experimental group student essays are shown in Table 6 .

According to student perspectives, the major sustainability challenges in Kuwait were dependence on oil, donating money to other countries and unemployment in the economic area. In the environmental realm, pollution and littering were the most frequently mentioned problems, followed by climate change. Loss of biodiversity and scarcity of resources were the other two major environmental sustainability challenges. Social sustainability issues in Kuwait, as per student views, could be listed as health and wellbeing problems, corruption, lack of quality infrastructure, quality of education, gender inequality and discrimination and human rights issues.

Table 6 also shows the number of essays mentioning the coded sustainability problems in each group type. According to these findings, students in the control group identified similar codes for environmental and economic sustainability problems, except for unemployment, with varying frequencies. However, regarding social sustainability problems, no control group student mentioned quality of education, reducing inequality and discrimination, or traffic accidents, and only one student mentioned malnutrition and obesity, corruption and gender equality. These issues were identified by a larger number of students in the experimental group. Overall, in the sustainability problems content analysis, 94 codes were included in the control group, and 137 codes were included in the experimental group.

Table 7 below shows the codes in the student essays for solutions to Kuwait’s major sustainability problems. According to the content analysis of the essays, the control group students did not mention five solutions that were mentioned by the experimental group. These were Kuwaitization and creating jobs in the economic sustainability domain, improving the quality of education, reducing inequality and discrimination, and reducing traffic accidents in the social sustainability domain. Both groups proposed the same solutions in the environmental domain, with control group 84, and experimental 68 codes. However, overall, the control group students had 104 codes, and the experimental group students had 137 codes for sustainability solutions.

A final content analysis was conducted quantitatively, via the MAXDictio function of MAXQDA to test how many sustainability related terms and concepts the students used in their essays. The list prepared by The Association for the Advancement of Sustainability (AASHE)’s Suggested Keywords for Sustainability Course and Research Inventories (The Association for the Advancement of Sustainability in Higher Education, 2023 ) was uploaded to the software and the student essays were analyzed based on these keywords.

According to Table 8 , the word count of the essays in the experimental group reached 27,751, and that of the control group reached 28,303. Despite the higher word count, dictionary-based content analysis revealed that the experimental group used more sustainability related keywords, as listed in the inventory. Students in the experimental group used 122, and the control group used 97 of these suggested sustainability keywords in their essays.

This study aimed to assess the impact of a 6-week course on content-based instruction (CBI) on the sustainability literacy levels of composition students. Our findings indicate that CBI significantly improved the sustainability literacy of the experimental group, as evidenced by their post-test scores and written work.

The first research question was addressed quantitatively, revealing significant improvements in the experimental group’s knowledge levels, skills, attitudes, and familiarity with sustainability concepts compared to those of the control group. This finding suggested that CBI effectively enhanced students’ sustainability literacy.

The second research question was explored qualitatively through the analysis of student essays. The experimental group demonstrated a greater ability to identify sustainability problems facing their country and propose solutions, particularly in the social sustainability domain. Additionally, they used more sustainability-related keywords in their essays, despite the control group having longer essays.

The results of our data analysis for both research questions revealed the positive effect of CBI on student learning. Content-based instruction is indeed widely recognized for its potential to enhance language learning outcomes and our findings are consistent with those of several previous studies in the field. While sustainable development is not frequently included in language education or promoted as part of teacher preparation for language learners (Maijala et al. 2023 ), it can readily succumb to CBI. CBI has begun transforming language-learning environments into places where students utilize language to research urgent global challenges, such as climate change (Turpin, 2022 ). A wide range of curricular approaches are included in CBI, ranging from language-focused programs where content is viewed as a helpful tool for extending the goals of the language curriculum to content-focused programs where content acquisition is prioritized over language learning (Met, 1999 ). As a result, teaching environmental and sustainable education in English as a foreign language (EFL) classes is growing in popularity.

Vorholt ( 2018 ) designed and taught a 6-week CBI course titled, “Environmental Issues” to undergraduate students at Lewis & Clark College, USA. The course focused on ecology versus economy, sustainability, and activism, which involved activities such as service learning and speaking. However, although she published her experiences and guidelines for designing the course, she did not assess the impact of student learning at the end of the course. Another review involved evaluating the opportunities for using an online German class as a vehicle for sustainability education in Ecuador, through content-based instruction (Schneider, 2017 ). This paper proposes adjusting the content of an online class and offering activities that will promote sustainability in a developing economy such as Ecuador.

A similar study was conducted in Switzerland, where SULITEST was administered to first-semester students in an HE institution, both before and after the survey (Zizka and Varga, 2021 ). Although the method used was not content-based instruction, the authors suggested that students from various nationalities and linguistic backgrounds in the Swiss HEI received an introductory course in English and French to sustainable hospitality culture aimed at providing insight into hospitality and tourism challenges and to reflecting on their sustainable solutions. The course did not specifically target the SDGs, but according to the posttest results, students’ knowledge about sustainability in general improved, and even exceeded the worldwide averages overall.

An attempt to incorporate environmental sustainability was made by task-based teaching in a translation course at two universities in Indonesia (Siregar et al., 2022 ). At the end of the course, the posttest demonstrated that the student’s confidence, one of the keys to acquiring a language, increased when using specific terms. The combination of task-based learning with appropriate content that is relevant to personal life, such as environmental sustainability increased the students’ motivation to learn and benefit from the translation activity.

Task-based learning was used in a translation course at two Indonesian institutions in an effort to include environmental sustainability (Siregar et al. 2022 ). The post-test at the end of the course showed that utilizing particular terms boosted the student’s confidence, which is one of the cornerstones to learning a language. Students were more motivated to learn and gain from the translation exercise when task-based learning was combined with relevant, real-world topics, including environmental sustainability.

A closer look at the findings of the second research question highlights the fact that students in both the experimental and control groups produced the highest number of codes for sustainability problems and solutions in the environmental pillar of sustainability. This aligns with the literature which suggests that the environmental pillar of sustainability is most often the one that students are more aware of (Zizka and Varga, 2021 ). For example, Chaplin and Wyton ( 2014 ) found that university students strongly associate recycling and sustainable living, and in many cases, they are believed to be the same thing. According to Drayson et al. ( 2014 ) the environmental dimension is the most prominent dimension in university students’ understanding of sustainable development. Another study conducted in China (Yuan and Zuo, 2013 ) showed that the students’ perceptions of the top priorities for higher education for sustainable development are generally environmentally oriented.

One interesting finding of the content analysis of the essays is that students in the experimental group mentioned more social sustainability problems and solutions than did those in the control group. These essays produced codes such as corruption, gender inequality and (lack of) quality of education, which are indeed some major social sustainability challenges Kuwait is facing, as reported in the Sustainable Development Report by the UN (Sachs et al., 2022 ). Gender inequality in Kuwait has been described as “significant challenges stagnating” by the UN, scoring particularly low in indicators such as the “ratio of female-to-male labor force participation” and ‘seats held by women in the national parliament’. Despite the growing achievements of Kuwaiti women, they still face challenges in social, cultural, and political arenas (Al Zuabi, 2016 ). In his study, Al Zuabi explored the Kuwaiti women’s challenges in attaining participation in the sociopolitical development of Kuwait and found that there are barriers preventing their empowerment and effective participation in national development. The fact that four students in the experimental group presented this problem and offered solutions to ensuring gender equality in the country as opposed to zero students in the control group could be interpreted as a positive influence of the sustainability-focused CBI.

Another major social problem that the country is facing and that emerged in the experimental group essays is corruption. Kuwait’s score in the Corruption Perceptions Index is decreasing (Sachs et al., 2022 ) and is defined as a significant challenge indicator. According to Al Saif ( 2020 ), corruption is a multilayered system in Kuwait that involves more than embezzlement and money laundering, with “wasta” (the Arabic word for the use of connections and influence to gain favors) serving as the cornerstone. Although corruption poses an existential threat to the country, it remains widespread to the extent that it has “become a staple of governance and a feature of everyday life in Kuwait” (Al Saif, 2020 ). Kuwait’s ranking in corruption indices falls every year, and this major social problem was identified solely by experimental group students, rather than by the control group.

The quality of education was another social sustainability problem mentioned by the experimental group students, but not by the control group. Despite some challenges, Quality Education (SDG 4) is a domain in which Kuwait seems to be doing better according to UN standards, with its high literacy and school enrollment rates. However, the Kuwaiti education system falls far below international standards and is quite inefficient, resulting in a higher cost per student. Among 141 countries, Kuwait has been ranked 112th globally in the skillset of graduates and 83rd in the quality of vocational training, according to the Global Competitiveness Report (World Economic Forum, 2019 ). Kuwait University, the only state university in the country, was ranked 9th in the GCC region, 19th in the Arab World, and 83rd in the MENA region (Abualrub, 2016 ). The major underlying reasons include a short school year, a high repetition rate, and low expenditure on school textbooks and teaching materials (Burney et al., 2013 ). The education system would benefit from increased use of technology, improved educational curriculum, and higher recruitment standards for teachers and their teaching skills (Murad and AlAwadhi, 2018 ; AlFelaij, 2016 ; AlHashem and AlHouti, 2021 ).

Foreign language teachers can play a crucial role in promoting sustainability; however, there are certainly some obstacles to implementing sustainability education in foreign language classes. Academics’ attitudes and level of awareness play a key role in shaping the successful implementation of a range of pedagogical techniques for ESD goals (Crosling et al. 2020 ). Currently, the greatest challenge is teachers’ lack of knowledge of sustainability concepts and their limited experience in teaching sustainability (Maijala et al., 2023 ; Shah et al., 2022 ).

In some countries where sustainability issues are on the political and educational agenda, in-service courses aiming to strengthen university teachers’ competence in integrating sustainable development (SD) into their classes are underway. At Uppsala University, Sweden, such a course was open to diverse participants from different faculties and allowed for stimulating exchanges of knowledge and perspectives (Rehn, 2018 ).

Conclusions and recommendations

In conclusion, this study aimed to evaluate the effects of a six-week content-based instruction (CBI) on the sustainability literacy of first-year composition students. The results from the experimental group showed significant enhancements in knowledge, skills, attitudes, and familiarity with sustainability concepts, as evidenced by the independent t test and content analysis findings.

Quantitative analysis revealed a clear increase in students’ sustainability literacy, aligning with CBI’s recognized potential to enhance language learning outcomes. Qualitative examination of the student essays further highlighted a deeper grasp of sustainability issues, particularly in the environmental domain, echoing existing literature regarding heightened environmental awareness among students.

Additionally, the experimental group demonstrated a heightened awareness of pressing social sustainability challenges in Kuwait, such as gender inequality, corruption, and educational quality. These topics were less emphasized or absent in the control group essays, indicating the positive influence of sustainability-focused CBI on students’ understanding of the social dimension of sustainability.

This study contributes to the existing research in two significant ways. First, it highlights the effectiveness of integrating sustainability into language education through CBI within an ESL context. The observed positive impact suggests that targeted interventions can effectively enhance students’ sustainability literacy, even within traditional language-focused curricula.

Second, the study emphasizes the potential of interdisciplinary approaches to bolster sustainability education in higher education. Collaborative efforts, workshops, and training opportunities across departments can equip writing and composition instructors with the pedagogical tools to integrate sustainability into their curriculum, fostering a more sustainable language-teaching culture.

This study is subject to several limitations. These include the relatively short duration of the CBI, and a small research population focusing on a specific group of students. Importantly, this was a case study in which one faculty member designed her own course materials to integrate sustainability into a first-year writing course at a higher education institution. Despite these constraints, the results were positive. Students exposed to CBI with a sustainability theme demonstrated increased sustainability literacy, evident in their improved scores on knowledge tests, incorporation of sustainability concepts, and the identification of sustainability problems and solutions in their essays. While these findings may not be broadly applicable, they suggest the potential impact of dedicated teachers designing courses to enhance student learning. Additionally, the scope of the study was limited because the effects of CBI were measured shortly before the semester ended, precluding assessment of students’ retention levels in subsequent semesters or years. Therefore, further research is necessary to explore this aspect.

Higher education institutions have a powerful opportunity to equip students in all disciplines with the knowledge and skills needed to achieve the UN’s SDGs by 2030 (Briens et al., 2022 ). By integrating sustainability education across all programs, universities can create a generation of graduates prepared to tackle global challenges.

To this end, preparing teachers and faculty to integrate sustainability issues in language teaching is essential. Higher education institutions should create collaborative programs and training for faculty to boost their understanding of sustainability. These initiatives should educate participants on integrating environmental, social, and economic issues into their teaching subjects and encourage them to develop activities that facilitate integrated teaching approaches (Nur et al., 2022 ; Hauschild et al., 2012 ; Çetinkaya et al., 2015 ).

Finally, educators should be encouraged to conduct similar case studies to contribute to a growing body of evidence showing the positive impact of dedicated teaching efforts in promoting sustainability literacy.

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Inan Deniz Erguvan

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Inan Deniz Erguvan as the sole author of this manuscript wrote the literature review, collected and analyzed the data and produced the discussion section of the manuscript.

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Erguvan, I.D. What difference does one course make? Assessing the impact of content-based instruction on students’ sustainability literacy. Humanit Soc Sci Commun 11 , 708 (2024). https://doi.org/10.1057/s41599-024-03149-4

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DOI : https://doi.org/10.1057/s41599-024-03149-4

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Key Differences Between Article and Essay. Upcoming points will discuss the difference between article and essay: An article refers to a written work, published in newspapers, journals, website, magazines etc, containing news or information, in a specific format. On the other hand, an essay is a continuous piece of writing, written with the aim ...
Article vs Essay: Unraveling Commonly Confused Terms
Using "article" instead of "essay". An article is a written work that provides information on a topic, while an essay is a more formal piece of writing that presents an argument or point of view. Make sure you understand the purpose of your writing. If you're simply providing information, use the term "article.".
The Difference Between an Article and an Essay
The Difference Between an Article and an Essay. In composition studies, an article is a short work of nonfiction that typically appears in a magazine or newspaper or on a website. Unlike essays, which often highlight the subjective impressions of the author (or narrator ), articles are commonly written from an objective point of view.
Difference between Article and Essay
An essay is a composition which belongs to a specific issue, or topic. 2. Articles tend to be objective. Essays tend to be subjective. 3. The purpose of the article is to tell the readers about some prospects, information and concepts. The major goal of the essay is to respond to a query. 4.
Difference between Article and Essay
Difference between Article and Essay. Typically written to inform, educate, or entertain the readers about a particular topic. Articles are often found in newspapers, magazines, journals, or online platforms. Generally written to present an argument or the author's viewpoint on a specific topic. Essays are more analytical or interpretative ...
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Articles are shorter, more straightforward, and written for a broader audience. At the same time, essays are longer, more in-depth, and targeted toward a specific readership, such as academics or professionals in a given field. Both articles and essays are forms of written communication. Still, articles aim to inform, entertain, or provide ...
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An essay is a piece of writing that describes, analyzes and evaluates a particular topic whereas an article is a piece of writing that is included with others in a newspaper or other publications. The main difference between article and essay is that an article is written to inform the readers about some concept whereas an essay is usually ...
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An article (in journalism) is an informal form of writing, typically published in newspapers, magazines, and web sources for a broad, general audience. Articles typically intend to entertain or inform the reader. An essay is a formal writing form typically published in academic and scholarly contexts for a specific audience.
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The terms "essay" and "article" are often used interchangeably by many people, but there is a distinct difference between the two. While both essays and articles are written to inform readers, there are some key differences between the two. Essays are typically longer and more in-depth than articles.
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This is why many students look for 100% free essays online to get the best grades. On the contrary, an article is a text that is published alongside other posts in a magazine or other periodicals. The primary distinction between our assignments is that the former is written to spread awareness regarding a particular idea.
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An "Essay," in contrast, flows more organically, often starting with an introduction, followed by body paragraphs, and concluding with a summary or final thought. 8. The tone of an "Article" is typically neutral, aiming to present facts without bias. However, opinion articles or editorials are exceptions. An "Essay" can adopt a more personal ...
LibGuides: Guilford College Writing Manual: Essay vs. Article
Essay vs. Article. We can divide the "transactional" writing you will do at Guilford into two main categories: essay style and article style. They include all of the types of writing on the above list. You can regard these two types as being the yin and yang of formal writing. One, the essay, is primarily right-brain, emphasizing traits such as ...
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Paper is often used as a synonym for an essay. A research paper is usually an essay that requires a lot of research, relates to some very scholarly topic and should have a very formalized and clear structure. In academic circles - in 'real science', we mean - a paper is a key document that presents findings and results of the work of ...
What's The Difference Between An Article A Paper And An Essay
Essays are typically 1-3 pages long. Articles vary in length but run longer than essays. Papers typically range from 10 to 15 pages or more. It's important to note that essay writer services have very different writing styles. Some writers write with a conversational tone, while others use a formal style for essays and articles.
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Start your article in an interesting way. You could ask the reader a question or make a strong statement. 1st body paragraph. The first paragraph should involve the reader in some way. 2nd body paragraph. Build on the interest you have raised in the first paragraph by telling the next part of the story. Conclusion.
What's The Difference Between An Article, A Paper, And An Essay
The length of both pieces of writing also differs. There is no limit to the word count when writing an article. An essay can be as long as a page or as short as a paragraph. It is recommended that an essay be between 1500 and 2000 words in length. Articles, Papers, and Essays: Differences and Similarities
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Making effective comparisons. As the name suggests, comparing and contrasting is about identifying both similarities and differences. You might focus on contrasting quite different subjects or comparing subjects with a lot in common—but there must be some grounds for comparison in the first place. For example, you might contrast French ...
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