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How to Write a Good Answer to Exam Essay Questions

Last Updated: July 9, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 651,116 times.

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

Understanding the Question

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

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

Forming Your Response

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

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

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

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

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

Staying Calm and Focused

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

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

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

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

Community Q&A

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

Tips from our Readers

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

You Might Also Like

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

About This Article

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

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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay

(Last updated: 3 June 2024)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.

But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.

Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.

Definition of Question Words with Examples

No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.

For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.

So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.

These are the question words we will cover in this blog:

Question Words that Require a Critical Approach

Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.

2. Evaluate

It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.

Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.

4. Critically evaluate

The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.

State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.

Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.

Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.

However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.

Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.

You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?

‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.

9. To what extent

Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.

Question Words that Require a Descriptive Response

It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.

2. Demonstrate

Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.

3. Describe

‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.

4. Elaborate

In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.

A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.

7. Identify

8. illustrate, 10. summarise, 11. clarify.

Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.

12. Compare

Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.

13. Contrast

How to strategically structure essay based on question words.

Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.

Here are a few more handy tips to bear in mind when addressing your essay questions:

When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.

Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.

Finally, remember to read through your essay at the end to check for any inconsistencies and grammatical or spelling errors. Or, if you're in search of the perfect finishing touch, have a professional apply an edit to your final essay. It always helps to have a second set of fresh eyes to assess your work for any errors or omissions.

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The Writing Guide

• The First Thing
• Step 1: Understanding the essay question

Identify task, content & limiting words in the essay question

Words, words, words..., academic writing webinar part 1.

• Step 2: Critical note-taking
• Step 3: Planning your assignment
• Step 4a: Effective writing
• Step 4b: Summarizing & paraphrasing
• Step 4c: Academic language
• Step 5: Editing and reviewing
• Getting started with research
• Working with keywords
• Evaluating sources
• Research file
• Reading Smarter
• Sample Essay
• What, why, where, when, who?
• Referencing styles
• Writing Resources
• Exams and Essay Questions

Essay topics contain key words that explain what information is required and how it is to be presented.  Using the essay question below indentify task content & limiting words.  Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.

Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.

Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?

• Content Words
• Limiting Words
• Context Words

Task words are usually verbs and they tell you what to do to complete your assignment.

You need to identify these words, because you will need to follow these instructions to pass the assignment.  As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.

Here are some definitions of different academic task words.  Make sure you know exactly what you need to do for your assignment.

Don't try to use them in your research - they aren't things to find, only things to do.

The task words from our sample question are:

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

• Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
• Examine means to inspect something in detail and investigate the implications

So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.

• Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.

The content words are the "meat" of the question - these are things you can research.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .

You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.

You need to find the keywords - the most concrete concepts - and search for those.  The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.

One of the core skills of academic research is learning to extrapolate :  to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.

So, the core keywords/concepts to research are:

• "academic writing"
• "higher education"
• structure and content

Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.

They could limit you by:

• Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
• Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
• People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
• Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).

In this example, you have two limits:

• "higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
• Essays - we are concentrating on essay writing as the aspect of communication.  Note that this is also a content word. There can be (and usually is) some crossover.

Sometimes it can help to add your own limits .  With health sciences, you almost always limit your research to the last five or six years. Social sciences  are not as strict with the date range but it's still a good idea to keep it recent.  You could specifically look at the Australian context.  You may decide to focus on the private sector within that industry.

With the question above you could limit yourself to only looking at first year university students.

Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all:  they exist to give you some context .

These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment.  They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.

You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.

Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.

It is easy to get distracted and go off on tangents when doing your research .  Use the context words to  help you keep your focus where it should be.

• << Previous: Writing Process
• Next: Step 2: Critical note-taking >>
• Last Updated: Jul 12, 2024 4:02 PM
• URL: https://libguides.jcu.edu.au/writing

• Educational Assessment

Good Questions for Better Essay Prompts (and Papers)

• April 8, 2020
• Jessica McCaughey

Most professors would admit that they’ve found themselves frustrated when grading papers. Yes, sometimes those frustrations might stem from students ignoring your clear, strategic, and explicit instructions, but more often, I’d argue, “bad” papers are a result of how and what we’re asking of students, and how well we really understand our goals for them. Further, we often struggle to strike a balance between providing too much information and too little, and placing ourselves in a novice’s shoes is difficult. In an effort to combat these challenges, I present a series of questions to ask yourself as you begin developing or revising prompts.

1. What do you want your students to learn or demonstrate through this writing assignment? Is an essay the best way reach these goals? If so, do they understand those learning goals? Assigning an essay is, for many instructors, our go-to. But paper writing isn’t always the best assessment tool. Think hard about what it is you’re hoping for your students to take away from an assignment. Are there other, better forms the assignment might take? And if the answer is a resounding, “This paper is the right venue!” you should consider whether you are explicitly conveying to your students why you’re asking them to do certain work. Transparency benefits them tremendously. Transparent assignment design—being explicit about how and why you are facilitating their learning in the ways that you are—helps all students, but it particularly helps those students who may not have the experience, networks, or models in college that other students have, such as first-generation college students, minorities, or students with disabilities. Whether in class discussion or in the written prompt itself, strive to follow these transparent assignment design principles .       2. Who is the audience (real or imagined) for the assignment, and what is the purpose of the text? For most writing assignments, the “audience” is, of course, the instructor, and students strive to meet that instructor’s expectations, even if they’re guessing about what this instructor knows, wants, and expects.Even assignments as specific as “Write a letter to the Editor on X topic” beg for more detail. (Is this for my hometown paper or the New York Times ? Those letters will of course read very differently.) And when it comes to purpose or goals, while it might seem obvious to you what the purpose of this paper is, it might not be to your students. Work to be as explicit as possible as you can in what you’d like them to achieve in their paper. You might use language such as, “In this paper you are writing to an audience of scholars in X field, who are/are not familiar with your topic,” or “Your overarching purpose in this paper is to persuade your reader towards a specific, implementable solution to the problem at hand, and support your argument with scholarship in the field.”

3. Do you want to read their papers? This question may seem silly, but it’s not. In every field, professors have the capacity to set students up for authentic, engaging assignments. If you don’t feel excited to read the paper, you can likely imagine how difficult it will be for students to engage in the much more substantial process of writing it. So, consider retooling the assignment into something you look forward to spending time reading. Might you consider new genres, audiences, or purposes for their writing? Develop a traditional essay into a problem-solving task ?

4. What does good writing look like in your field? How can you convey this to students? We all know what good writing looks like in our fields, but students sometimes don’t even understand that writing forms, expectations, and conventions vary from discipline to discipline. Whether we like it or not, and whether we think we have time for it or not, it is our job to teach students about texts in our specific disciplines. Maybe that includes offering them annotated sample papers. Maybe this happens over a series of beginning-of-class conversations as they’re drafting. Maybe it’s showing them some of your own work or looking closely at the writing in a flagship journal. Regardless of how you do it, be sure that a part of the writing process for your students includes exposure and at least an introductory understanding to what “good” writing is to you and your field.

5. Are your grading criteria clear—and thoughtful and reasonable? We know that clear grading criteria—whether in the form of a rubric or a narrative—is key to student writer success, but it’s not as simple as assignment weights to columns such as “Grammar” and “Thesis.” In order to think deeply about how we’re grading, we also have to interrogate what assumptions we have about our student writers? What do we think they already know? Why do we think this? What do we prioritize in an essay, and more importantly, why is that the priority? Do our priorities align with our learning goals for students? These answers to these questions too should be transparent to students as they embark on your writing assignments.

6. What support and structure are you able to provide? Traci Gardner’s Designing Writing Assignments illustrates that the kinds of prompts that allow students to write strong papers share certain characteristics, and among the most important is providing support, both materially and in their process (35). How are you going to facilitate the writing that you want to see your students develop and showcase it in your prompt? Can the assignment be broken down into smaller, scaffolded steps? Or, if you want the students to practice managing projects and figure this out themselves, how can you serve as a guide as they work through time and resource management in order to do so? As scholars, we are not expected to create excellent work without feedback, and we shouldn’t expect it of our students either. We’re not only teaching content and, as noted above, what writing looks like in our discipline, but we’re also working to instill a writing process. Before assigning a paper, be clear about how you’ll build in steps, support, and this process of feedback and revision into your assignment.

7. Does it make sense for this particular assignment and your particular class to include a reflective element? Research shows that metacognition and reflection aid in the transfer of knowledge and skills , so building in some way for students to reflect on the writing and learning they’ve done through your assignment is a valuable way to help them take that knowledge forward, into other classrooms and, later, the workplace. 8. How can you go through the writing process yourself to create the most productive possible prompt? Ask for feedback from colleagues—or your students! There’s no shame in showing students a prompt and revising it based on their questions, perceptions, and, after the semester ends to benefit your next class, their writing.

Bio: Jessica McCaughey is an assistant professor in the University Writing Program at  George Washington University , where she teaches academic and professional writing. In this role, Professor McCaughey has developed a growing professional writing program consisting of workshops, assessment, and coaching that helps organizations improve the quality of their employees’ professional and technical writing. In 2016, she was nominated for the Columbian College’s Robert W. Kenny Prize for Innovation in Teaching of Introductory Courses, and in 2017, she won the Conference on College Composition and Communication’s Emergent Researcher Award.

References:

Elon Statement on Writing Transfer. (29 July 2013). Retrieved from http://www.elon.edu/ e-web/academics/teaching/ers/writing_transfer/statement.xhtml  

Gardner, Traci. (2008).  Designing Writing Assignments . National Council of Teachers of English.  https://wac.colostate.edu/books/gardner/  

• Jessica McCaughey is an assistant professor in the University Writing Program at George Washington University, where she teaches academic and professional writing. In this role, Professor McCaughey has developed a growing professional writing program consisting of workshops, assessment, and coaching that helps organizations improve the quality of their employees’ professional and technical writing. In 2016, she was nominated for the Columbian College’s Robert W. Kenny Prize for Innovation in Teaching of Introductory Courses, and in 2017, she won the Conference on College Composition and Communication’s Emergent Researcher Award.

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Essay Exams

What this handout is about.

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

Why do instructors give essay exams?

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

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

What essay questions require

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

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

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

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

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

Taking the exam

Read the exam carefully.

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

Analyze the questions

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

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

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

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

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

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

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

Plan your answers

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

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

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

Writing your answers

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

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

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

Some physiological tips

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

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

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

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

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

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

Works consulted

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

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

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

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

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

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

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

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

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• Focus and Precision: How to Write Essays that Answer the Question

About the Author Stephanie Allen read Classics and English at St Hugh’s College, Oxford, and is currently researching a PhD in Early Modern Academic Drama at the University of Fribourg.

We’ve all been there. You’ve handed in an essay and you think it’s pretty great: it shows off all your best ideas, and contains points you’re sure no one else will have thought of.

You’re not totally convinced that what you’ve written is relevant to the title you were given – but it’s inventive, original and good. In fact, it might be better than anything that would have responded to the question. But your essay isn’t met with the lavish praise you expected. When it’s tossed back onto your desk, there are huge chunks scored through with red pen, crawling with annotations like little red fire ants: ‘IRRELEVANT’; ‘A bit of a tangent!’; ‘???’; and, right next to your best, most impressive killer point: ‘Right… so?’. The grade your teacher has scrawled at the end is nowhere near what your essay deserves. In fact, it’s pretty average. And the comment at the bottom reads something like, ‘Some good ideas, but you didn’t answer the question!’.

If this has ever happened to you (and it has happened to me, a lot), you’ll know how deeply frustrating it is – and how unfair it can seem. This might just be me, but the exhausting process of researching, having ideas, planning, writing and re-reading makes me steadily more attached to the ideas I have, and the things I’ve managed to put on the page. Each time I scroll back through what I’ve written, or planned, so far, I become steadily more convinced of its brilliance. What started off as a scribbled note in the margin, something extra to think about or to pop in if it could be made to fit the argument, sometimes comes to be backbone of a whole essay – so, when a tutor tells me my inspired paragraph about Ted Hughes’s interpretation of mythology isn’t relevant to my essay on Keats, I fail to see why. Or even if I can see why, the thought of taking it out is wrenching. Who cares if it’s a bit off-topic? It should make my essay stand out, if anything! And an examiner would probably be happy not to read yet another answer that makes exactly the same points. If you recognise yourself in the above, there are two crucial things to realise. The first is that something has to change: because doing well in high school exam or coursework essays is almost totally dependent on being able to pin down and organise lots of ideas so that an examiner can see that they convincingly answer a question. And it’s a real shame to work hard on something, have good ideas, and not get the marks you deserve. Writing a top essay is a very particular and actually quite simple challenge. It’s not actually that important how original you are, how compelling your writing is, how many ideas you get down, or how beautifully you can express yourself (though of course, all these things do have their rightful place). What you’re doing, essentially, is using a limited amount of time and knowledge to really answer a question. It sounds obvious, but a good essay should have the title or question as its focus the whole way through . It should answer it ten times over – in every single paragraph, with every fact or figure. Treat your reader (whether it’s your class teacher or an external examiner) like a child who can’t do any interpretive work of their own; imagine yourself leading them through your essay by the hand, pointing out that you’ve answered the question here , and here , and here. Now, this is all very well, I imagine you objecting, and much easier said than done. But never fear! Structuring an essay that knocks a question on the head is something you can learn to do in a couple of easy steps. In the next few hundred words, I’m going to share with you what I’ve learned through endless, mindless crossings-out, rewordings, rewritings and rethinkings.

Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1)     Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2)     Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3)     Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ?   To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss.   I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

• The witches are the most important cause of tragic action in Macbeth.
• The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
• We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
• The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

• Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
• What is its significance?
• How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ?  Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

  Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth.  To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

• Write a hypothesis
• Write a rough plan of what each paragraph will contain
• Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback. If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

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What is a well written answer to an essay question?

Well Focused

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

Well Organized

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

Well Supported

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

Well Packaged

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

How do you write an effective essay exam?

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

Specific organizational patterns and "key words"

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

Typical questions

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

Q: "What is a fanzine?"

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

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

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

Tools you can use

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

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

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

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

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

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

• Vocational education
• Continuing education
• Personal development

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

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

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

Cause and Effect

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

Typical questions:

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

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

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

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

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

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

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

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

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

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

Process (sometimes called process analysis)

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

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

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

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

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

Thesis and Support

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

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

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

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

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

• it follows that

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

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

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

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

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

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

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

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

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

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

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

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

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

How to Answer Essay Questions – The Ultimate Guide

• Posted by Brian Stocker MA
• Date November 30, 2007
• Comments 7 comments

Everyone Loves Essay Questions!

“I hate essays!” This battle cry is famous to most students. That’s because essay questions are either easy or difficult. Either way, there’s no certain formula. Even if you think you know the answer - don’t be overconfident - the critical part is how you make your essay worth reading. So how do you do it?

Audio Version of this Post

Tips for Writing an Essay

Read the question more than once. Some questions can be tricky so make sure you understand it to the letter. A lot of students commit error by simply not reading instructions very well. They read and then write a long essay, only to realize very late that they did not understand the question correctly.

Familiarize yourself with your professor or teacher’s style of organization, if you can. As students, it’s your role to know how your teachers want their essays answered.

Mentally go through your lecture notes before writing anything on your paper.

Create an outline of thoughts and related topics in connection with the essay question. By doing this you are helping yourself create a more organized answer.

Construct an idea in each paragraph. Go back to your essay outline if you think you are repeating yourself or not making sense at all.

Use the terminology of the course . Be professional in knowing what type of words to use in a particular topic or subject.

Read and go back to your previous paragraphs after you are finished with one paragraph. This will help you determine your flow of thought and if you are really making a point or giving an answer.

Don’t include ideas that are off-topic.

If there are too many ideas in your outline , cut out the least important ones. As much as possible, make your idea concrete and pointed, with arguments or statements that is easy to understand.

The body of your essay should have a summary or statement.

Support your summary or statement with adequate details and specifics. If you do not know how to add details, just expand on your generic idea.

Avoid jumping from one point to another.

Avoid vague descriptions if necessary . Include specifics to get your message across.

Review the question again and again so you will not lose your thread of thinking.

If you have time to make revisions, do so.

Use all the time you have to complete your essay. Review and re-check your answers before submitting your paper.

If you have nothing to write and don’t know what to write , don’t leave your paper blank. Write something at least.

Get the Complete Guide to Studying

Get the complete guide to taking notes, taking a test complete guide to multiple choice, essay check list.

Here is a great Checklist for answering Essay Questions from Tennessee State University:

Use the following as a guide when writing answers to discussion questions and as a checklist after you have written your answer.

1. Do I understand the question?  What am I being asked to do? 2. Do I have a plan?  What are my major points and how am I going to present them? 3. Does the reader know, just from reading the first sentence of my essay, both the question and how I will answer it? 4. Are my major points clear and do they stand out? 5. Do I support my argument with facts and examples? 6. Do I make clear and sensible transitions between major points? 7. Is my answer clear to someone who knows nothing about this? 8. Have I answered the question completely?  Have I fully covered all of the major points required to completely answer the question? 9. Is there irrelevant material? 10. Do I have a conclusion and summary statement? 11. Have I proofed my essay for common spelling and grammatical errors? 12. Is my handwriting legible?  Is there room for comments or additions?

Glossary of Essay Exam Terms

When taking an exam the first thing you should do is familiarize yourself with all instructions. At times this can be confusing especially if you do not understand the terms. Below you will find some common terms used on essay exams. Learning these terms is a key step in successful completion of most essay exams.

• Compare (also Compare with): Discuss the similarities between two or more given subjects.
• Contrast: Discuss the differences in two or more given subjects.
• Criticize: Explain the value of a finding or theory. Include both negative and positive aspects based on implementation. This could be the ease of which it is applied, examples of false findings, etc…
• Define: Describe precisely a term’s meaning as it applies specifically to a given subject.
• Describe: Use exact detail to explain a given term. This may call for the use of examples, definitions, or discussion of the term.
• Diagram: Use a visual representation of relevant information to explain implementation of a term. This usually calls for an explicit chart or graph which is thoroughly labelled. In some cases it may call for a detailed plan as well.
• Discuss: The literal meaning of discuss is talk about. To do this in an exam you must thoroughly explain your subject with words.
• Enumerate: Form a list of relevant points and explain each point. This may result in an outline like answer.
• Evaluate: Discuss the pros and cons of the application of your given subject from a professional point of view. This differs from criticize because personal opinion should be avoided unless instructions specify otherwise.
• Explain: Define the given material and give examples of how and why it is important to the subject.
• Illustrate: Use a visual aid or a clearly defined example to explain a given subject.
• Interpret: Explain the given question, include you personal feelings on the subject as well as a solution.
• Justify: Use factual information to argue you view of the situation presented in a given problem.
• List: Brief but thorough list of information that explains the given topic.
• Outline: much like writing an outline for a paper. Answer the question by creating an outline that highlights the main ideas and key points of those ideas.
• Prove: Discuss the topic in a way that readers are convinced to support or reject the idea discussed. This is done through presentation of facts or the step by step illustration of logical thinking.
• Relate: Discuss the connection between two or more events, people, problems, etc…
• Review: Close examination of a problem accompanied by brief comments that explain the main points.
• State (also Give, Specify, or Present): Explain the major points of a subject in brief for. There is typically no need for further explanation.
• Summarize: Create a brief description that highlights the major points of your subject.
• Trace: Explain the progress of the given subject from conception to current date. Highlight anything that is considered a major topic as well as the reason for any changes.

Don’t!

Last piece of advice – Don’t get your parents to edit it!

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Every thing was educational. Had a good feeling on how to deliver good papers.

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This is a great tool for us.

i learned a lot – – super

I still hate essays tho

I am a big fan.

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Essay Writing Guide

Essay Topics

Last updated on: Jun 28, 2024

Essay Topics: 100+ Best Essay Topics for your Guidance

By: Nova A.

13 min read

Reviewed By: Rylee W.

Published on: Jan 29, 2019

Let’s face it, essay writing can be tedious and boring. Spending hours to write a good essay is difficult, and brainstorming essay topic ideas can be even more confusing.

This is what makes writing essays difficult and time-consuming. Luckily, you can learn  essay writing  with practice and by following some good examples. But before that, you should know how to choose a good and engaging topic for your essay.

To help you get started, we have categorized a list of a number of different types of essay topic lists.

On this Page

Argumentative Essay Topics

An argumentative essay investigates a topic in great detail, forms an argument over it, and defends it using supporting data.

Below are some good argumentative essay topic ideas to help you draft winning essays.

• School students should be allowed to curate their high school curriculum.
• The role of physical education in the school system.
• Should the death sentence be implemented globally?
• It should be illegal to use certain types of animals for experiments and other research purposes.
• Should the government do more to improve accessibility for people with physical disabilities?
• Do people learn the art of becoming a politician, or are they born with it?
• Social media platform owners should monitor and block comments containing hateful language.
• Does technology play a role in making people feel more isolated?
• Will there ever be a time when there will be no further technological advancements?
• It should be illegal to produce and sell tobacco.
• Girls should be motivated to take part in sports.
• Rape victims should abort their unborn children.
• Fathers should get equal paternity leave.
• Do teenagers get into trouble because they are bored?
• Individuals who have failed at parenting should be punished.
• Vaping is less harmful than smoking cigarettes.
• Covid-19 vaccination has more cons than pros.
• Social media is the real cause of teenage depression.
• Is the American education system perfect for society?
• Recycling should be made compulsory.

Choosing a strong topic is key to writing a great essay. Have a look at our blog to select good  argumentative essay topics  to impress the audience.

Persuasive Essay Topics

A persuasive essay is similar to an argumentative paper. However, in it, the writer wants to convince the readers of their point of view. Simple essay topics would make better essays as they help the students stay focused.

Below is a list of some good persuasive essay topics for you:

• Energy drinks should be banned in schools and colleges.
• Gambling should be banned in the United States.
• Should abortions be banned worldwide?
• Hunting is an immoral act.
• Is it okay to use animals in a circus?
• Harmful dogs should be euthanized.
• Cell phones should not be allowed in schools.
• Teachers should pass a professional exam, just like students.
• Schools should reduce the workload on students.
• Sex education should be mandatory in high schools.
• Vlogging isn’t an actual profession.
• Is LinkedIn helpful for finding a job?
• Social media has played a big role in increasing business opportunities.
• Is Java becoming obsolete?
• Should employers go through the candidate’s social media profiles?
• Animal testing should be banned.
• Violent video games should be banned.
• Parents with mental disabilities should not be allowed to adopt children.
• Alcohol consumption should be legalized in Muslim countries.
• Every person should get Covid-19 vaccination.

For your help, we have gathered a wide range of  persuasive essay topics . Give it a read.

Descriptive Essay Topics

A descriptive essay describes a specific thing by using sensory data. It is done to engage the reader’s five senses (taste, touch, smell, hearing, sight).

The following is a list of descriptive essay topic ideas for the students.

• The person who is responsible for making a difference in my life.
• Describe a smartphone and its benefits to someone from the ‘60s.
• The most interesting piece of art I have ever seen.
• Describe the experience of falling in love.
• What does a place that only exists in your imagination look like?
• Describe meeting a famous person.
• Describe yourself and your personality to a stranger.
• What will life be like in 2050?
• An experience that changed my life forever.
• Your idea of the perfect day.
• My first trip abroad.
• The most significant event in American History.
• A popular book series that disappointed you.
• A look into my daily life.
• A day in the life of an ER doctor.
• A trip to the museum.
• The most interesting movie I watched during my summer vacation.
• My favorite childhood memory.
• An incident that changed my life.
• An incident that restored my faith in humanity.

Here are some more  descriptive essay topics  to help you find a good idea for your essay.

Discover Captivating Topics in a Click!

Narrative Essay Topics

In a narrative essay, your goal is to share a personal experience by telling a story. This creative form of writing depends on how strong and exciting the theme is. The article topics for students given here are carefully curated and would help the students do good in their essays.

Some examples and topics of narrative topic ideas are presented below.

• The experience that taught me how looks could be deceiving.
• A week without internet and technology.
• The impact your first love had on your life.
• How much did your teachers contribute to making you the person you are today?
• An experience that made you realize your parents were or weren’t always right.
• A moment when someone you didn’t like surprised you with kindness.
• The influence technology has had on your hobbies and life.
• An achievement outside of academic life?
• Which school lesson had the biggest influence on your life?
• A day when you fought procrastination.
• The time you faced rejection.
• The time when you stood against your parents.
• An experience that left you helpless.
• The time you prayed to be an only child.
• An act of kindness you can never forget.
• Death of a loved one.
• Your biggest pet peeve.
• Your definition of a perfect weekend.
• The things you regret most in life.
• Your first experience of an air trip.

Choosing interesting  narrative essay topics  is essential to make the content compelling for the readers.

Research Essay Topics

While writing a research essay, the most crucial step is choosing a topic for your essay. Select a topic that is broad enough to compose an entire research essay on it.

Below are some of the best topics for your research essay.

• Effects of violent cartoons on children.
• Should universities provide accommodations to disabled students?
• Events and experiences I agree are causing the increase in terrorism.
• How do technology and gadgets affect the studies of children?
• Do children who attend preschool do better in school?
• Universities are becoming business-driven.
• Does college debt affect the future lives of students?
• Why has the divorce rate changed in the past decade?
• Schools should allow the use of smartphones in school.
• Effective ways to decrease depression among our youth.
• Analyze the relationship between the United States of America and North Korea.
• Why did the UK decide to leave the EU?
• Is it true that students learn better in a same-sex school?
• How does giving kids different gadgets affect their studies?
• Compare the immigration policies of two different countries.
• Events that lead to World War I.
• Pros and cons of studying abroad.
• How has Covid-19 influenced the education system of the world?
• Individual acts that lead to Global Warming.
• Effectiveness of the policies made to control Covid-19.

Looking for more? We have an extensive range of  research essay topics  to make the audience fall in love with your work.

Expository Essay Topics

While writing an expository essay, you have to explain and clarify your topic clearly to the readers.

Below is a list of expository essay topics:

• Why do teenagers commit suicide?
• What is the impact of music on our youth?
• What are the consequences of skipping school?
• Why do teenagers use drugs?
• How can pets make you happy and improve your life?
• Consequences of having alcoholic drinks within a school campus.
• How does drug use affect relationships?
• Is global warming a cause of skin cancer?
• Is sodium bad for your health?
• What is the line between being overweight and being obese?
• Why do you want to pursue your desired career?
• Explain how advancements in science improve the quality of life for humans.
• What are some unconventional ways of relieving stress?
• If you could swap your lives with someone, who would it be and why?
• What are some major stress factors in a teenager’s life?
• Why is getting a degree important for job life?
• Pros and cons of getting financial aid.
• How emotional support animals help in treating mental conditions.
• How does prostitution influence society?
• The environmental causes of smoking.

5StarEssays.com has gathered an additional and extensive list of  expository essay topics .

Tough Essay Due? Hire Tough Writers!

Compare and Contrast Essay Topics

In a compare and contrast essay, you evaluate and analyze the similarities and differences between the two subjects. Your reader must be able to form an opinion after weighing the pros and cons you have set forth.

Below are some topics for you to choose for your compare and contrast paper:

• Extroverts and introverts.
• Generation Y Vs. Generation Z.
• Traditional Helicopters Vs. Lifesize Drones.
• Unemployed students Vs. students with a part-time job.
• SAT and TOEFL.
• Persuasive and argumentative essays - How are they similar?
• How were the causes of World War I different from the causes of World War II?
• Education vs. professional career: what is more difficult?
• Real-life or spending your time daydreaming.
• Consequences of earthquake and tsunami: what’s worse?
• Being popular in high school or alone?
• Part-time work or studying for a higher degree?
• Getting married at an old age or a young age?
• Fashion today Vs. twenty years ago.
• Donald Trump Vs. Hillary Clinton.
• Democracy Vs. Dictatorship
• Vietnam War Vs. War on Terror.
• Benefits of drinking tea Vs. coffee.
• Greek and Roman methodologies - Similarities and differences.
• Traditional Vs. distant learning.

Get more interesting  compare and contrast essay topics  at 5StarEssays.com to impress your instructors.

Cause and Effect Essay Topics

The cause and effect essay explains why something happens and what happens as a result of those happenings. A cause and effect essay is a type of expository essay.

Here are a few topics for your cause and effect essay:

• What are the causes of eating disorders?
• Effects of climate change and global warming.
• The effects of the Feminism movement.
• What are the causes of increasing depression among teenagers?
• What are the causes of suicidal thoughts?
• Is keeping a pet effective in calming your mind?
• How does divorce affects children?
• Why are men afraid of commitment?
• Effects of social media on youth.
• Has social media affected relationships among families?
• Discuss the effects of homeschooling on children.
• Causes of heart diseases.
• Causes of sibling rivalry.
• Cramming doesn't help improve test scores.
• Cause and effect of depression in the workplace.
• How do abusive parents influence the mental stability of a child?
• Causes and effects of bullying.
• Causes of obesity in teenagers.
• Effects of taking a balanced diet on health?
• Causes and effects of insomnia.

To get more ideas, visit our  cause and effect essay topics  that are remarkable and well-suited for a great essay.

Controversial Argumentative Essay Topics

Argumentative essay topics are quite popular assignments in universities. If you are a student searching for a captivating argumentative essay topic, here is a list of ideas you can consider.

• Third world war should be prevented by the Russian and US governments.
• Political policies and practices affecting students.
• Is gun control effective in reducing crime?
• Same-sex marriage and constitutional law.
• Is society over-regulated?
• Are leaders born or made?
• No one should be above the law.
• Monarchy: pros and cons.
• Rules on Political Activities by Federal Employees.
• The most corrupt countries in the world.
• Mercy killing should be legalized in all countries of the world.
• Death penalties should be abolished.
• Third-world countries should be provided with education plans by the developed countries.
• Muslims should not be labeled as terrorists.
• Illegal immigrants should be given equal rights.
• Abortions should be legalized.
• Live-in relationships should be encouraged.
• Professional athletes should be allowed to consume steroids.
• Should physical punishments be given to children?
• Smoking in public should be an offensive crime.

Funny Argumentative Essay Topics

Are you looking for some funny argumentative essay topics for your essay? If so, choose a topic from the following list.

• Why do people like watching funny videos?
• What your cat is really thinking.
• Why spam emails should be your favorite type of email.
• Why wearing braces is fun.
• School dropouts are the best in our society.
• Why I don't like country music.
• Types of dates.
• A better way to get things done.
• What organic food really is.
• Things guys do that girls hate.
• How to annoy your friend.
• Why do women pretend that they enjoy sports?
• Things preventing you from completing your homework in time.
• Funny things we see in wedding ceremonies.
• Why are spam emails more interesting?
• Why does Starbucks coffee taste better?
• Why are backbenchers smarter than other students?
• Clowns are scarier than funny.
• Should we be maintaining social distancing even after Covid-19?
• Why is watching movies better than reading books?

Informative Essay Topics for Students

Essay writing requires depth. However, you don’t have to choose a complex topic in middle school, high school, or college.

Here is a list of interesting essay topics for middle school, high school, and college students.

Essay Topics for College Students

• Virtual classes cannot replace the traditional class system.
• Advantages and disadvantages of online classes.
• Is there a need to reform the college education system?
• Assault weapons should not be legal.
• People with a history of mental illness should not be allowed to purchase firearms.
• The taxation system needs to be changed around the globe.
• Kids should not be the target audience in advertising.
• The number of calories should be mentioned with every meal.
• Feminists have effectively improved the workforce for women.
• Is the death penalty effective?
• How to identify fake news?
• How to maintain a healthy life?
• How to treat PTSD naturally?
• Should people be judged on their appearance?
• How is technology influencing the work performance of people?
• Private Vs. public schools
• How to choose majors in high school?
• Impact of legalizing drugs on society.
• Significance of learning social values.
• How to prevent bullying on campus?

Essay Topics for High School

• The choice to join the armed forces should be an individual decision.
• Listening to music can increase work efficiency.
• Being honest has more cons than pros.
• People who have been in an accident value life more than others.
• Embarrassing moments help boost your confidence.
• Kindness is the most valuable personal trait.
• Spontaneity can improve your life.
• Can hobbies help improve the richness of one’s life?
• Dressing properly in the office improves work efficiency
• Being organized can help in school as well as the office.
• Impact of homosexuality on society.
• What is feminism?
• How to overcome fears and phobias?
• Significance of having leadership skills in job life?
• Causes and treatments for bipolar disorder.
• Side effects of consuming antidepressants.
• How important is mental health in succeeding professionally?
• How do teaching methods influence learning abilities?
• Should specially-abled people be allowed to work in offices?
• Discrimination and racism in the US.

Paper Due? Why Suffer? That's our Job!

Essay Topics for Middle School

• Every child should have chores at home.
• There should not be any summer classes.
• Should students continue studying during summer vacation?
• Parents should pay attention to the amount of time their children spend watching television.
• Favorite family summer vacation.
• Sports should be mandatory in every school.
• Processed foods should not be part of private and public school lunch.
• Do students still use newspapers for research?
• Every individual should spend a year doing community service.
• The weekend should be 3 days long.

Still need help choosing an essay topic? 5StarEssays is a professional  essay writing service  that helps you get a high quality essay. We have a team of essay writers who are professionals and can do your essay . 

We also have an AI-powered paper writer  for you to help you generate an essay in seconds to use as a reference!

As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

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1L Final Exams: 5 Things to Start Doing Now to Prepare

Last Updated: Aug 28, 2024

By Mike Sims, BARBRI President

You’ve figured it out already. Most, if not all, of your first-year grades will depend on your performance on your final exams. And, if not all, of your finals will consist of essay questions….but law school essay questions are different than what you’ve previously experienced.

It’s not about how much law you’ve memorized. Instead, your job is to solve the problem presented in your essay question. You are being tested on your ability to apply the facts to the rules of law you have learned and explain how you arrived at a reasonable solution and solve the problem.

So what should you start doing NOW to learn the material and position yourself well for final exams?

Read the assignments

Always try to get the reading done even if it feels like you don’t understand everything (or anything!).

Always go to class – even on the rare occasions that you are unprepared

The most important thing is that you learn what the professor thinks the case said – not what you think the case said.

Write down every fact pattern that your professor gives you in class as you go

These are all previews for what will likely be on the final exam.

Consistently review

Try a daily review – quickly take 5-10 minutes at the end of each day to jot notes about what the professor said was important in class that day while it’s still fresh.

A periodic review at the end of every major topic in each course is a must.

• The end of every roman numeral in the syllabus is an excellent way to gauge the end of a topic.
• Review your notes and distill all of the information down to a couple of pages. This overall process is often called outlining, but outlining for the sake of outlining is not the goal. Neither is just re-writing all of your notes. The goal is to learn the material.

Do some practice questions

Don’t worry too much about the specific number of practice questions you do, but make sure you do some.

• Most professors have old exam questions on file. With at least one, sit down and write out a full answer – give yourself the same amount of time you’ll have on exam day for that question, get together with friends, read each others’ answers.
• BARBRI’s 1L Mastery package also includes practice essay and multiple-choice questions to give you additional confidence. If you haven’t already enrolled in 1L Mastery,  do so here.
• If you have questions as you review, take advantage of your professor’s office hours.

Be consistent with these practices and they’ll pay off big time as you approach final exam time.  Click here for more law school final exam tips. 

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Why Is the Loneliness Epidemic So Hard to Cure?

Maybe because we aren’t thinking about it in the right way.

Credit... Illustration by Max Guther. Concept by Alex Merto.

Supported by

By Matthew Shaer

Matthew Shaer is a contributing writer for the magazine and a founder of the podcast studio Campside Media.

• Published Aug. 27, 2024 Updated Aug. 28, 2024

In the early months of 2020, as the Covid-19 pandemic settled over the country, a psychologist and Harvard lecturer named Richard Weissbourd approached his colleagues with a concept for a new kind of study. Loneliness, or the specter of it, seemed to Weissbourd to be everywhere — in the solitude of quarantine, in the darkened windows of the buildings on campus, in the Zoom squares that had come to serve as his primary conduit to his students. Two years earlier, he read a study from Cigna, the insurance provider, showing that 46 percent of Americans felt sometimes or always alone. In 2019, when Cigna replicated the study , the number of lonely respondents had grown to 52 percent. God knows what the data would say now, Weissbourd thought.

Listen to this article, read by James Patrick Cronin

“Initially, the idea was, OK, we’ve got a problem that’s not new but is obviously affecting lots of us, and that is now more visible than ever — it’s more present than ever,” Weissbourd told me. “What I really wanted was to get under the hood. Like, what does loneliness feel like to the lonely? What are the potential consequences? And what’s causing it?”

Finding answers to these types of questions is a notoriously difficult proposition. Loneliness is a compound or multidimensional emotion: It contains elements of sadness and anxiety, fear and heartache. The experience of it is inherently, intensely subjective, as any chronically lonely person can tell you. A clerk at a crowded grocery store can be wildly lonely, just as a wizened hermit living in a cave can weather solitude in perfect bliss. (If you want to infuriate an expert in loneliness, try confusing the word “isolation” with “loneliness.”) For convenience’ sake, most researchers still use the definition coined nearly three decades ago, in the early 1980s, by the social psychologists Daniel Perlman and Letitia Anne Peplau, who described loneliness as “a discrepancy between one’s desired and achieved levels of social relations.” Unfortunately, that definition is pretty subjective, too.

In order to understand the current crisis, Weissbourd, who serves as the faculty director of Making Caring Common — a Harvard Graduate School of Education project that collects and disseminates research on health and well-being — created a 66-question survey, which would be mailed to approximately 950 recipients around the United States. With the exception of a couple of straightforwardly phrased items — “In the past four weeks, how often have you felt lonely?” — a majority of the queries devised by Weissbourd and the project’s director of research and evaluation, Milena Batanova, approached the issue elliptically, from a variety of angles: “Do you feel like you reach out more to people than they reach out to you?” “Are there people in your life who ask you about your views on things that are important to you?” Or: “Has someone taken more than just a few minutes to ask how you are doing in a way that made you feel they genuinely cared?”

Several weeks later, the raw results were sent back to Weissbourd. “Frankly, I was knocked back,” he told me. “People were obviously really, really suffering,” and at a scale that dwarfed other findings on the topic. Thirty-six percent of the respondents reported feeling chronic loneliness in the previous month, with another 37 percent saying they experienced occasional or sporadic loneliness. As Weissbourd and Batanova had hoped, the answers to subsequent questions helped clarify why. Among the cohort identifying as lonely, 46 percent said they reached out to people more than people reached out to them. Nineteen percent said no one outside their family cared about them at all.

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

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

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

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

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

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• Choosing Essay Topic
• Write a College Essay
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• College Essay Format & Structure
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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

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

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

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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