Make a plain reference to the topic of the two texts.
C2 proficient (cpe) essay: writing guide.
Here is a straightforward way to write a perfect essay .
We will use the example extracts below in our writing guide advice. The texts are either contradictory or complementary.
Examinations are not fair. Making judgments about the ability of students based on examinations that take place just once or perhaps twice a year is simply not fair. So many students fail to show their true ability due to anxiety, stress and a number of other factors. Many students who do well in exams do so simply by cramming facts into their heads the week before the exam, to be forgotten by the following weekend. Surely assessment of the work done in class and at home throughout the school year would be a fairer system?
Classroom assessment is idealistic. It’s all very well to talk about teachers judging their students work in the classroom, and students working alone at home on their projects, but everyone knows that continuous assessment doesn’t work like that. Teachers are only human, and tend to be softer on their students than an examiner would be (or, in a worse scenario, harder on a student they don’t like). Parents or older siblings help students with the projects they have to do at home, even if it’s just coming up with ideas for them . Exams may not be fun, but at least we get to see what each individual student is capable of.
Extract 1. Key points: 1) Unfair to judge a year’s performance just once or twice a year. 2) This unfair system forces students to temporary parrot-fashion learning
Extract 2. Key points: 3) Continuous assessment depends too much on the teacher who may be too lenient or too strict. 4) Parents and siblings may give an unfair advantage to students over others who don’t have help at home.
The introduction should inform the reader about the subject of the essay .
Introduction: The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.
Remember that this is not the best time to express your opinion , it should be at the very end in the conclusion.
Here we have to prove to the examiners that we have fully understood the text. In the second and third paragraphs, we paraphrase 4 key points and comment briefly on them.
Body paragraph (1) = Topic sentence + Point 1 + Point 2
Paragraph 1: [Topic sentence] The first author considers the annual assessment of students’ performance as inadequate . [Paraphrase the first (1) point] Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. [Paraphrase the second (2) point] To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information.
Body paragraph (2) = Topic sentence + Point 3 + Point4
Paragraph 2: [Topic sentence] Conversely, the second text sees the exams as the only reliable means of school assessment. [Paraphrase the third (3) point:] If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment. [Paraphrase the fourth (4) point] Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.
Opinion: [Topic sentence] While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.
In summary, what you really want is to show the examiners that you understand the text and the key points, so it should be a balanced analysis of the text you have just read. Do not give any new information , tell them what you have already told.
Conclusion: All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.
The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.
The first author considers the annual assessment of students’ performance as inadequate. Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information.
Conversely, the second text sees the exams as the only reliable means of school assessment. If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment. Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.
While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.
All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.
C2 proficient (cpe) essay: paraphrasing key words.
As you already know, your task is to find four keywords that you have to analyze and comment on. A common problem is that students often are literally copying the text . As you can imagine, you won’t get a good grade for making shortcuts and examiners expect you to paraphrase these points.
Let see a few examples of real-life paraphrasing so that you know what it is supposed to look like and what to avoid:
..as are vehicle exclusion zones or parking restrictions in busy pedestrian areas. However, it – also makes sense to encourage motorists to become less reliant on their car. This can | be achieved by making public transport more efficient and promoting the benefits of car- sharing with work colleagues, thus reducing weekly fuel bills.
The first argument makes particular mention of creating vehicle exclusion zones…
The second argument points out that travelling by car can be reduced if the government makes public transport more efficient…
as you can see the students repeated the words vehicle exclusion zones and then later makes public transport more efficient – this is clearly not a terrible mistake but it could be done better.
The first argument makes particular mention of creating vehicle exclusion zones… areas where motorists are prohibited from driving
The second argument points out that travelling by car can be reduced if the government makes public transport more efficient… improves the efficiency of public transport
hopefully, you can see how these changes have made the sentence the students own and how this would definitely impress the examiner.
Cpe essay sample 1.
Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.
Teenagers as consumers It is virtually impossible to escape the influence of the media these days, and particularly if you are a teenager with access not just to television and radio, but also the internet at all times of the day and night. Advertisers look upon teenagers as a blank canvas whose tastes and needs are there to be moulded by them through their advertisements. Advertisers and marketing people have become adept at reading the teenage mind, making young people believe that they need to own certain items in order to be accepted by their peer group, or simply to look cool.
Teenagers: a driving force Advertising responds to young people’s delight in what is new by developing sophisticated and innovative, often humorous advertisements which can be seen on television and cinema screens and on billboards around our towns and cities. The tastes of this generation of young people have had an impact on advertisers worldwide. However, it is the energy of the young, above all, that has influenced the world of marketing and has kept it on its toes, pushing the creative boundaries to become almost an art form. That is the power of young people.
These texts both deal with the relationship between teenagers and advertising.
The first one focuses on how advertisers exploit young people, taking advantage both of teenage preoccupation with the media and of their susceptibility to peer pressure combined with a wish to appear ‘cool’. The second text is less critical of the relationship between marketing and young people. It presents the young as having a very positive influence on the quality of modern adverts, helping to make them much wittier and more original than ever before. This text maintains that teenagers’ impact on advertising derives partly from their predilection for what is intriguingly new but also, more particularly, from their own creative energy. This energy has been channelled into advertising, raising it arguably to the level of an art form.
While I appreciate the arguments put forward in both texts, I tend to feel more in sympathy with the approach of the first one. I suspect that advertisers are quite cold-heartedly prepared to exploit the youth market, keen to capture the attention – and the cash – of the new generation and well aware of how young people are perhaps more easily influenced than their more cynical elders.
I would accept that advertising can be very creative and I personally often find an advert in a magazine or a TV commercial attractive to look at or enjoyably humorous. It does not seem unreasonable to suggest that many people with artistic talents are attracted to the advertising profession. However, I do not see that as having any direct connection with teenagers. Those who create the most original adverts are certainly likely to be young but in their twenties or early thirties rather than their teens. Moreover, the appeal of the more sophisticated advert is surely just as powerful for the older generation as for teenagers.
Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.
Killing for nothing Under no circumstances should capital punishment be condoned. It is a barbaric form of punishment, which serves no useful purpose as it obviously does not act as a deterrent. In the USA, for example, the use of capital punishment increased greatly during the eighties and the nineties but with no corresponding effect on the crime rate. Another argument says that it effectively deals with people who are a danger to society. But in any case, they spend years, even decades, on death row while their appeals are used up, and might as well just be sentenced to life imprisonment with no possibility of parole.
Innocents die The system by which people are convicted is simply not as foolproof as some people would have us believe, and the odds against an innocent person being killled are just too high. While the risk of this happening remains a very real possibility, the death sentence is unacceptable. In this age of DNA evidence, many people in American prisons awaiting execution have been found to be innocent. The other problem is prejudice. Even if a person is found guilty and convicted of a crime, they are likely to get a worse sentence if they are from an ethnic minority, and disproportionately large numbers of these people are executed every year in the States.
Both extracts above take a negative stance on the hotly debated issue of death penalty.
The first author tries to dispel the myth of the death sentence “acting as a deterrent”. He claims that the long standing use of this harsh punishment in the USA has not proven its effectiveness in curbing crime rates. However, his argument is unconvincing because criminality could have been worse if death penalty was not in effect. Nevertheless, the writer correctly remarks that there is no need to take someone’s life in order to protect society since we can achieve the same result by simply giving them a life sentence.
The second extract persuasively strengthens the argument against this irreversible penalty by citing the numerous incidents of innocent people who have been wrongly convicted and sometimes even executed, only to find out that more recent genetic material proves that they were innocent. The author also claims that the well-documented “prejudice against ethnic minorities” is a reason to abolish the death sentence. Even if we accept the latter argument as a fact, we can not so easily jump to the conclusion that the suspicion of some judges having preconceived ideas should strip our legal system of one of its most powerful weapons.
Personally, I feel that the death penalty should remain in effect for extreme cases of serial killers or insane criminals who show no remorse for their actions. Since, nowadays, we have at our disposal the invaluable assistance of genetic evidence we can reach verdicts that are beyond any shadow of a doubt while at the same time, we retain a strong disincentive in the ammunition of our legal system.
Cpe example topic 1.
Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.
Shifting sands
Nowadays, in some cultures, there may often be confusion between generations about what is acceptable behaviour in certain situations. Older people sometimes complain, for example, about the real or imagined rudeness of others, such as in the use of electronic devices in public places. However, the younger generation does not regard electronic communication as intrusive, but rather as fundamental to their way of life. Only increased mutual understanding is likely to resolve potential conflict or confusion in any society. In this case, as in all others, it pays to be aware of other people’s points of view.
Follow my leader?
Should we always aim to do what society expects of us? No, what society needs is individuality. Worrying about what other people think inhibits enthusiasm and creativity. Nothing new is ever achieved by conforming to expected social norms. This is not only true for society’s innovators: everybody needs a strong sense of their own worth as an individual. This is essential for psychological well-being and the ability to function effectively in one’s personal and professional life. Paying too much attention to society’s conventions can be counter-productive in these and other ways.
Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.
The Financial Costs of Stress
Research carried out by the Health and Safety Council estimates that stress and mental illness continues to be neglected by many businesses, both small and large. And the economic impact of this is huge, costing employers around £26bn a year. Stress at work can lead to a lack of concentration, fatigue and low motivation, all of which will cost the company in terms of low productivity, customer satisfaction and the very reputation of the company itself. Employers are being urged to become more “emotionally intelligent” and to improve the way they deal with stress and mental illness.
Speak up about Stress
Many people find it difficult to talk about their feelings, particularly if we’re feeling weak or vulnerable. However, when suffering from stress it’s vital you seek help. It’s important to feel you can talk honestly with a close friend, a loved one, a work colleague or a doctor about what’s going on. Stress is easily diagnosed and there is plenty you can do to successfully treat and manage stress. One of the most effective of these is to share your feelings with those you trust. Remember that accepting help and support is not a sign of weakness. Close relationships are vital to helping you get through this tough time.
After writing your text, you can check it yourself using the writing checklist below.
How to do that? Simply check your text/email by answering the questions one by one:
Communicative Achievement
Organisation
C2 proficient (cpe) essay: tips.
Language of evaluation, discussion, comparison (between the two texts) narrative (use of a personal anecdote) and speculation (possible results of various schemes). Vocabulary for describing working conditions (e.g. ‘part-time/full-time’, ‘job sharing scheme’, ‘flexible working conditions’, ‘homeworker/homeworking’ etc.) could be used. Does not have to be completely accurate but | Should be as that is consistent with the requirements of an academic essay. The reader would get |
The essay must be divided into and these should be linked appropriately. The format should be that of a standard essay, i.e. in the body of the essay | Should include a in each text. The essay should also include an including the writer’s own views on the subject. |
We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.
The first text suggests that….. The second text raises the issue of ….. The writer is of the opinion that…. Additionally, it is argued that….. The two texts contrast differing views of….. According to the first passage……. Personally, i ……………. The second text put forward…… I believe that……… In conclusion, it is my opinion that……
As opposed to In the sense that….. For this reason……..
On the whole…. In general….. For the most part…. As a rule…… It is often that…. It is usually the case that….. People to regard….. The reality is that…..
With respect to… In the case of… As regards… In terms of…. With the exception of….. From the ….. point of view…. They are seen as….. As far as ……are / is concerned……
Considering….. On the question of…. No one would dispute…….
One argument in favour of this is …. In support of….. It is true that……
At the same time…. In actual fact….. On the other hand…. In contrast to…. Set/ weighed against this is…. .
Personally… Unfortunately… Obviously… Evidently… Presumably… Naturally… fortunately..
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So, England have won Group C. Gareth Southgate’s team were underwhelming in their opening two games of Euro 2024 and there was little sign of a revolution tonight.
Conor Gallagher started but was taken off at half-time, before Kobbie Mainoo sparked a slightly improved display.
Slovenia are also through in third, missing out on second due to a lower position in the European qualifiers rankings compared to Denmark — that’s after the pair finished with an identical record and even the same number of yellow cards in three matches.
Danny Taylor , Oliver Kay , Mark Carey , Dan Sheldon and Will Jeanes analyse the key action from Cologne.
England 0 Slovenia 0: Southgate’s side seal top spot in Group C but underwhelm again – The Briefing
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If it feels like England are struggling to create clear-cut chances at Euro 2024, then the numbers back it up.
England’s three matches at this European Championship have so far produced a total expected goals (xG) tally between the two sides involved of 3.39.
That is 2.26 for England, 1.13 for their opponents — and the lowest total across the tournament so far.
That might just stink the place out if the trend carries on deep into Euro 2024.
The start of something big for Kobbie Mainoo ? Maybe. It will depend on how much Gareth Southgate trusts him in the last 16 — but trust him, he should.
Here’s what the Manchester United midfielder has been saying to ITV :
💬 “Me and Cole (Palmer), we’re ready for whenever we are called upon like any of the lads, and when we get our chance we try to impress. I love playing and anyone on the bench wants to get onto the pitch.
“They sat deep and they were good on the ball. But I feel we have the quality to break these teams down and as we go on to face better teams, I feel we can reach those levels.”
Group C at Euro 2024 — the quartet that truly keeps giving.
There’s some more history here. For the first time in European Championship history, both games in the last round of a group have ended in goalless draws.
And you know what? It felt pretty dull too. Thank goodness we got to enjoy Group D’s finale earlier too.
It was job done for captain Harry Kane tonight, in that England finished top of Group D. How much of that was helped by Denmark failing to beat Serbia? I’ll leave you to mull over that one.
Here’s what Kane said, moments after the final whistle:
💬 “That was the aim before the start of the tournament, come top of the group and control our destiny. I thought we played a lot better than the other games; we couldn’t just find that finish.
“The boys who came on did really well and kept the energy high. We need everyone chipping in and that’s what we are doing so far.
“We have been here before and stepped it up in the past when we got to the knockouts. It is going to be a difficult challenge ahead and we have enough ability to keep pushing.”
In fairness, it is a pretty decent silver lining at this point — providing England somehow find another big improvement in the last 16.
Here’s what John Stones had to say to ITV on the pitch at full-time:
💬 “I can understand some of the fans’ frustrations with us not scoring or taking chances, but we left everything out there and it’s never an easy game.
“We have to focus on what we can control and we have to be harsh with ourselves and where we could be better. It’s not the result we wanted but I’m so pleased we topped the group.”
Manchester United’s Kobbie Mainoo oozes calm and has seemed entirely unruffled during his breakthrough season at Old Trafford. He was key to that unlikely FA Cup final win over Manchester City and took his goal with aplomb.
England supporters have been calling out for his introduction at Euro 2024 and his team looked so much livelier once he entered the fray at half time.
One has to feel he will start the next game and help his team play more positively from the off. Here is a teenager entirely comfortable on the ball who is not daunted by the weight of expectation and that feels like exactly what England need at the moment.
While unbeaten, England can probably count themselves somewhat fortunate to have topped Group C with five points.
For reference, here is the breakdown of Euro 2024 group winners by points:
There is still one round of fixtures to play in Group E and Group F
Well, they had a better second half that looked a bit more fluent — in that it couldn’t have been much less fluent than the first. As for the full-time numbers…
Slovenia dug in and they had to concentrate and focus against a lot of England possession. But for that amount of possession, the quality chances were clearly in short supply.
England won’t get very far unless they can find a sharper threat in the final third.
Ultimately Slovenia looked from the outset as though they would be more than happy with a draw. It can be difficult to break down a team with little to no attacking intent regardless of their quality, and perhaps Southgate’s side will welcome tougher opposition allowing some space to open up.
It is ludicrously glass half full reasoning but maybe England will look more dangerous when up against one of Europe’s big hitters.
The only other reason to be cheerful is that England have, improbably, topped the group after three poor performances and now find themselves on the favourable side of the draw.
Now some of the negatives :
I am willing to be a tiny bit more charitable than I was at half time and say that was unequivocally better than the Denmark performance.
Five days is a long time in football. And it needs to be for Southgate and England.
Yes, they are going through as Group C winners and yes, we all remember worse England teams. But this group stage must have got the alarm bells ringing.
Feels like more changes will be needed ahead of the last-16 game, whoever that will be against.
Not a great sight this, for the England head coach.
There have been plenty of tournaments within living memory involving England supporters embarrassing themselves in front of a global audience. In Germany so far, despite being offered very little to enjoy on the pitch, the English fans have earned a little credit.
They did not stop singing tonight in spite of yet another lacklustre performance and there has been no sense of complacency after a few good tournaments in a row for their team. It was by no means a foregone conclusion that England fans in Germany would behave but the dark days seem to be behind them now.
That was always likely to happen. Southgate went to clap the fans. Many clapped back but also audible jeers - including two empty plastic glasses chucked on the pitch.
They land in front of him but he continues to applaud.
What to make of that then? Again, England look like a team of decent players that is out of form, unbalanced, dysfunctional and short on immediately solutions.
For Slovenia, they’ve just reached the last 16 for the first time in their history — and knocked out Croatia.
They were compact, competitive and determined too. Fair play to them.
Huge boos from the England section at the final whistle and the large group who stood behind the goal for the entire match immediately legged it for the exit.
It’s a short waiting game for the result in Munich, as they have been a little behind the one here in Cologne.
But the result comes through now. It’s finished Denmark 0-0 Serbia , and England have managed to win Group C — one of the dullest groups in European Championship history.
It’s over. England draw. Slovenia celebrate as if they’ve won. They basically have.
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Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.
An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.
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When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.
You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.
The prompt may also be more open-ended in terms of the possible arguments you could make.
At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.
In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.
At a university level, all the prompts below imply an argumentative essay as the appropriate response.
Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.
Professional editors proofread and edit your paper by focusing on:
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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.
There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.
The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:
The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.
Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:
The Rogerian model also consists of four steps you might repeat throughout your essay:
This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.
Say you want to argue that the internet has had a positive impact on education. You might:
You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.
Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .
Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.
Hover over different parts of the example below to see how a typical introduction works.
The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.
The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.
In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.
Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.
This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.
Hover over different parts of the example to see how a body paragraph is constructed.
A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.
An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.
No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.
Hover over the following example to see the typical elements of a conclusion.
The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.
If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.
An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.
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 .
The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.
In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Caulfield, J. (2023, July 23). How to Write an Argumentative Essay | Examples & Tips. Scribbr. Retrieved June 24, 2024, from https://www.scribbr.com/academic-essay/argumentative-essay/
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Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what's expected. Pay attention to verbs like "analyse," "discuss," or "evaluate.". These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.
Table of contents. Step 1: Hook your reader. Step 2: Give background information. Step 3: Present your thesis statement. Step 4: Map your essay's structure. Step 5: Check and revise. More examples of essay introductions. Other interesting articles. Frequently asked questions about the essay introduction.
Here are the key takeaways for how to write essay introduction: 3. Hook the Reader: Start with an engaging hook to grab the reader's attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. Provide Background: Give a brief overview of the topic, setting the context and stage for the discussion.
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
There are three main stages to writing an essay: preparation, writing and revision. In just 4 minutes, this video will walk you through each stage of an acad...
French. The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French.
https://goo.gl/31T06Y to unlock the full series of AS, A2 & A-level English Literature videos created by A* students for the new OCR, AQA and Edexcel specifi...
The second principle is that background information should appear towards the beginning of your essay. General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body. The third principle is that everything in your essay should be relevant to the thesis.
Make the first line exciting and slightly controversial. The first line is your chance to grab the reader and take them with you. Often some of the best essays have controversial first lines, forcing the reader to think 'how can they possible say this!?', and then proceed to prove that very first line. Lines like "Weimar Classicism should not ...
A PDF providing further guidance on writing science essays for tutorials is available to download.. Short videos to support your essay writing skills. There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing ...
In general, your introductions should contain the following elements: When you're writing an essay, it's helpful to think about what your reader needs to know in order to follow your argument. Your introduction should include enough information so that readers can understand the context for your thesis. For example, if you are analyzing ...
1. Set aside time to write. You cannot write a quality essay in 10 minutes. It's best to give yourself ample time to write and revise the essay. Try to factor in some time for breaks between drafts as well. If you're approaching a deadline, however, you may need to make the best use of the time you have. 2.
Providing Support for the First Sentence. The thought-provoking hook in the first sentence should be followed with a sentence that moves the hook toward the thesis. The second sentence must interpret the thought-provoking first sentence and make it relevant to the thesis. If you are writing a personal essay on time management in a mother's life ...
The three things to remember are. a) Focus your answer - make sure you are answering the question! b) Structure your essay clearly. c) Impress them with higher level requirements e.g. language analysis, context and maybe even some critical views. a) The most important thing when answering a question in an English Literature exam is not going ...
How to write a succinct argumentative essay First, it is important to note that an argument always has two sides. However, the bulk of your essay should address your side of the argument. For instance, in a typical 5-paragraph argumentative essay, the first two paragraphs of the body should capture your opinion, with the next paragraph covering the dissenting opinion (with a rebuttal of course ...
Each of these then need to be divided into paragraphs and broken down further into: Point: The point you're making. Example: An example from the text whether a quotation, observation or a piece of acute analysis. Explanation: What the quotation or observation can tell us. An explanation of how the evidence you have used explains your point.
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.
Identify and underline the key points in both input texts. Make sure to include that when you write your essay. Summarise the key points in your own words. Use an academic writing style (formal or neutral register). You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
Introduce your main points. An introduction should give the reader a glimpse into your thoughts on the subject. You could briefly: introduce your main idea or key point. highlight your other ...
A level English Lit. "Hamlet" - essay plans (A* student) Hamlet Essay Plans. 1. How does Shakespeare explore corruption in Hamlet. 1 2 3. Point Claudius as the corrupt. leader is the most significant showing of corruption. in Hamlet. Reference to the idea of a. corrupted fountain - Duchess of Malfi - Webster. Corruption of Hamlet's. mind
Good example. I wiped the sweat from my head and tried to catch my breath. I was nearly there—just one more back tuck and a strong dismount and I'd have nailed a perfect routine. Some students choose to write more broadly about themselves and use some sort of object or metaphor as the focus.
Then start writing and stick to your plan, expanding your points and adding quotations. You will need a conclusion but you can just summarise what you have said. Fuller advice is on a page called Writing a Literature Essay" on a website: http:\\ www.classicsenglishliterature.com. See more.
23' England 0-0 Slovenia. Don't want to be too negative but John Stones did something, before the offside goal, I hadn't seen from him for a long time. Let's put it down to a one-off but still ...
Examples of argumentative essay prompts. At a university level, all the prompts below imply an argumentative essay as the appropriate response. Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.