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• TOEFL Reading Time Management
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• Top 10 English Essay Writing Tips
• Synonyms and Other Writing Techniques
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Top 10 English Essay Writing Tips | Complete Guide For a High Score

Are you looking to improve your essay writing skills and achieve a high score on your next English essay? In this post, we will explore the best essay writing tips and cover different essay types, the essay structure, an essay outline and much more to help you succeed on an upcoming English essay. These 10 tips are perfect for school, college or university essays, as well as English exams like IELTS, PTE and TOEFL. We have included some helpful resources including a companion pdf that has a sample English essay and a few essay prompts. Every great English essay is improved with feedback so visit E2testprep.com and sign up for free to access expert feedback from our experienced teachers. 

1: Understand How to Answer the Essay Prompt

2: follow the correct essay structure, 3: plan your english essay, 4: explain your reasons, 5: use synonyms in you english essay, 6: paraphrase, don’t copy, 7: vary your sentence structure , 8: use linking words, 9: proofread out loud, 10: seek feedback, more help with english essay writing.

• Start Now. It’s Free ✌️

  Watch our video below to see an in-depth explanation of the Top 10 English Essay Writing Tips.

In order to successfully write an essay, it is important that we fulfil the essay requirement by understanding the essay prompt and what it’s asking of us. We need to begin by identifying what type of essay the question is calling us to write. Here are three different essay types that are commonly used:

• Opinion essays
• Problem/solution essays 
• Advantages/disadvantages essays

Here are possible questions to look out for to help you identify these three different essay types, and the requirements to fulfil for each.

In our sample English essay provided here , the essay prompt asks: In the past, almost all office workers did their job in their company’s offices five days a week. Nowadays, however, many employers allow more flexible work arrangements, and employees often choose to work from home a few days per week. What are the advantages and disadvantages of employees working from home?

This is a discussion essay where we can outline the disadvantages and advantages of the topic.

The essay structure shown below is simple, but extremely effective at presenting your ideas in a clear and organised way. It is important to use this format so it makes it easy for your teacher or assessor, whoever is marking your essay, to follow your ideas. You need to follow this structure:

In your introduction, you simply tell the reader what the essay is about. In your body paragraphs, you should present your arguments, and then support your arguments. This is where you show evidence through the use of examples and also explain your reasons in detail. In your conclusion, you summarise what was said in the essay.

A simple and clear plan is very important to making sure your ideas are well-organised and easy to follow for when you write the actual essay. Below you will see a plan for the main body of a sample English essay . There are two advantages and two disadvantages outlined, each with a supporting reason.

Taking a few moments to plan can be the difference between a good essay and an excellent, well-organised one. Teachers can easily pick up on unplanned essays. Students who decide to jump straight into writing without creating an essay outline first will often go off-topic during their essays. Sometimes the ideas are randomly inserted in certain places, resulting in a disorganised and low-scoring essay. The writing may leave assessors confused and looking for your arguments and reasons. 

Don’t make this mistake, and get into the habit of planning, even if it’s just a few quick bullet points.

Explaining your reasons gives your writing more support. It is important that you provide proof through the use of evidence and examples to support your ideas or arguments. Without any explanations, not only will your ideas lack strength, but your paragraphs will also be too short. 

Referring back to our sample English essay , we can see a well-explained example below. 

In the image above, the phrase ‘For instance’ introduces an example. In this case, it is an example of how an employee can struggle to separate their office and home life, including knowing when to stop working and take a break. Then, we can see the writer provides an explanation by including the phrase, ‘This could lead to’ and then describing the effects and consequences of the previously mentioned example. 

Explaining reasons with evidence and examples can be the hardest part of writing for some as it forces us to extend our ideas. Start with an example, and then reflect on the possible upsides or downsides of it. Ask yourself ‘What are the effects or results of this example or evidence I’m giving?’ which should then help to form your explanation.

When you are writing any type of essay, there will always be a set of keywords or phrases that get repeated throughout your writing because they are linked with your topic. Using synonyms, or different words that say the same thing, allows us to avoid sounding repetitive, which can often make our essay seem boring. Using synonyms is a quick and easy way to improve your writing. 

In our sample English essay , the idea of ‘working from home’ was used a lot. Here are some synonyms we included throughout our essay for this idea: ‘work flexibly’, ‘remote work’, ‘flexible work arrangements’ and even rephrasing the idea as ‘this change in work culture’. Using synonyms creates variety in our writing and improves the range of our vocabulary, which can easily help you to score higher on an essay. 

If you need to, you can use a thesaurus to find synonyms for words. Just make sure the synonyms still sound natural.

Depending on your essay topic, you may need to include research, or facts found through research on the internet. In any type of essay, it would not be acceptable to copy phrases or sentences, word for word. If you struggle with paraphrasing, we recommend that you start with synonyms first so you can build on the skill of replacing words and then slowly move into rephrasing and rewording entire phrases, sentences and then sections of text.  A great place to start is paraphrasing the essay prompt in your essay introduction. You need to be able to write it in your own words so you can show how well you can use language. In the image below, we can see how the essay prompt from our sample English essay has been paraphrased to create an interesting essay introduction.

Paraphrasing might seem like a difficult skill to master at first, but with practice, it will become much easier.

To demonstrate your essay writing skills, it is important to include a wide range of sentence structures, including simple, compound and complex sentences. Using these sentence types will not only show off your skills and knowledge, but also prevent the text from sounding boring. 

A simple sentence contains only one independent clause. An independent clause is a group of words that contains a subject and a verb and can be a sentence on its own.

You can see an example of a simple sentence from our sample English essay below. Notice how this example broke up a group of longer sentences and created a sense of impact.

Another upside to working from home is the career opportunities it offers. People can now work for companies in other places. This means they can live anywhere and still do their job well. It also means they can apply for better jobs that might not be close to home.

A compound sentence contains two independent clauses, joined by a conjunction such as ‘and’ or ‘but’. Below is a compound sentence from our sample English essay.

I think workers should be allowed to work from home, but only for up to two days a week.

A complex sentence contains an independent clause and a dependent clause, which cannot be a sentence on its own. This type of sentence demonstrates a higher level of complexity.

Without being away from home all day, employees can better manage their work and personal commitments.

To vary your sentence structure even further, you can swap the order around with some complex sentences by putting the dependent clause at the beginning or putting it at the end. The sentence still makes sense, even if it’s reordered, which can help if you keep repeating the same sentence structures.  

It is also important where you use different sentence types. Too many complex sentences in a row can be hard to follow. Too many simple sentences can make it feel like your ideas are not connected. On the other hand, shorter sentences can help to break up a group of longer sentences.

Using linking words is an easy and effective way to make your writing sound more like an essay. They help create structure and flow so that your reader can clearly follow your ideas. Linking words show the connections between ideas and paragraphs and also increase clarity in your essay, so that everything reads smoothly. Usually we use them at the beginning of sentences. 

Let’s look at three examples of linking words found in our sample English essay . 

Consequently, this means many people can work from home for a few days each week.

The linking word, ‘consequently’, shows a cause and effect relationship between statements.

On the other hand, remote work is not only socially isolating, but less teamwork could mean that the company won’t do as well.

‘On the other hand’ shows contrast when you’re introducing a different or opposing idea.

In conclusion, having the choice to work from home has changed the traditional work style.

‘In conclusion’ tells you that the ideas are about to be summarised and concluded. 

There are many different types of linking words. Some linking words are used to show cause and effect, others for examples, while some can be used to show the sequence of ideas.

Everyone knows that they should revise their writing at the end, but often this step can get overlooked when you are rushing to finish off an English essay. It is understandable. You have just planned and written an entire essay, while having to think about synonyms and transition words and sentence structure and everything in between. Going back over your work thoroughly can save you from losing marks. The best way to do this is to proofread your writing out loud.

When just quickly glancing over your writing with your eyes, it is easy to miss some of the careless mistakes that have been made, especially if you are rushing to complete an essay that has a time limit. However, if you take some time to proofread aloud, you can start to pick up on things that sound incorrect.  We recommend that you read every piece of writing out loud, so you can easily listen for mistakes. Try it next time you write an essay.

As you practise your essay writing skills, it is important to ask people around you for feedback on how to improve. Of course, having teachers look over your writing will be the most constructive for your skill development. However, it is always great to have your classmates, family members and even friends read your writing. Having a fresh set of eyes can help to catch errors but also provide valuable feedback on your writing. 

As always, if you are looking for expert feedback, especially for a high stakes English exam, be sure to sign up to E2testprep.com . Our experienced teachers and ex-examiners can help you to improve your writing!

Need more help with your English essay writing? We have you covered! For help with general English essay writing, head to E2testprep.com and sign up for free. You can access method lessons, practice items, live classes with expert teachers and more. We have everything you need to help you quickly achieve success on your next high stakes essay. 

Author Bio: E2 is the world’s leading test preparation provider. Our expert teachers are fully accredited English teachers, with TESOL, British Council or other relevant certification, and years of examiner or teaching experience.

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8 Tips to Write Better Essays in English

Learning a foreign language is an overwhelming experience, especially if it’s one of the most widely spoken languages in the world – English.

Many people are under the impression that learning to read and speak in English is enough without realizing that written English skills are an equally vital asset to have.

From improving academics to boosting career prospects – the ability to write in English not only lets you communicate and express yourself better in today’s globalized world but also makes you more confident.

An effective way to improve your writing skills is to write essays. Wondering where to begin? We bring you eight useful tips to write better essays in English.

1. Keep a Vocabulary Notebook

Using the right vocabulary is an essential element of writing essays. When you make efforts to expand your vocabulary, you will be able to pick accurate words to take your writing to the next level.

Instead of coming across new words and forgetting about them, it’s a good idea to make a note of them in your vocabulary notebook. Doing this helps you remember the meanings of new words and you can also refer to it while writing essays.

So, give yourself a target to learn at least ten new words every day, which you can jot down in your diary and take baby steps in building a strong vocabulary.

2. Refer to Credible Sources

Research forms the first step in writing any kind of essay. The stronger your research, the better is the quality of your essay.

At a time when we have access to a wide range of data, it’s important to evaluate research sources carefully and only refer to credible ones. For example, Wikipedia is not a reliable source and should not be attributed to while writing essays.

Take the effort to read through published journals, research studies, scholarly papers, academic databases, and encyclopedias published within the last 10-15 years. It’s also important to assess the credibility of the author while evaluating the source.

3. Draft a Basic Outline

Once you’ve done your research, don’t rush to write. Take a moment to draft a basic outline for your essay and organize your research and findings.

“Is that necessary,” you ask? Very much.

Working on an outline lets you approach the essay in an organized manner. It serves as the skeleton of your paper while ensuring you’re not missing out on any information and that your points flow logically.

Most essays are categorized into – introduction, body, and conclusion.

The introduction is where you introduce the topic and give context. The body paragraphs need to include your arguments and research methodology (if any). The conclusion needs to reiterate the thesis statement and tie all the points together.

4. Hook the Reader

With attention spans getting shorter with time, it’s become all the more important to start with a bang and hook the reader from the beginning to ensure they are invested in your writing.

Essay hooks refer to the first one or two sentences of your essay which have the power to make or break the reader’s interest. The key is to write a hook that grabs the reader’s attention and reels them in.

From an alarming statistic and relevant quote to using humor and asking a rhetoric question – there are various tactics you can employ to keep the reader engaged.

If you’re unable to think of an impactful essay hook, don’t waste too much time on it. Finish the rest of your essay and come back to write a compelling hook later.

5. Use the Pomodoro Technique

It’s not easy to write an essay in one go, especially if it’s not in your first language.

A smart way to approach essay writing is to use the Pomodoro technique. This technique asks you to set a timer for 25 minutes to finish your task in question and then take a 5-minute break. After four cycles of repeating this, you get to take an extended 20-minute break.

So, start with breaking down the assignment into smaller tasks such as research, outlining, writing the different paragraphs, citing references and proofreading. You can then set the timer, start working on the essay as per the technique and track your progress.

Using this technique keeps distractions at bay and helps you stay more focused.

6. Pay Attention to Grammar Rules

You may raise interesting points in your essay, but poor grammar disrupts the reading experience and should be avoided at all costs.

Be careful when adding punctuations, check your sentence formations, avoid passive voice as much as possible and know the difference between adjectives, adverbs, nouns and verbs.

So  abide by grammar rules to deliver a well-written and cohesive essay.

7. Write with Clarity

You might be tempted to use complex metaphors and jargons to impress the reader, but the truth is, none of that guarantees “good” writing.

One of the most important ingredients of effective writing is clarity. You don’t want to leave the reader confused and puzzled after reading your essay. So, use simple words, stop beating around the bush and explain concepts with the help of examples because clear writing always wins.

8. Reread the Essay

Finally, make it a point to proofread your essay (multiple times) to ensure you have covered all the aspects, cited references accurately and not made any silly errors.

It’s a good idea to read your essay out loud so you’re able to identify errors and awkwardly formed sentences with ease. You should also get a friend or family member to read your essay, to spot mistakes or discrepancies that you may have overlooked.

You may also like:

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35 comments

Thanks a lot all we can derive from reading is the technique to write with clarity, good research and involvement of readers in writing.

Thank a lot dear EnglishClub, it’s help me a lot

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Good tips, I should give it a try, after all, we all improve by exercising hard so I’ll just do the same thing, but right now I gotta focus on what matters, and what I need now is to read as much as I can to know how to spell the words right. Is grammar so important in this task, I mean can’t I just pick the things up because of my experience in listening skill ?

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Is very interesting for me I really apreicete you help

Thanks so much for these useful tips!! Now, I need to start preparing my essay (“starting” has been always the stone on my way :$)

Please, what is the difference between an essay and an article?

Are they same?

Thanks in advance,

Thanks & best regards English Club

Helpful updated tips to share with our students!! thankssss

I want to know if it is only at the University or if we may take the course online.

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Thank you and best wishes,

Very pragmatic and helpful essay. Thank so much English club

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• Writing Tips

How to Write Top-Graded Essays in English

5-minute read

• 7th December 2022

Writing English papers and essays can be challenging at first, but with the right tools, knowledge, and resources, you can improve your writing skills. In this article, you’ll get some tips and tricks on how to write a top-graded essay in English.

Have you heard the saying “practice makes perfect”? Well, it’s wrong. Practice does make improvement, though. Whether you’re taking an English composition class, studying for the IELTS or TOEFL , or preparing to study abroad, you can always find new ways to practice writing in English.

If you practice on a daily basis, you’ll be exercising the skills you know while challenging yourself to learn even more. There are many ways you can practice writing in English daily:

• Keep a daily journal.
• Write practice essays.
• Do creative writing exercises .

Read in English

The best way to improve your writing is to read English books, news articles, essays, and other media. By reading the writing of other authors (whether they’re native or non-native speakers), you’re exposing yourself to different writing styles and learning new vocabulary. Be sure to take notes when you’re reading so you can write down things you don’t know (e.g., new words or phrases) or sentences or phrases you like.

For example, maybe you need to write a paper related to climate change. By reading news articles or research papers on this topic, you can learn relevant vocabulary and knowledge you can use in your essay.

FluentU has a great article with a list of 20 classic books you can read in English for free.

Immerse Yourself in English

If you don’t live in an English-speaking country, you may be thinking, “How can I immerse myself in English?” There are many ways to overcome this challenge. The following strategies are especially useful if you plan to study or travel abroad:

• Follow YouTube channels that focus on learning English or that have English speakers.
• Use social media to follow English-speaking accounts you are interested in.
• Watch movies and TV shows in English or use English subtitles when watching your favorite shows.
• Participate in your English club or salon at school to get more practice.
• Become an English tutor at a local school (teaching others is the best way to learn).

By constantly exposing yourself to English, you will improve your writing and speaking skills.

Visit Your Writing Center

If you’re enrolled at a university, you most likely have a free writing center you can use if you need help with your assignments. If you don’t have a writing center, ask your teacher for help and for information on local resources.

Find this useful?

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Use Your Feedback

After you submit an English writing assignment, you should receive feedback from your teacher on how you did. Use this feedback to your advantage. If you haven’t been getting feedback on your writing, ask your teacher to explain what issues they are seeing in your writing and what you could do to improve.

Be Aware of Your Common Writing Mistakes

If you review your feedback on writing assignments, you might notice some recurring mistakes you are making. Make a list of common mistakes you tend to make when writing, and use it when doing future assignments. Some common mistakes include the following:

• Grammar errors (e.g., not using articles).
• Incorrect vocabulary (e.g., confusing however and therefore ).
• Spelling mistakes (e.g., writing form when you mean from ).
• Missing essay components (e.g., not using a thesis statement in your introduction).
• Not using examples in your body paragraphs.
• Not writing an effective conclusion .

This is just a general list of writing mistakes, some of which you may make. But be sure to go through your writing feedback or talk with your teacher to make a list of your most common mistakes.

Use a Prewriting Strategy

So many students sit down to write an essay without a plan. They just start writing whatever comes to their mind. However, to write a top-graded essay in English, you must plan and brainstorm before you begin to write. Here are some strategies you can use during the prewriting stage:

• Freewriting
• Concept Mapping

For more detailed information on each of these processes, read “5 Useful Prewriting Strategies.”

Follow the Writing Process

All writers should follow a writing process. However, the writing process can vary depending on what you’re writing. For example, the process for a Ph.D. thesis is going to look different to that of a news article. Regardless, there are some basic steps that all writers should follow:

• Understanding the assignment, essay question, or writing topic.
• Planning, outlining, and prewriting.
• Writing a thesis statement.
• Writing your essay.
• Revising and editing.

Writing essays, theses, news articles, or papers in English can be challenging. They take a lot of work, practice, and persistence. However, with these tips, you will be on your way to writing top-graded English essays.

If you need more help with your English writing, the experts at Proofed will proofread your first 500 words for free!

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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How to Write an English Essay

Last Updated: March 31, 2024 Fact Checked

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 14 references cited in this article, which can be found at the bottom of the page. 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 1,625,556 times.

When taking English courses in high school and college, you'll likely be assigned to write essays. While writing an essay for an English class may seem overwhelming, it does not have to be. If you give yourself plenty of time to plan out and develop your essay, however, then you will not have to stress about it.

Sample Essays

Getting Started

• Your instructor will expect to see a well-crafted thesis early on in your essay. Place your thesis at the end of your first paragraph.
• If you don't understand how to write a thesis, ask your instructor for help. This is an important concept that will keep coming up in courses where you have to write papers.

• Telling a personal anecdote
• Citing a surprising fact or statistic
• Overturning a common misconception
• Challenging the reader to examine her own preconceptions

• You can create a numbered outline using a word processor or just put it on paper.
• Don’t worry about being too detailed when you create your outline. Just try to get the major ideas on paper.
• A really solid outline helps you figure out how you're going to put all the pieces of the puzzle together.

Drafting the Essay

• Make sure that you have your outline handy as well. You can build on your outline by expanding on each of the points in the order that they are listed in.

• Think of the topic sentence as a way to tell readers what you'll talk about in the rest of the paragraph. You don’t need to summarize the whole paragraph—just provide readers with a taste.
• For example, in a paragraph that describes Okonkwo’s rise and fall in Things Fall Apart, you might begin with something like: “Okonkwo starts out as a poor young man, but then rises to a position of wealth and status.”

• Returning to the invention stage . This includes exercises such as freewriting, listing, or clustering. You can also revisit your notes and books to see if there's anything you missed or forgot.
• Visiting your school’s writing lab . You can find a writing lab on most college campuses. They are free to students and can help you improve your writing at any stage in the writing process.
• Talking to your instructor . Take advantage of your professor's office hours or one-on-one appointments. Meet with them and discuss ways that you can improve your essay before you hand it in.

• An MLA style works cited page starts on a new page at the end of the essay. Provide entries for each of the sources that you used. These entries should include the information necessary to allow the reader to find the source with ease. [7] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• MLA style in-text (also called parenthetical) citations provide readers with the author’s last name the page number for the information. It's necessary to include an in-text citation for any information that you quote, summarize, or paraphrase from a source. It comes right after the sourced information, and it includes the author’s last name and page number in parentheses. [8] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• Qualify or complicate the information in your essay
• Suggest a need for further research
• Speculate on how the future will change the current situation

Revising the Essay

• If possible, give yourself at least 5 days to work on your essay. Dedicate separate days to researching, crafting your thesis, outlining your ideas, drafting your paper, and making revisions.

• Have I answered the question in a satisfactory way?
• Do I have a clear thesis? Is my thesis the focus of my essay?
• Do I include adequate support for my argument? Is there anything else I could add?
• Is there a logic to my essay? Does one idea follow the next? If not, how might I improve the logic of my essay?

• Try swapping essays with a friend from class. You can read and comment on each other’s essays to make sure that both of you have done the best work possible.
• Make sure that you swap papers at least one day before the paper is due so that you will have time to correct any errors that your friend finds.

• As you read, correct any errors that you find and make a note of anything that you think could be improved, such as adding more details or clarifying the language.

Planning Your Essay

• Always ask your professor if you don't understand the assignment. It's important to have a clear idea of what they want before you start working on the assignment.

Aly Rusciano

“Think of your thesis as the point you're trying to prove in your essay. If the essay came with a prompt question, your one-sentence answer is your thesis.”

• A well-detailed answer that satisfies the assignment requirements
• A clear and direct piece of writing that is easy to follow
• A polished paper with no minor errors, such as typos or misspellings

• For example, if you are tasked with writing about a character in a book, then you will need to provide lots of details about that character. This will probably require rereading some passages of your book as well as revisiting your notes from class. [16] X Research source
• To ensure that your paper is easy to follow, you'll need to make sure that there's a logical order to your essay. Do this by creating an outline and checking your work for logic.
• Start early and give yourself lots of time for revision. Try to complete your first draft about one week before the paper is due.

• Freewriting . Write as much as you can without stopping. If you can’t think of anything, write “I can’t think of anything to write,” until something comes to mind. After you finish, go over what've written and underline or highlight any useful information for your essay.
• Listing . Make a list of all of the details and information that are relevant to the essay prompt. After you have listed everything that you can think of, read over it and circle the most important information for your essay.
• Clustering . Write your topic in the middle of the page, then branch out with other connected ideas. Circle the ideas and connect them to the main one with lines. Keep going until you can't do any more.

• Good sources to use for English essays include books, articles from scholarly journals, articles from trustworthy news sources (NY Times, Wall Street Journal, etc.), and government or university sponsored web pages.
• Many instructors include “research quality” in their grading criteria, so including poor sources, such as blogs, may result in a poor grade.
• If you are not sure if a source is of good quality, ask your instructor or a librarian.

Expert Q&A

• If you choose to have someone critique your essay, try to find someone who fits your essay's target audience. You won't be able to improve your literary analysis of "To Kill a Mockingbird" if you hand it to someone who's never read it. Thanks Helpful 17 Not Helpful 5

• Don’t procrastinate on starting and developing your essay. Good writing takes time and careful planning. Thanks Helpful 7 Not Helpful 1

You Might Also Like

• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
• ↑ http://writingcenter.unc.edu/handouts/introductions/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/paragraphs_and_paragraphing/index.html
• ↑ https://opentextbc.ca/writingforsuccess/chapter/chapter-11-developing-a-convincing-argument/
• ↑ https://guides.libraries.psu.edu/mlacitation/intext
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.html
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/index.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/understanding_writing_assignments.html
• ↑ http://www2.warwick.ac.uk/fac/arts/english/currentstudents/undergraduate/modules/fulllist/second/en228/how_to_write_an_essay/
• ↑ http://writing.ku.edu/prewriting-strategies

About This Article

To write an English essay, start by collecting your notes and sources to brainstorm a thesis, also known as your main argument. Once you have an argument, begin your essay by writing a paragraph that introduces your topic and thesis. After the introduction, write out body paragraphs, which should each start with a topic sentence and develop your thesis by providing specific examples. Finally, finish your essay with a conclusory paragraph, then, edit it for grammar, clarity, and any filler content. For more, like how to write an outline, read on! Did this summary help you? Yes No

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

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

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

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

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A Summary and Analysis of George Orwell’s ‘Politics and the English Language’

By Dr Oliver Tearle (Loughborough University)

‘Politics and the English Language’ (1946) is one of the best-known essays by George Orwell (1903-50). As its title suggests, Orwell identifies a link between the (degraded) English language of his time and the degraded political situation: Orwell sees modern discourse (especially political discourse) as being less a matter of words chosen for their clear meanings than a series of stock phrases slung together.

You can read ‘Politics and the English Language’ here before proceeding to our summary and analysis of Orwell’s essay below.

‘Politics and the English Language’: summary

Orwell begins by drawing attention to the strong link between the language writers use and the quality of political thought in the current age (i.e. the 1940s). He argues that if we use language that is slovenly and decadent, it makes it easier for us to fall into bad habits of thought, because language and thought are so closely linked.

Orwell then gives five examples of what he considers bad political writing. He draws attention to two faults which all five passages share: staleness of imagery and lack of precision . Either the writers of these passages had a clear meaning to convey but couldn’t express it clearly, or they didn’t care whether they communicated any particular meaning at all, and were simply saying things for the sake of it.

Orwell writes that this is a common problem in current political writing: ‘prose consists less and less of words chosen for the sake of their meaning, and more and more of phrases tacked together like the sections of a prefabricated hen-house.’

Next, Orwell elaborates on the key faults of modern English prose, namely:

Dying Metaphors : these are figures of speech which writers lazily reach for, even though such phrases are worn-out and can no longer convey a vivid image. Orwell cites a number of examples, including toe the line , no axe to grind , Achilles’ heel , and swansong . Orwell’s objection to such dying metaphors is that writers use them without even thinking about what the phrases actually mean, such as when people misuse toe the line by writing it as tow the line , or when they mix their metaphors, again, because they’re not interested in what those images evoke.

Operators or Verbal False Limbs : this is when a longer and rather vague phrase is used in place of a single-word (and more direct) verb, e.g. make contact with someone, which essentially means ‘contact’ someone. The passive voice is also common, and writing phrases like by examination of instead of the more direct by examining . Sentences are saved from fizzling out (because the thought or idea being conveyed is not particularly striking) by largely meaningless closing platitudes such as greatly to be desired or brought to a satisfactory conclusion .

Pretentious Diction : Orwell draws attention to several areas here. He states that words like objective , basis , and eliminate are used by writers to dress up simple statements, making subjective opinion sound like scientific fact. Adjectives like epic , historic , and inevitable are used about international politics, while writing that glorifies war is full of old-fashioned words like realm , throne , and sword .

Foreign words and phrases like deus ex machina and mutatis mutandis are used to convey an air of culture and elegance. Indeed, many modern English writers are guilty of using Latin or Greek words in the belief that they are ‘grander’ than home-grown Anglo-Saxon ones: Orwell mentions Latinate words like expedite and ameliorate here. All of these examples are further proof of the ‘slovenliness and vagueness’ which Orwell detects in modern political prose.

Meaningless Words : Orwell argues that much art criticism and literary criticism in particular is full of words which don’t really mean anything at all, e.g. human , living , or romantic . ‘Fascism’, too, has lost all meaning in current political writing, effectively meaning ‘something not desirable’ (one wonders what Orwell would make of the word’s misuse in our current time!).

To prove his point, Orwell ‘translates’ a well-known passage from the Biblical Book of Ecclesiastes into modern English, with all its vagueness of language. ‘The whole tendency of modern prose’, he argues, ‘is away from concreteness.’ He draws attention to the concrete and everyday images (e.g. references to bread and riches) in the Bible passage, and the lack of any such images in his own fabricated rewriting of this passage.

The problem, Orwell says, is that it is too easy (and too tempting) to reach for these off-the-peg phrases than to be more direct or more original and precise in one’s speech or writing.

Orwell advises every writer to ask themselves four questions (at least): 1) what am I trying to say? 2) what words will express it? 3) what image or idiom will make it clearer? and 4) is this image fresh enough to have an effect? He proposes two further optional questions: could I put it more shortly? and have I said anything that is avoidably ugly?

Orthodoxy, Orwell goes on to observe, tends to encourage this ‘lifeless, imitative style’, whereas rebels who are not parroting the ‘party line’ will normally write in a more clear and direct style.

But Orwell also argues that such obfuscating language serves a purpose: much political writing is an attempt to defend the indefensible, such as the dropping of the atomic bomb on Japan (just one year before Orwell wrote ‘Politics and the English Language’), in such a euphemistic way that the ordinary reader will find it more palatable.

When your aim is to make such atrocities excusable, language which doesn’t evoke any clear mental image (e.g. of burning bodies in Hiroshima) is actually desirable.

Orwell argues that just as thought corrupts language, language can corrupt thought, with these ready-made phrases preventing writers from expressing anything meaningful or original. He believes that we should get rid of any word which has outworn its usefulness and should aim to use ‘the fewest and shortest words that will cover one’s meaning’.

Writers should let the meaning choose the word, rather than vice versa. We should think carefully about what we want to say until we have the right mental pictures to convey that thought in the clearest language.

Orwell concludes ‘Politics and the English Language’ with six rules for the writer to follow:

i) Never use a metaphor, simile or other figure of speech which you are used to seeing in print.

ii) Never use a long word where a short one will do.

iii) If it is possible to cut a word out, always cut it out.

iv) Never use the passive where you can use the active.

v) Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent.

vi) Break any of these rules sooner than say anything outright barbarous.

‘Politics and the English Language’: analysis

In some respects, ‘Politics and the English Language’ advances an argument about good prose language which is close to what the modernist poet and thinker T. E. Hulme (1883-1917) argued for poetry in his ‘ A Lecture on Modern Poetry ’ and ‘Notes on Language and Style’ almost forty years earlier.

Although Hulme and Orwell came from opposite ends of the political spectrum, their objections to lazy and worn-out language stem are in many ways the same.

Hulme argued that poetry should be a forge where fresh metaphors are made: images which make us see the world in a slightly new way. But poetic language decays into common prose language before dying a lingering death in journalists’ English. The first time a poet described a hill as being ‘clad [i.e. clothed] with trees’, the reader would probably have mentally pictured such an image, but in time it loses its power to make us see anything.

Hulme calls these worn-out expressions ‘counters’, because they are like discs being moved around on a chessboard: an image which is itself not unlike Orwell’s prefabricated hen-house in ‘Politics and the English Language’.

Of course, Orwell’s focus is English prose rather than poetry, and his objections to sloppy writing are not principally literary (although that is undoubtedly a factor) but, above all, political. And he is keen to emphasise that his criticism of bad language, and suggestions for how to improve political writing, are both, to an extent, hopelessly idealistic: as he observes towards the end of ‘Politics and the English Language’, ‘Look back through this essay, and for certain you will find that I have again and again committed the very faults I am protesting against.’

But what Orwell advises is that the writer be on their guard against such phrases, the better to avoid them where possible. This is why he encourages writers to be more self-questioning (‘What am I trying to say? What words will express it? What image or idiom will make it clearer? Is this image fresh enough to have an effect?’) when writing political prose.

Nevertheless, the link between the standard of language and the kind of politics a particular country, regime, or historical era has is an important one. As Orwell writes: ‘I should expect to find – this is a guess which I have not sufficient knowledge to verify – that the German, Russian and Italian languages have all deteriorated in the last ten or fifteen years, as a result of dictatorship.’

Those writing under a dictatorship cannot write or speak freely, of course, but more importantly, those defending totalitarian rule must bend and abuse language in order to make ugly truths sound more attractive to the general populace, and perhaps to other nations.

In more recent times, the phrase ‘collateral damage’ is one of the more objectionable phrases used about war, hiding the often ugly reality (innocent civilians who are unfortunate victims of violence, but who are somehow viewed as a justifiable price to pay for the greater good).

Although Orwell’s essay has been criticised for being too idealistic, in many ways ‘Politics and the English Language’ remains as relevant now as it was in 1946 when it was first published.

Indeed, to return to Orwell’s opening point about decadence, it is unavoidable that the standard of political discourse has further declined since Orwell’s day. Perhaps it’s time a few more influential writers started heeding his argument?

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9 thoughts on “A Summary and Analysis of George Orwell’s ‘Politics and the English Language’”

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YES! Thank you!

A great and useful post. As a writer, I have been seriously offended by the politicization of the language in the past 50 years. Much of this is supposedly to sanitize, de-genderize, or diversity-fie language – exactly as it’s done in Orwell’s “1984.” How did a wonderfully useful word like gay – cheerful or lively – come to mean homosexual? And is optics not a branch of physics? Ironically, when the liberal but sensible JK Rowling criticized the replacement of “woman” with “person who menstruates” SHE was the one attacked. Now, God help us, we hope “crude” spaceships will get humans to Mars – which, if you research the poor quality control in Tesla cars, might in fact be a proper term.

And less anyone out there misread, this or me – I was a civil rights marcher, taught in a girls’ high school (where I got in minor trouble for suggesting to the students that they should aim higher than the traditional jobs of nurse or teacher), and – while somewhat of a mugwump – consider myself a liberal.

But I will fight to keep the language and the history from being 1984ed.

My desert island book would be the Everyman Essays of Orwell which is around 1200 pages. I’ve read it all the way through twice without fatigue and read individual essays endlessly. His warmth and affability help, Even better than Montaigne in this heretic’s view.

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I’ll go against the flow here and say Orwell was – at least in part – quite wrong here. If I recall correctly, he was wrong about a few things including, I think, the right way to make a cup of tea! In all seriousness, what he fails to acknowledge in this essay is that language is a living thing and belongs to the people, not the theorists, at all time. If a metaphor changes because of homophone mix up or whatever, then so be it. Many of our expressions we have little idea of now – I think of ‘baited breath’ which almost no one, even those who know how it should be spelt, realise should be ‘abated breath’.

Worse than this though, his ‘rules’ have indeed been taken up by many would-be writers to horrifying effect. I recall learning to make up new metaphors and similes rather than use clichés when I first began training ten years ago or more. I saw some ghastly new metaphors over time which swiftly made me realise that there’s a reason we use the same expressions a great deal and that is they are familiar and do the job well. To look at how to use them badly, just try reading Gregory David Roberts ‘Shantaram’. Similarly, the use of active voice has led to unpalatable writing which lacks character. The passive voice may well become longwinded when badly used, but it brings character when used well.

That said, Orwell is rarely completely wrong. Some of his points – essentially, use words you actually understand and don’t be pretentious – are valid. But the idea of the degradation of politics is really quite a bit of nonsense!

Always good to get some critique of Orwell, Ken! And I do wonder how tongue-in-cheek he was when proposing his guidelines – after all, even he admits he’s probably broken several of his own rules in the course of his essay! I think I’m more in the T. E. Hulme camp than the Orwell – poetry can afford to bend language in new ways (indeed, it often should do just this), and create daring new metaphors and ways of viewing the world. But prose, especially political non-fiction, is there to communicate an argument or position, and I agree that ghastly new metaphors would just get in the way. One of the things that is refreshing reading Orwell is how many of the problems he identified are still being discussed today, often as if they are new problems that didn’t exist a few decades ago. Orwell shows that at least one person was already discussing them over half a century ago!

Absolutely true! When you have someone of Orwell’s intelligence and clear thinking, even when you believe him wrong or misguided, he is still relevant and remains so decades later.

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Globalization of the English Language: One of the Most Widely Used Languages in the World Expository Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

English language is one of the most widely used languages in the whole world in spite of the fact that there are many languages. As much as all the other languages are important for various reasons, English language is important because it helps in uniting the whole world.

Consequently, most parts in the world today are united because a high percentage of people have learnt to communicate in English. The issues of languages have a long history. For instance, the story of the tower of Babel has many similarities with the current situation that is facing the English language. While the English language is becoming popular and important, other local languages are vanishing as the days go by.

Therefore, the issue of English becoming an international language and preservation of other languages has become the subject of discussion. With that background in mind, this paper focuses on English language, its importance, as well as the advantages and disadvantages of multiple languages compared to having one single language.

There are some applications on the English language and other languages that can be derived from reading the story of the Tower of Babel as recorded in the book of Genesis in the Christian bible. The story of the tower of Babel came up after people who were speaking only one language united and decided to build one high tower to become famous. God was not delighted with them and he confused their languages such that they started speaking in different languages.

Due to the language confusion, they could not continue with their project and according to the Christian bible, many languages that are present in the world today came up due to the same. Therefore, it is clear that speaking one language is very important because it unites people such that they can be able to undertake a similar project. Some problems and conflicts that are in the world today result from the presence of having many languages as it happened during the time of the Tower of Babel.

As highlighted earlier, other languages are important but on a global scale, English is more important. The issue whether English language is a global language or not is contentious despite the fact that the majority of people in the whole world can communicate in it. In addition, most of the works in different areas such as sciences and literature have been written in English since the authors target meeting a large audience.

On the same note, it is important to point out that most of the works that were originally written in other languages are usually translated into English. As a result, one of the authors concluded in future, all the world literature would be referred to as the English language (Divide).

It is quite true that there is widespread use of English language in the world today but as highlighted earlier, it is not clear whether English will end up becoming a global language. Various studies have indicated that the majority in the world are learning and being taught to speak in English. However, it is important to mention that the number of people speaking a particular language is not the determining factor.

The study of illustrates that the economic as well as the military power of the speakers are usually the most important determining factors. More specifically, the study explains that military power helps in establishing the language but the economic power helps to expand it. Therefore, English may end up becoming an international language not only based on the military power of its speakers but also on their economic power (Crystal).

Although there are some advantages of having one language, it is important to preserve other languages since they are important aspects of culture. According to The Endangered Language Fund, there are about thousand languages which are spoken in the whole world and it is projected that about half of languages may disappear in the twenty first century. Therefore, it is important to perverse those languages failure to which they may become extinct.

There are both advantages and disadvantages of having multiple languages in the world. The story of the Tower of Babel clearly illustrates that having multiple languages leads to misunderstanding, which may eventually lead to conflicts. Language is an important aspect in communication and failure to understand other people does not only lead to conflicts but also lack of harmony.

Though people speaking a similar language may conflict, it is worse when people speak different languages. Secondly, having multiple languages is disadvantageous in the view of the fact that it calls for people to learn and to be taught other foreign languages. Additionally, learning other languages needs not only money but also a lot of devotion.

Currently, people who are learning foreign languages are very few indicating that is not as easy. Translation and localization of products also require additional finances. Therefore, the costs involved in preserving multiple languages as well as the conflicts that emerge from the same are some of the most important disadvantages of having multiple languages.

In the view of the fact that language is an important aspect of culture, it is quite advantageous to have multiple languages since they mark cultural diversity. As much as human beings have had many inventions, studies of Divide indicate that of all the human inventions, language is the greatest.

There are several things concerning culture that can only be learnt and preserved by local languages, which are inclusive but not limited, customs, beliefs, norms and cultural values. Therefore, having multiple languages is very important because it helps in preserving the cultural heritage, which has been developed for many centuries. Apart from that, since the same creates cultural diversity, it can lead to meaningful cultural competition, which may be very beneficial.

The essay has indicated that there are both advantages and disadvantages of multiple languages compared to a single language. Currently, most of the languages are vanishing due to the emergence of international languages, which are becoming very popular. English is an important language in the whole world although the issue whether it is an international language or not is contentious. However, based on its speakers, it is clear that the language is quickly turning out to be important on the global scale.

Most of the English speakers are from the western world like the Americans and they are powerful not only politically but also economically. Study of history indicates that the international languages, which existed in the past like Latin and Greek, are marked by political and economic power. Therefore, if the current trend will continue, English will become an international language.

Works Cited

Crystal, David . English as a Global Language. 2003. Web.

Divide, Linguistic Diversity and the Digital. Jenns Allwood. Web.

The Endangered Language Fund . About the Fund. Web.

• Evolution in the English Language
• Theories of the Language Evolution
• Earth's Issues in “The Vanishing of Gaia” by Lovelock
• Global Ethics: The Babel Drama by Iñárritu
• Movie Babel by Alejandro Gonzalez Innarritu
• The Role of Languages
• Language Development Analysis
• Conservative and Liberal Languages
• English as a Global Language Essay
• Does Global English Mean Linguistic Holocaust?
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, December 27). Globalization of the English Language: One of the Most Widely Used Languages in the World. https://ivypanda.com/essays/english/

"Globalization of the English Language: One of the Most Widely Used Languages in the World." IvyPanda , 27 Dec. 2018, ivypanda.com/essays/english/.

IvyPanda . (2018) 'Globalization of the English Language: One of the Most Widely Used Languages in the World'. 27 December.

IvyPanda . 2018. "Globalization of the English Language: One of the Most Widely Used Languages in the World." December 27, 2018. https://ivypanda.com/essays/english/.

1. IvyPanda . "Globalization of the English Language: One of the Most Widely Used Languages in the World." December 27, 2018. https://ivypanda.com/essays/english/.

Bibliography

IvyPanda . "Globalization of the English Language: One of the Most Widely Used Languages in the World." December 27, 2018. https://ivypanda.com/essays/english/.

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Essay on the Importance of the English Language for Students

• Updated on  
• Oct 14, 2023

The English language is one of the most popular spoken languages across the world. Because of this reason, more and more people are investing their time in learning the English language. Learning a language is like gaining knowledge with tons of benefits. This blog includes an essay on the importance of the English language for students will help you get a better understanding of the same.

Table of Contents

• 1 Essay on the Importance of the English Language in 100 Words
• 2 Essay on the Importance of English Language in 200 Words
• 3.1 Reasons to Learn the English Language
• 3.2 Conclusion of the Importance of the English Language

Also Read: Essay on Corruption

Essay on the Importance of the English Language in 100 Words

Language is a major means of communication. It is the way by which we share what we want to such as our thoughts with other people. Another purpose of any language is to convey emotions, sentiments, perspectives, attitudes, etc. The English language is the one that serves both the above-mentioned purposes, hence, it is regarded as the first global language ‘Lingua Franca.’

English Language opens a vast sea of opportunities in the world for those who speak this language. It has eventually turned into an essential requirement in various fields such as computing, medicine , business, etc. Hence, we can say that in today’s fast-evolving world, the English Language has become a storehouse of various knowledge.

Essay on the Importance of English Language in 200 Words

As today’s world is progressing in all aspects and fields, the English Language is becoming extremely important. Most of the transactions, legal documents, official communications, conversations, etc. are done in English. The information available on the internet is mainly in English, hence, we can say that the English Language is the language of the internet.

Furthermore, The English Language can be of great advantage in getting a job easily. Since it is the language used in various fields, it automatically increases the chances of an individual landing a good job in a well-reputed company. As the English Language is the official language of 53 countries, it helps an individual connect with new people without language becoming a barrier.

Whether you are an employee or an employer, it doesn’t matter. The Engish Language benefits everyone. Especially for students who wish to study abroad , should definitely learn the English Language. A lot of countries, even the ones where English is not even an official language, encourage students to learn English as a secondary language. Learning the English Language will definitely help you in various business endeavors that you may choose to pursue. With the numerous benefits and reasons mentioned above, and countless unnamed ones, it is clear to say that the importance of the English Language is more than meets the eye, and learning the same would open doors to countless opportunities.  

Also Read:- Best Sounding Languages You Should Learn

Essay on the Importance of English Language in 300 words

In order to keep up with the fast-paced world, fit into society, and be future-ready, it becomes essential to learn the English Language, such is the importance of it. It automatically becomes essential because, from the very elementary level, the mode of education itself is English.

The English language is becoming more and more popular each day. As a result of the same, many people are dedicating their time to learning the English Language, as their secondary language. Its true values lie in the ability to help remove various barriers from our day-to-day lives.

Reasons to Learn the English Language

• Travel Purposes: The English language is the official language in approximately 53 countries. More than 1.35 billion people in the world speak English for purposes like tourism, jobs, business meetings, casual visits, etc. English comes in handy in all aspects.
• English on the Internet: It is clear that English is the language of the Internet. It plays an important role in promoting and spreading the same throughout the world.
• English for Communication: As mentioned above, English is the Official Language in many countries. Hence, it becomes essential for good communication as well.
• Use of English in Education: It has become a major language to impart education and explain various concepts to the students in the form of written text, tools, materials, etc. Hence, for students or people involved in activities related to academics, learning English is of utmost importance. 

Conclusion of the Importance of the English Language

People all around the world use the English language for various purposes, be it education, or simply communication, English Language is gaining value more than any other language and has become a necessity for almost every individual to learn. Although it might not be the most spoken language in the world, it certainly is used by a major fraction of approximately 400 million people around the world. Hence, we can say that learning the English Language will be extremely beneficial and will open doors to many new opportunities for the individual. 

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Essay on Football

The English Language has become a major language to impart education and explain various concepts to the students in the form of written text, tools, materials, etc. Hence, for students or any studying individual, learning English is of utmost importance. 

Language is a major means of communication. It is the way by which we share what we want to such as our thoughts with other people. Another purpose of any language is to convey emotions, sentiments, perspectives, attitudes, etc. The English language is the one that serves both the above-mentioned purposes, hence, it is regarded as the first global language “ Lingua Franca”. English Language opens a vast sea of opportunities in the world for those who speak this language. It has eventually turned into an essential requirement in various fields such as computing, medicine, business, etc. Hence, we can say that in today’s fast-evolving world, the English Language has become a storehouse of various knowledge.

The English language is one of the most spoken languages in the world. This is leading to more people dedicating time to learning English as their secondary language. The true value of English helps remove many hurdles from our lives. In order to keep up with the fast-paced world, fit into society, and be future-ready, it becomes essential to learn the English Language, such is the importance of it. It automatically becomes essential because, from the very elementary level, the mode of education itself is English. With the numerous benefits and reasons, and countless unnamed ones, it is clear to say that the importance of the English Language is more than meets the eye, and learning the same would open doors to countless opportunities. 

For more information on such interesting topics, visit our essay writing website and follow Leverage Edu .

Deepansh Gautam

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New Jersey Student Learning Standards

2023 njsls-ela: grade 3, language domain (l), foundational skills: reading language, phonics and word recognition.

L.RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

• Identify and know the meaning of the most common prefixes and derivational suffixes.
• Decode words with common Latin suffixes.
• Decode multisyllable words.
• Read grade-appropriate irregularly spelled words.
• Analyze the parts of high-frequency words that are regular and the parts that are irregular.

L.RF.3.4. Read with sufficient accuracy and fluency to support comprehension.

• Read grade-level text with purpose and understanding.
• Read grade-level text orally with accuracy, appropriate rate, and expression.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Foundational Skills: Writing Language

L.WF.3.2. Demonstrate command of the conventions of encoding and spelling.

• Spell single syllable words with less common and complex graphemes (ough, augh; -old, -ind, -ost, -ild families).
• Use digital or print tools such as a dictionary or thesaurus to check spellings of unknown words.
• Identify language of word origin, as noted in dictionaries.
• Spell singular and plural possessives (teacher’s; teachers’)
• Change y to i (cried) in words with suffixes, when required.
• Combine all basic syllable types: closed, VCe, open, vowel team, vowel –r, Consonant-le.
• Include common, transparent, prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful) and suffix -tion.
• Spell common words in English, including regular and irregular forms.

Sentence Composition (Grammar, Syntax, and Punctuation)

L.WF.3.3. Demonstrate command of the conventions of writing including those listed under grade two foundational skills.

• Improve communication of meaning by replacing weak verbs with stronger ones, and common nouns with precise nouns.
• Capitalize appropriate words in titles.
• Choose and maintain consistency of tense, writing nouns and verbs that agree in tense.
• Use common regular and irregular plural forms, writing nouns and verbs that agree in number.
• Use appropriate pronouns with clear referents.
• Use periods, question marks, exclamation points, commas, apostrophes, and quotation marks appropriately. (e.g., commas and quotation marks in dialogue, and commas in addresses).
• Combine simple sentences into compound sentences, using conjunctions and, but, or, yet, and so.
• Paraphrase a main idea or event in order to vary sentence structure and word use.
• Organize ideas into paragraphs with main ideas and supporting details.

L.KL.3.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.
• Choose words and phrases for effect.
• Recognize and observe differences between the conventions of spoken and written English.

L.VL.3.2. Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

• Use sentence-level context as a clue to the meaning of a word or phrase.
• Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and

L.VI.3.3. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
• Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Reading Domain (R)

RL.CR.3.1. Ask and answer questions and make relevant connections to demonstrate understanding of a literary text, referring explicitly to textual evidence as the basis for the answers.

RI.CR.3.1. Ask and answer questions and make relevant connections to demonstrate understanding of an informational text, referring explicitly to textual evidence as the basis for the answers.

RL.CI.3.2. Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).

RI.CI.3.2. Recount in oral and written form the key details from a multi-paragraph informational text and explain how they support the main idea.

RL.IT.3.3. Describe the development of individual character’s traits, motivations, or feelings and explain how their actions contribute to the plot within a text.

RI.IT.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RL.TS.3.4. Utilize and reference features of a text when writing or speaking about a text, referring to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RI.TS.3.4. Utilize and reference features of a text when writing or speaking about a text, using text features (e.g., graphics, images, captions, headings) and search tools (e.g., key words, sidebars, hyperlinks) to locate and integrate information relevant to a given topic efficiently. '

RL.PP.3.5. Distinguish their own point of view from that of the narrator or those of the characters.

RI.PP.3.5. Distinguish their own point of view from that of the author of a text.

RL.MF.3.6. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RI.MF.3.6. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.AA.3.7. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RL.CT.3.8. Compare and contrast the elements (theme, settings, and plots) of literary texts written by the same author about similar characters (e.g., in books from a series).

RI.CT.3.8. Compare and contrast the elements of informational texts regarding the most important points and key details presented in two texts on the same topic. opportunity to integrate climate change education.

Writing Domain (W)

W.AW.3.1. Write opinion texts to present an idea with reasons and information. opportunity to integrate climate change education.

• Introduce an opinion clearly.
• Support the opinion with facts, definitions, reasons text evidence, or other information and examples related to the topic.
• Link ideas within sections of information using transition words and phrases (e.g., then, because, also, therefore, since, for example) to connect opinion and reasons.
• Provide a conclusion related to the opinion presented.

W.IW.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• Introduce a topic clearly.
• Develop the topic with facts, definitions, and concrete details, text evidence, or other information and examples related to the topic.
• Include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.
• Link ideas within sections of information using transition words and phrases (e.g., then, because, also, another, therefore).
• Provide a conclusion related to the information or explanation presented.

W.NW.3.3. Write narratives to develop real or imagined experiences or events with basic story elements.

• Orient the reader by establishing a situation and introduce a narrator and/or characters; clearly organize an event sequence.
• Use dialogue and description to develop experiences and events or show the responses of characters to situations.
• Use transitional words and phrases to manage the sequence of events.
• Use concrete words and phrases and sensory details to convey experiences and events.
• Provide a conclusion or sense of closure that follows the narrated experiences or events.

W.WP.3.4. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

• Identify audience, purpose, and intended length of composition before writing.
• Consider writing as a process, including self-evaluation, revision and editing.
• With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, find and correct errors and improve word choice.

W.WR.3.5. Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.

W.SE.3.6. Use discussion, books, or media resources to gather ideas, outline them, and prioritize the information to include while planning to write about a topic.

W.RW.3.7. Engage in independent and task-based writing for both short and extended periods of time, producing written work routinely.

Speaking and Listening Domain (SL)

SL.PE.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

• Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.
• Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
• Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
• Explain their own ideas and understanding in light of the discussion.

SL.II.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.ES.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.PI.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. opportunity to integrate climate change education.

SL.UM.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.AS.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2023 NJSLS-ELA K–12 (Word)

2023 NJSLS-ELA

• Kindergarten
• Grades 9–10
• Grades 11–12

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Paper 1 Question 5 Revision

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

29 August 2024

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Covering Innovation & Inequality in Education

OPINION: English language arts instruction needs to change immediately. Here are some ways that can work

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In many middle and high schools, students spend hundreds of hours a year on English language arts (ELA) assignments that don’t ask enough of them. Too many students are working on below-grade-level tasks using below-grade-level texts. 

That approach, while well-intentioned, is not closing gaps or preparing students for life after high school. Is it any wonder that reading scores haven’t improved in 30 years?

Students from low-income families, multilingual learners and those with disabilities are even less likely to receive tasks appropriate for their grade level. Yet research shows that grade-level tasks and texts should be the start — not the finish — to strong instruction . 

National Assessment of Educational Progress (NAEP) data indicates that only 37 percent of 12th graders are academically prepared for college in reading, and employers say that young people haven’t learned the reading, writing and verbal communication skills most important to workplace success. 

Related: Become a lifelong learner. Subscribe to our free weekly newsletter to receive our comprehensive reporting directly in your inbox. 

Reading classic texts and learning to write the five-paragraph essay are both important, but students need much more. Teachers need training and help to understand grade-level standards and how to assign authentic writing tasks without leveling down content — something many New York City and Los Angeles public school teachers had a chance to learn recently via an intensive literacy project.

In the project, students were given focused grade-level tasks and were asked to read related grade-level complex texts and write in response to those texts. An independent evaluation that followed the project found that those students gained an additional four to nine months of learning compared to their peers. This happened with just two to 12 weeks of grade-level instruction. 

Those and other results, from a decade of research with 100,000 educators and 2.4 million students , continue to show that this standards-first approach to curriculum, instruction and professional development can help students effectively double their growth each school year.

So, why aren’t more schools doing this? There are many reasons. Here are a few:

• There is a culture of low expectations. While 82 percent of teachers support their state’s standards, only 44 percent expect their students to have success with them, one study found. Even when students earned A’s and B’s, most were not demonstrating grade-level work on their assignments. 
• Teachers are not assigning grade-level tasks and texts. The Common Core State Standards were released in 2010, and ELA teachers still often assign tasks and texts based on independent reading levels rather than on a student’s grade level. Research shows that since Covid this practice has actually been increasing .
• Teacher training is inadequate. Despite the fact that $18 billion is spent annually on professional development, most teachers don’t believe it’s helping — and they’re right. One study found that teachers were spending approximately 19 days a year on such training, but it did not appear to substantially improve their instruction and student outcomes weren’t improving. 
• Many ELA curriculum programs are weak. Teachers spend too much time sifting through resources that claim to be “standards-aligned” or “standards-compliant.” To become truly standards-driven, teachers need materials that are intentionally designed from specific standards, allowing students to build the cognitive skills and engage in the practice needed to successfully respond to grade-level tasks. 

Related: Should teachers customize their lessons or just stick to the ‘script’? 

To turn things around, students and teachers must be supported with pathways to meet grade-level standards and develop a better sense of what high-quality teaching looks like . Here are a few ways to help:

• Start with grade-level tasks on day 1, not by day 180. Grade-level thinking is not a destination; it requires daily practice. Teachers (and curricula) need to assume that every student can read, think and write about rich and complex ideas using complex texts. Teachers and curriculum programs can target instruction to meet individual needs while engaging all learners in the same rigorous grade-level texts and tasks. 
• Shift the focus from what students consume to what they produce. In a standards-driven curriculum, the focus isn’t on the text; it’s on how students demonstrate grade-level thinking through the speaking and writing they do in response to text-based ideas. This changes the classroom focus from what students consume (specific texts) to what they create (specific oral and written products). In addition, when students are given opportunities to create different authentic writing products for different audiences and purposes, it helps them build skills they can transfer to real-world settings.
• Build teachers’ knowledge and skills. Teachers need training that is easily accessible and useful in their daily work. Professional development should be embedded in curriculum programs so that teachers can deepen their understanding of the standards and be able to recognize students’ demonstrations of specific standards. Curricula can and must intentionally build teacher knowledge and expertise so teachers learn while they teach.

Any ELA classroom can be transformed into a highly effective learning environment. Research demonstrates that when a student is given grade-level tasks driven from grade-level standards, and their teacher is trained to teach those standards, both will rise to the challenge. The time to insist on demonstrable learning outcomes is now. Teachers and students are ready to do the work.

Suzanne Simons is the chief literacy and languages officer for Carnegie Learning . She is also a senior advisor with the nonprofit Literacy Design Collaborative and was its founding chief academic officer. 

This story about ELA instruction was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter .

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