essential questions for writing an essay

Essay Papers Writing Online

Tips and tricks for crafting engaging and effective essays.

Writing essays can be a challenging task, but with the right approach and strategies, you can create compelling and impactful pieces that captivate your audience. Whether you’re a student working on an academic paper or a professional honing your writing skills, these tips will help you craft essays that stand out.

Effective essays are not just about conveying information; they are about persuading, engaging, and inspiring readers. To achieve this, it’s essential to pay attention to various elements of the essay-writing process, from brainstorming ideas to polishing your final draft. By following these tips, you can elevate your writing and produce essays that leave a lasting impression.

Understanding the Essay Prompt

Before you start writing your essay, it is crucial to thoroughly understand the essay prompt or question provided by your instructor. The essay prompt serves as a roadmap for your essay and outlines the specific requirements or expectations.

Here are a few key things to consider when analyzing the essay prompt:

• Read the prompt carefully and identify the main topic or question being asked.
• Pay attention to any specific instructions or guidelines provided, such as word count, formatting requirements, or sources to be used.
• Identify key terms or phrases in the prompt that can help you determine the focus of your essay.

By understanding the essay prompt thoroughly, you can ensure that your essay addresses the topic effectively and meets the requirements set forth by your instructor.

Researching Your Topic Thoroughly

One of the key elements of writing an effective essay is conducting thorough research on your chosen topic. Research helps you gather the necessary information, facts, and examples to support your arguments and make your essay more convincing.

Here are some tips for researching your topic thoroughly:

By following these tips and conducting thorough research on your topic, you will be able to write a well-informed and persuasive essay that effectively communicates your ideas and arguments.

Creating a Strong Thesis Statement

A thesis statement is a crucial element of any well-crafted essay. It serves as the main point or idea that you will be discussing and supporting throughout your paper. A strong thesis statement should be clear, specific, and arguable.

To create a strong thesis statement, follow these tips:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Be concise: Keep your thesis statement concise and to the point. Avoid unnecessary details or lengthy explanations.
• Be argumentative: Your thesis statement should present an argument or perspective that can be debated or discussed in your essay.
• Be relevant: Make sure your thesis statement is relevant to the topic of your essay and reflects the main point you want to make.
• Revise as needed: Don’t be afraid to revise your thesis statement as you work on your essay. It may change as you develop your ideas.

Remember, a strong thesis statement sets the tone for your entire essay and provides a roadmap for your readers to follow. Put time and effort into crafting a clear and compelling thesis statement to ensure your essay is effective and persuasive.

Developing a Clear Essay Structure

One of the key elements of writing an effective essay is developing a clear and logical structure. A well-structured essay helps the reader follow your argument and enhances the overall readability of your work. Here are some tips to help you develop a clear essay structure:

1. Start with a strong introduction: Begin your essay with an engaging introduction that introduces the topic and clearly states your thesis or main argument.

2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas.

3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph. This helps the reader understand the purpose of each paragraph.

4. Provide evidence and analysis: Support your arguments with evidence and analysis to back up your main points. Make sure your evidence is relevant and directly supports your thesis.

5. Transition between paragraphs: Use transitional words and phrases to create flow between paragraphs and help the reader move smoothly from one idea to the next.

6. Conclude effectively: End your essay with a strong conclusion that summarizes your main points and reinforces your thesis. Avoid introducing new ideas in the conclusion.

By following these tips, you can develop a clear essay structure that will help you effectively communicate your ideas and engage your reader from start to finish.

Using Relevant Examples and Evidence

When writing an essay, it’s crucial to support your arguments and assertions with relevant examples and evidence. This not only adds credibility to your writing but also helps your readers better understand your points. Here are some tips on how to effectively use examples and evidence in your essays:

• Choose examples that are specific and relevant to the topic you’re discussing. Avoid using generic examples that may not directly support your argument.
• Provide concrete evidence to back up your claims. This could include statistics, research findings, or quotes from reliable sources.
• Interpret the examples and evidence you provide, explaining how they support your thesis or main argument. Don’t assume that the connection is obvious to your readers.
• Use a variety of examples to make your points more persuasive. Mixing personal anecdotes with scholarly evidence can make your essay more engaging and convincing.
• Cite your sources properly to give credit to the original authors and avoid plagiarism. Follow the citation style required by your instructor or the publication you’re submitting to.

By integrating relevant examples and evidence into your essays, you can craft a more convincing and well-rounded piece of writing that resonates with your audience.

Editing and Proofreading Your Essay Carefully

Once you have finished writing your essay, the next crucial step is to edit and proofread it carefully. Editing and proofreading are essential parts of the writing process that help ensure your essay is polished and error-free. Here are some tips to help you effectively edit and proofread your essay:

1. Take a Break: Before you start editing, take a short break from your essay. This will help you approach the editing process with a fresh perspective.

2. Read Aloud: Reading your essay aloud can help you catch any awkward phrasing or grammatical errors that you may have missed while writing. It also helps you check the flow of your essay.

3. Check for Consistency: Make sure that your essay has a consistent style, tone, and voice throughout. Check for inconsistencies in formatting, punctuation, and language usage.

4. Remove Unnecessary Words: Look for any unnecessary words or phrases in your essay and remove them to make your writing more concise and clear.

5. Proofread for Errors: Carefully proofread your essay for spelling, grammar, and punctuation errors. Pay attention to commonly misused words and homophones.

6. Get Feedback: It’s always a good idea to get feedback from someone else. Ask a friend, classmate, or teacher to review your essay and provide constructive feedback.

By following these tips and taking the time to edit and proofread your essay carefully, you can improve the overall quality of your writing and make sure your ideas are effectively communicated to your readers.

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

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

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

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

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

Top tips and golden rules

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

1)     Work out exactly what you’re being asked

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

2)     Be as explicit as possible

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

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

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

Put it into action: Step One

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

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

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

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

Step Two: Plan

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

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

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

Step Three: Paragraph beginnings and endings

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

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

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

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

Step Four: Practice makes perfect

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

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

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

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

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A strong analytical question

• speaks to a genuine dilemma presented by your sources . In other words, the question focuses on a real confusion, problem, ambiguity, or gray area, about which readers will conceivably have different reactions, opinions, or ideas.  
• yields an answer that is not obvious . If you ask, "What did this author say about this topic?” there’s nothing to explore because any reader of that text would answer that question in the same way. But if you ask, “how can we reconcile point A and point B in this text,” readers will want to see how you solve that inconsistency in your essay.  
• suggests an answer complex enough to require a whole essay's worth of discussion. If the question is too vague, it won't suggest a line of argument. The question should elicit reflection and argument rather than summary or description.  
• can be explored using the sources you have available for the assignment , rather than by generalizations or by research beyond the scope of your assignment.  

How to come up with an analytical question  

One useful starting point when you’re trying to identify an analytical question is to look for points of tension in your sources, either within one source or among sources. It can be helpful to think of those points of tension as the moments where you need to stop and think before you can move forward. Here are some examples of where you may find points of tension:

• You may read a published view that doesn’t seem convincing to you, and you may want to ask a question about what’s missing or about how the evidence might be reconsidered.  
• You may notice an inconsistency, gap, or ambiguity in the evidence, and you may want to explore how that changes your understanding of something.  
• You may identify an unexpected wrinkle that you think deserves more attention, and you may want to ask a question about it.  
• You may notice an unexpected conclusion that you think doesn’t quite add up, and you may want to ask how the authors of a source reached that conclusion.  
• You may identify a controversy that you think needs to be addressed, and you may want to ask a question about how it might be resolved.  
• You may notice a problem that you think has been ignored, and you may want to try to solve it or consider why it has been ignored.  
• You may encounter a piece of evidence that you think warrants a closer look, and you may raise questions about it.  

Once you’ve identified a point of tension and raised a question about it, you will try to answer that question in your essay. Your main idea or claim in answer to that question will be your thesis.

• "How" and "why" questions generally require more analysis than "who/ what/when/where” questions.  
• Good analytical questions can highlight patterns/connections, or contradictions/dilemmas/problems.  
• Good analytical questions establish the scope of an argument, allowing you to focus on a manageable part of a broad topic or a collection of sources.  
• Good analytical questions can also address implications or consequences of your analysis.
• picture_as_pdf Asking Analytical Questions

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12 Essential Steps for Writing an Argumentative Essay (with 10 example essays)

Bonus Material: 10 complete example essays

Writing an essay can often feel like a Herculean task. How do you go from a prompt… to pages of beautifully-written and clearly-supported writing?

This 12-step method is for students who want to write a great essay that makes a clear argument.

In fact, using the strategies from this post, in just 88 minutes, one of our students revised her C+ draft to an A.

If you’re interested in learning how to write awesome argumentative essays and improve your writing grades, this post will teach you exactly how to do it.

First, grab our download so you can follow along with the complete examples.

Then keep reading to see all 12 essential steps to writing a great essay.

Download 10 example essays

Why you need to have a plan

One of the most common mistakes that students make when writing is to just dive in haphazardly without a plan.

Writing is a bit like cooking. If you’re making a meal, would you start throwing ingredients at random into a pot? Probably not!

Instead, you’d probably start by thinking about what you want to cook. Then you’d gather the ingredients, and go to the store if you don’t already have them in your kitchen. Then you’d follow a recipe, step by step, to make your meal.

Here’s our 12-step recipe for writing a great argumentative essay:

• Pick a topic
• Choose your research sources
• Read your sources and take notes
• Create a thesis statement
• Choose three main arguments to support your thesis statement —now you have a skeleton outline
• Populate your outline with the research that supports each argument
• Do more research if necessary
• Add your own analysis
• Add transitions and concluding sentences to each paragraph
• Write an introduction and conclusion for your essay
• Add citations and bibliography

Grab our download to see the complete example at every stage, along with 9 great student essays. Then let’s go through the steps together and write an A+ essay!

1. Pick a topic

Sometimes you might be assigned a topic by your instructor, but often you’ll have to come up with your own idea! 

If you don’t pick the right topic, you can be setting yourself up for failure.

Be careful that your topic is something that’s actually arguable —it has more than one side. Check out our carefully-vetted list of 99 topic ideas .

Let’s pick the topic of laboratory animals . Our question is should animals be used for testing and research ?

Download our set of 10 great example essays to jump to the finished version of this essay.

2. Choose your research sources

One of the big differences between the way an academic argumentative essay and the version of the assignment that you may have done in elementary school is that for an academic argumentative essay, we need to support our arguments with evidence .

Where do we get that evidence?

Let’s be honest, we all are likely to start with Google and Wikipedia.

Now, Wikipedia can be a useful starting place if you don’t know very much about a topic, but don’t use Wikipedia as your main source of evidence for your essay. 

Instead, look for reputable sources that you can show to your readers as proof of your arguments. It can be helpful to read some sources from either side of your issue.

Look for recently-published sources (within the last 20 years), unless there’s a specific reason to do otherwise.

Good places to look for sources are:

• Books published by academic presses
• Academic journals
• Academic databases like JSTOR and EBSCO
• Nationally-published newspapers and magazines like The New York Times or The Atlantic
• Websites and publications of national institutions like the NIH
• Websites and publications of universities

Some of these sources are typically behind a paywall. This can be frustrating when you’re a middle-school or high-school student.

However, there are often ways to get access to these sources. Librarians (at your school library or local public library) can be fantastic resources, and they can often help you find a copy of the article or book you want to read. In particular, librarians can help you use Interlibrary Loan to order books or journals to your local library!

More and more scientists and other researchers are trying to publish their articles for free online, in order to encourage the free exchange of knowledge. Check out respected open-access platforms like arxiv.org and PLOS ONE .

How do you find these sources?

If you have access to an academic database like JSTOR or EBSCO , that’s a great place to start.

Everyone can use Google Scholar to search for articles. This is a powerful tool and highly recommended!

Of course, if there’s a term you come across that you don’t recognize, you can always just Google it!

How many sources do you need? That depends on the length of your essay and on the assignment. If your instructor doesn’t give you any other guidance, assume that you should have at least three good sources.

For our topic of animal research, here’s a few sources that we could assemble:

Geoff Watts. “Animal Testing: Is It Worth It?” BMJ: British Medical Journal , Jan. 27, 2007, Vol. 334, No. 7586 (Jan. 27, 2007), pp. 182-184.

Kim Bartel Sheehan and Joonghwa Lee. “What’s Cruel About Cruelty Free: An Exploration of Consumers, Moral Heuristics, and Public Policy.” Journal of Animal Ethics , Vol. 4, No. 2 (Fall 2014), pp. 1-15.

Justin Goodman, Alka Chandna and Katherine Roe. “Trends in animal use at US research facilities.” Journal of Medical Ethics , July 2015, Vol. 41, No. 7 (July 2015), pp. 567-569.

Katy Taylor. “Recent Developments in Alternatives to Animal Testing.” In Animal Experimentation: Working Towards a Paradigm Change . Brill 2019.

Thomas Hartung. “Research and Testing Without Animals: Where Are We Now and Where Are We Heading?” In Animal Experimentation: Working Towards a Paradigm Change . Brill 2019.

Bonus: download 10 example essays now .

3. Read your sources and take notes

Once you have a nice pile of sources, it’s time to read them!

As we read, we want to take notes that will be useful to us later as we write our essay.

We want to be careful to keep the source’s ideas separate from our own ideas . Come up with a system to clearly mark the difference as you’re taking notes: use different colors, or use little arrows to represent the ideas that are yours and not the source’s ideas.

We can use this structure to keep notes in an organized way:

Download a template for these research notes here .

For our topic of animal research, our notes might look something like this:

Grab our download to read the rest of the notes and see more examples of how to do thoughtful research!

4. Create a thesis

What major themes did you find in your reading? What did you find most interesting or convincing?

Now is the point when you need to pick a side on your topic, if you haven’t already done so. Now that you’ve read more about the issue, what do you think? Write down your position on the issue:

Animal testing is necessary but should be reduced.

Next, it’s time to add more detail to your thesis. What reasons do you have to support that position? Add those to your sentence.

Animal testing is necessary but should be reduced by eliminating testing for cosmetics, ensuring that any testing is scientifically sound, and replacing animal models with other methods as much as possible.

Add qualifiers to refine your position. Are there situations in which your position would not apply? Or are there other conditions that need to be met? 

For our topic of animal research, our final thesis statement (with lead-in) might look something like this:

The argument: Animal testing and research should not be abolished, as doing so would upend important medical research and substance testing. However, scientific advances mean that in many situations animal testing can be replaced by other methods that not only avoid the ethical problems of animal testing, but also are less costly and more accurate. Governments and other regulatory bodies should further regulate animal testing to outlaw testing for cosmetics and other recreational products, ensure that the tests conducted are both necessary and scientifically rigorous, and encourage the replacement of animal use with other methods whenever possible.

The highlighted bit at the end is the thesis statement, but the lead-in is useful to help us set up the argument—and having it there already will make writing our introduction easier!

The thesis statement is the single most important sentence of your essay. Without a strong thesis, there’s no chance of writing a great essay. Read more about it here .

See how nine real students wrote great thesis statements in 9 example essays now.

5. Create three supporting arguments

Think of three good arguments why your position is true. We’re going to make each one into a body paragraph of your essay.

For now, write them out as 1–2 sentences. These will be topic sentences for each body paragraph.

For our essay about animal testing, it might look like this:

Supporting argument #1: For ethical reasons, animal testing should not be allowed for cosmetics and recreational products.

Supporting argument #2: The tests that are conducted with animals should be both necessary (for the greater good) and scientifically rigorous—which isn’t always the case currently. This should be regulated by governments and institutions.

Supporting argument #3: Governments and institutions should do more to encourage the replacement of animal testing with other methods.

Optional: Find a counterargument and respond to it

Think of a potential counterargument to your position. Consider writing a fourth paragraph anticipating this counterargument, or find a way to include it in your other body paragraphs. 

For our essay, that might be:

Possible counterargument: Animal testing is unethical and should not be used in any circumstances.

Response to the counterargument: Animal testing is deeply entrenched in many research projects and medical procedures. Abruptly ceasing animal testing would upend the scientific and medical communities. But there are many ways that animal testing could be reduced.

With these three arguments, a counterargument, and a thesis, we now have a skeleton outline! See each step of this essay in full in our handy download .

6. Start populating your outline with the evidence you found in your research

Look through your research. What did you find that would support each of your three arguments?

Copy and paste those quotes or paraphrases into the outline. Make sure that each one is annotated so that you know which source it came from!

Ideally you already started thinking about these sources when you were doing your research—that’s the ideas in the rightmost column of our research template. Use this stuff too! 

A good rule of thumb would be to use at least three pieces of evidence per body paragraph.

Think about in what order it would make most sense to present your points. Rearrange your quotes accordingly! As you reorder them, feel free to start adding short sentences indicating the flow of ideas .

For our essay about animal testing, part of our populated outline might look something like:

Argument #1: For ethical reasons, animal testing should not be allowed for cosmetics and recreational products.

Lots of animals are used for testing and research.

In the US, about 22 million animals were used annually in the early 1990s, mostly rodents (BMJ 1993, 1020).

But there are ethical problems with using animals in laboratory settings. Opinions about the divide between humans and animals might be shifting.

McIsaac refers to “the essential moral dilemma: how to balance the welfare of humans with the welfare of other species” (Hubel, McIsaac 29).

The fundamental legal texts used to justify animal use in biomedical research were created after WWII, and drew a clear line between experiments on animals and on humans. The Nuremburg Code states that “the experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment” (Ferrari, 197). The 1964  Declaration of the World Medical Association on the Ethical Principles for Medical Research Involving Human Subjects (known as the Helsinki Declaration) states that “Medical research involving human subjects must conform to generally accepted scientific principles, be based on a thorough knowledge of the scientific literature, other relevant sources of information, and adequate laboratory and, as appropriate, animal experimentation. The welfare of animals used for research must be respected” (Ferrari, 197).

→ Context? The Nuremberg Code is a set of ethical research principles, developed in 1947 in the wake of Nazi atrocities during WWII, specifically the inhumane and often fatal experimentation on human subjects without consent.

“Since the 1970s, the animal-rights movement has challenged the use of animals in modern Western society by rejecting the idea of dominion of human beings over nature and animals and stressing the intrinsic value and rights of individual animals” (van Roten, 539, referencing works by Singer, Clark, Regan, and Jasper and Nelkin).

“The old (animal) model simply does not fully meet the needs of scientific and economic progress; it fails in cost, speed, level of detail of understanding, and human relevance. On top of this, animal experimentation lacks acceptance by an ethically evolving society” (Hartung, 682).

Knight’s article summarizes negative impacts on laboratory animals—invasive procedures, stress, pain, and death (Knight, 333). These aren’t very widely or clearly reported (Knight, 333). → Reading about these definitely produces an emotional reaction—they sound bad.

Given this context, it makes sense to ban animal testing in situations where it’s just for recreational products like cosmetics.

Fortunately, animal testing for cosmetics is less common than we might think.

A Gallup poll published in 1990 found that 14% of people thought that the most frequent reason for using animals to test cosmetics for safety—but figures from the UK Home Office in 1991 found that less than 1% of animals were used for tests for cosmetics and toiletries (BMJ 1993, 1019). → So in the early 1990s there was a big difference between what people thought was happening and what actually was happening!

But it still happens, and there are very few regulations of it (apart from in the EU).

Because there are many definitions of the phrase “cruelty-free,” many companies “can (and do) use the term when the product or its ingredients were indeed tested on animals” (Sheehan and Lee, 1).

The authors compare “cruelty-free” to the term “fair trade.” There is an independent inspection and certification group (Flo-Cert) that reviews products labeled as “fair trade,” but there’s no analogous process for “cruelty-free” (Sheehan and Lee, 2). → So anyone can just put that label on a product? Apparently, apart from in the European Union. That seems really easy to abuse for marketing purposes.

Companies can also hire outside firms to test products and ingredients on animals (Sheehan and Lee, 3).

Animal testing for recreational, non-medical purposes should be banned, like it is in the EU.

Download the full example outline here .

7. Do more research if necessary

Occasionally you might realize that there’s a hole in your research, and you don’t have enough evidence to support one of your points.

In this situation, either change your argument to fit the evidence that you do have, or do a bit more research to fill the hole!

For example, looking at our outline for argument #1 for our essay on animal testing, it’s clear that this paragraph is missing a small but crucial bit of evidence—a reference to this specific ban on animal testing for cosmetics in Europe. Time for a bit more research!

A visit to the official website of the European Commission yields a copy of the law, which we can add to our populated outline:

“The cosmetics directive provides the regulatory framework for the phasing out of animal testing for cosmetics purposes. Specifically, it establishes (1) a testing ban – prohibition to test finished cosmetic products and cosmetic ingredients on animals, and (2) a marketing ban – prohibition to market finished cosmetic products and ingredients in the EU which were tested on animals. The same provisions are contained in the cosmetics regulation , which replaced the cosmetics directive as of 11 July 2013. The testing ban on finished cosmetic products applies since 11 September 2004. The testing ban on ingredients or combination of ingredients applies since 11 March 2009. The marketing ban applies since 11 March 2009 for all human health effects with the exception of repeated-dose toxicity, reproductive toxicity, and toxicokinetics. For these specific health effects, the marketing ban applies since 11 March 2013, irrespective of the availability of alternative non-animal tests.” (website of the European Commission, “Ban on animal testing”)

Alright, now this supporting argument has the necessary ingredients!

You don’t need to use all of the evidence that you found in your research. In fact, you probably won’t use all of it!

This part of the writing process requires you to think critically about your arguments and what evidence is relevant to your points .

8. Add your own analysis and synthesis of these points

Once you’ve organized your evidence and decided what you want to use for your essay, now you get to start adding your own analysis!

You may have already started synthesizing and evaluating your sources when you were doing your research (the stuff on the right-hand side of our template). This gives you a great starting place!

For each piece of evidence, follow this formula:

• Context and transitions: introduce your piece of evidence and any relevant background info and signal the logical flow of ideas
• Reproduce the paraphrase or direct quote (with citation )
• Explanation : explain what the quote/paraphrase means in your own words
• Analysis : analyze how this piece of evidence proves your thesis
• Relate it back to the thesis: don’t forget to relate this point back to your overarching thesis! 

If you follow this fool-proof formula as you write, you will create clear, well-evidenced arguments.

As you get more experienced, you might stray a bit from the formula—but a good essay will always intermix evidence with explanation and analysis, and will always contain signposts back to the thesis throughout.

For our essay about animal testing, our first body paragraph might look like:

Every year, millions of animals—mostly rodents—are used for testing and research (BMJ 1993, 1020) . This testing poses an ethical dilemma: “how to balance the welfare of humans with the welfare of other species” (Hubel, McIsaac 29) . Many of the fundamental legal tests that are used to justify animal use in biomedical research were created in wake of the horrors of World War II, when the Nazi regime engaged in terrible experimentation on their human prisoners. In response to these atrocities, philosophers and lawmakers drew a clear line between experimenting on humans without consent and experimenting on (non-human) animals. For example, the 1947 Nuremberg Code stated that “the experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment” (Ferrari, 197) . Created two years after the war, the code established a set of ethical research principles to demarcate ethical differences between animals and humans, clarifying differences between Nazi atrocities and more everyday research practices. However, in the following decades, the animal-rights movement has challenged the philosophical boundaries between humans and animals and questioned humanity’s right to exert dominion over animals (van Roten, 539, referencing works by Singer, Clark, Regan, and Jasper and Nelkin) . These concerns are not without justification, as animals used in laboratories are subject to invasive procedures, stress, pain, and death (Knight, 333) . Indeed, reading detailed descriptions of this research can be difficult to stomach . In light of this, while some animal testing that contributes to vital medical research and ultimately saves millions of lives may be ethically justified, animal testing that is purely for recreational purposes like cosmetics cannot be ethically justified . Fortunately, animal testing for cosmetics is less common than we might think . In 1990, a poll found that 14% of people in the UK thought that the most frequent reason for using animals to test cosmetics for safety—but actual figures were less than 1% (BMJ 1993, 1019) . Unfortunately, animal testing for cosmetics is not subject to very much regulation . In particular, companies can use the phrase “cruelty-free” to mean just about anything, and many companies “can (and do) use the term when the product or its ingredients were indeed tested on animals” (Sheehan and Lee, 1) . Unlike the term “fair trade,” which has an independent inspection and certification group (Flo-Cert) that reviews products using the label, there’s no analogous process for “cruelty-free” (Sheehan and Lee, 2) . Without regulation, the term is regularly abused by marketers . Companies can also hire outside firms to test products and ingredients on animals and thereby pass the blame (Sheehan and Lee, 3) . Consumers trying to avoid products tested on animals are frequently tricked . Greater regulation of terms would help, but the only way to end this kind of deceit will be to ban animal testing for recreational, non-medical purposes . The European Union is the only governmental body yet to accomplish this . In a series of regulations, the EU first banned testing finished cosmetic products (2004), then testing ingredients or marketing products which were tested on animals (2009); exceptions for specific health effects ended in 2013 (website of the European Commission, “Ban on animal testing”) . The result is that the EU bans testing cosmetic ingredients or finished cosmetic products on animals, as well as marketing any cosmetic ingredients and products which were tested on animals elsewhere (Regulation 1223/2009/EU, known as the “Cosmetics Regulation”) . The rest of the world should follow this example and ban animal testing on cosmetic ingredients and products, which do not contribute significantly to the greater good and therefore cannot outweigh the cost to animal lives .

Edit down the quotes/paraphrases as you go. In many cases, you might copy out a great long quote from a source…but only end up using a few words of it as a direct quote, or you might only paraphrase it!

There were several good quotes in our previous step that just didn’t end up fitting here. That’s fine!

Take a look at the words and phrases highlighted in red. Notice how sometimes a single word can help to provide necessary context and create a logical transition for a new idea. Don’t forget the transitions! These words and phrases are essential to good writing.

The end of the paragraph should very clearly tie back to the thesis statement.

As you write, consider your audience

If it’s not specified in your assignment prompt, it’s always appropriate to ask your instructor who the intended audience of your essay or paper might be. (Your instructor will usually be impressed by this question!) 

If you don’t get any specific guidance, imagine that your audience is the typical readership of a newspaper like the New York Times —people who are generally educated, but who don’t have any specialized  knowledge of the specific subject, especially if it’s more technical.

That means that you should explain any words or phrases that aren’t everyday terminology!

Equally important, you don’t want to leave logical leaps for your readers to make. Connect all of the dots for them!

See the other body paragraphs of this essay, along with 9 student essays, here .

9. Add paragraph transitions and concluding sentences to each body paragraph

By now you should have at least three strong body paragraphs, each one with 3–5 pieces of evidence plus your own analysis and synthesis of the evidence. 

Each paragraph has a main topic sentence, which we wrote back when we made the outline. This is a good time to check that the topic sentences still match what the rest of the paragraph says!

Think about how these arguments relate to each other. What is the most logical order for them? Re-order your paragraphs if necessary.

Then add a few sentences at the end of each paragraph and/or the beginning of the next paragraph to connect these ideas. This step is often the difference between an okay essay and a really great one!

You want your essay to have a great flow. We didn’t worry about this at the beginning of our writing, but now is the time to start improving the flow of ideas!

10. The final additions: write an introduction and a conclusion

Follow this formula to write a great introduction:

• It begins with some kind of “hook”: this can be an anecdote, quote, statistic, provocative statement, question, etc. 

(Pro tip: don’t use phrases like “throughout history,” “since the dawn of humankind,” etc. It’s good to think broadly, but you don’t have to make generalizations for all of history.)

• It gives some background information that is relevant to understand the ethical dilemma or debate
• It has a lead-up to the thesis
• At the end of the introduction, the thesis is clearly stated

This makes a smooth funnel that starts more broadly and smoothly zeroes in on the specific argument.

Your conclusion is kind of like your introduction, but in reverse. It starts with your thesis and ends a little more broadly.

For the conclusion, try and summarize your entire argument without being redundant. Start by restating your thesis but with slightly different wording . Then summarize each of your main points.

If you can, it’s nice to point to the larger significance of the issue. What are the potential consequences of this issue? What are some future directions for it to go in? What remains to be explored?

See how nine students wrote introductions in different styles here .

11. Add citations and bibliography

Check what bibliographic style your instructor wants you to use. If this isn’t clearly stated, it’s a good question to ask them!

Typically the instructions will say something like “Chicago style,” “APA,” etc., or they’ll give you their own rules. 

These rules will dictate how exactly you’ll write your citations in the body of your essay (either in parentheses after the quote/paraphrase or else with a footnote or endnote) and how you’ll write your “works cited” with the full bibliographic information at the end.

Follow these rules! The most important thing is to be consistent and clear.

Pro tip: if you’re struggling with this step, your librarians can often help! They’re literally pros at this. 🙂

Now you have a complete draft!

Read it from beginning to end. Does it make sense? Are there any orphan quotes or paraphrases that aren’t clearly explained? Are there any abrupt changes of topic? Fix it!

Are there any problems with grammar or spelling ? Fix them!

Edit for clarity.

Ideally, you’ll finish your draft at least a few days before it’s due to be submitted. Give it a break for a day or two, and then come back to it. Things to be revised are more likely to jump out after a little break!

Try reading your essay out loud. Are there any sentences that don’t sound quite right? Rewrite them!

Double-check your thesis statement. This is the make-or-break moment of your essay, and without a clear thesis it’s pretty impossible for an essay to be a great one. Is it:

• Arguable: it’s not just the facts—someone could disagree with this position
• Narrow & specific: don’t pick a position that’s so broad you could never back it up
• Complex: show that you are thinking deeply—one way to do this is to consider objections/qualifiers in your thesis

Try giving your essay to a friend or family member to read. Sometimes (if you’re lucky) your instructors will offer to read a draft if you turn it in early. What feedback do they have? Edit accordingly!

See the result of this process with 10 example essays now .

You’re done!

You did it! Feel proud of yourself 🙂

We regularly help students work through all of these steps to write great academic essays in our Academic Writing Workshop or our one-on-one writing tutoring . We’re happy to chat more about what’s challenging for you and provide you customized guidance to help you write better papers and improve your grades on writing assignments!

Want to see what this looks like when it’s all pulled together? We compiled nine examples of great student essays, plus all of the steps used to create this model essay, in this handy resource. Download it here !

Emily graduated  summa cum laude  from Princeton University and holds an MA from the University of Notre Dame. She was a National Merit Scholar and has won numerous academic prizes and fellowships. A veteran of the publishing industry, she has helped professors at Harvard, Yale, and Princeton revise their books and articles. Over the last decade, Emily has successfully mentored hundreds of students in all aspects of the college admissions process, including the SAT, ACT, and college application essay. 

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The 5 Best Questions About Writing to Get You Into the “Write” Mindset

by Joe Bunting | 35 comments

Do you have questions about writing? Maybe you wonder, “How do I make a living as a writer?” or, “How do I write a bestselling book?”

I hear questions like this all the time, but if I'm honest, there are  good  questions about writing and there are bad ones, and the two questions above are the second type.

Which of course raises the question, what are the best questions to ask about your own writing? If you want to go from an aspiring writer to published author and maybe even best-seller, what should you be asking?

In this article, I'm going to share a list of questions aspiring writers should ask themselves if they want to accomplish their writing goals.

The Power of Questions

I first decided that I wanted to become a writer when I was seventeen years old.

I was in my room reading A Tale of Two Cities by Charles Dickens for high school, and for some reason the main character (and supporting cast) and the story touched me so deeply that—for a moment—I felt connected.

It was one of the first books that made me feel not alone.

You see, like many kids, I was bullied in school, and it had the effect of silencing me. I didn't trust people, and I had very few friends. But for some reason, reading that book at that time, it was as if Charles Dickens had reached through 120 years of history and spoken directly to me.

In that moment, that question people always ask when you're growing up popped into my head: “What do you want to be when you grow up?

Somewhat naively, I thought, “Maybe I should do this? Maybe I should be a writer.”

Because wouldn’t it be amazing to inspire this feeling in others?

To reach through words and pages and connect with a reader so they knew they also weren't alone, that there is one person, at least, who feels like they do?

In other words, I wanted to become a writer so I could connect to others.

And by asking myself great questions—specifically these five essential questions about writing—I started to overcome writer's block and hold onto my reason to not only write, but finish my book.

And all the ones after that.

5 Good Questions for Writers

There are five questions that have been most transformative for me in my writing, and I believe they're important for you, too. Ask yourself:

1. Why do you write?

George Orwell, in an essay about why we write , said this:

[We write out of] sheer egoism. Desire to seem clever, to be talked about, to be remembered after death, to get your own back on the grown-ups who snubbed you in childhood, etc., etc. It is humbug to pretend this is not a motive, and a strong one…. Serious writers, I should say, are on the whole more vain and self-centered than journalists, though less interested in money.

In other words, Orwell says we write to be admired.

But honestly, I think George Orwell was wrong. Fame, admiration, self-centered vanity aren't really what we're looking for.

We write to connect to others. Writers or not.

The truth is, being known, being loved, is so much better than being admired. Being loved gives us a chance for a personal experience that changes lives.

Just look at what Amanda Palmer said :

For most of human history, artists have been part of the community. Connectors and openers, not untouchable stars. Celebrity is about a lot of people loving you from a distance. But the internet—and the content we’re freely able to share on it—is about taking it back. It’s about a few people loving you up close, and about those people being enough.

Ask yourself, “Why do you write?”

Why do you really write? Is it about fame? Vanity? Celebrity? Or is it deeper than that?

Do you write to connect?

Good writing comes from writers who pour words onto the page with their heart.

And while asking published writers craft questions like, “How did you choose your point of view?” and “How much world building do you do before writing your story?” are great interview questions to ask for writing advice, they won't necessarily give you the momentum you need to write through the tough times.

Resistance will come.

All writers experience hardship at one point or another. But when you ask the right questions, the ones that empower your writer's mindset, you will find the reason to write through the difficult parts.

And then, you'll finish your book.

2. How do you change people?

I think it's great to make money at writing. I think it's important to get paid for your work.

However, the question, “How do I make a living writing?” is the wrong question (and type of question) to ask yourself.

Instead, ask yourself how you CHANGE people with your writing. How can you change people with your stories?

Because if you can inspire transformation in readers, they will pay whatever you ask for your book.

3. What can you write that no one else can?

If you can write something unique, something different from anything else in the market, something that people also like, your fans will buy everything and anything you ask.

While there are no original stories, it's always important for writers to put their own creative twist on stories that have already been done—and that have proven their impact on readers.

If you're interviewing a writer, this could be a cool question to ask: “What have you written that no other writer could write?”

What makes your writing unique? Why can nobody else write this book?

It's also an important question to ask yourself before you write your own book.

4. How do you connect your emotions to your story?

“No tears in the writer, no tears in the reader,” said Robert Frost.

How do you get so deep into your characters (or else choose characters similar to you and your story) so that you can summon the emotional depth necessary to tell an entertaining and transformative story?

What this mean is how can a reader live vicariously through the main character's journey that they, like the protagonist, change after reading the book?

While plots drive the external parts of a story, the internal arcs of characters are what communicate theme. And these messages are what readers carry with them after they're done reading, and likely try to apply to their own mindsets about life.

Don't underestimate the emotional influence you can have on readers. In fact, prioritize it.

5. How can you live a story as interesting as the ones on the page?

Look at the writers you most admire. See how they took risks with their lives?

Ernest Hemingway, Mary Shelley, John Steinbeck, Virginia Woolf—they all lived lives as interesting as the ones they wrote about. Part of their marketing (their platform you might say) was based on how they lived , not just how they wrote.

The best writing comes from experience.

And so, your biggest asset as a writer comes from your experiences.

How are you going to create experiences that help you be a better writer? How will this help you connect with multiple readers, instead of one particular type of person?

What Questions Do You Bring to Your Writing?

Here are some questions I've heard from other writers:

• Why do I struggle at the end?
• What if no one connects with my art?
• What if I try to write one story and it becomes something else?
• What do I do with my fear?
• What if I’ve outgrown my story?
• Does rewriting always make your story better?

All of these are questions about writing worthy of your time and attention. However, if you want to become a writer—one with the motivation to make a career as an author—consider the five questions in this post.

These are the questions that will change your writing mindset first.

How about you? What questions are you bring to your writing? Let me know in the comments .

Pick one person you would like your writing to connect with.

Then, write something just for him or her.

Write for fifteen minutes . When you're finished, share your practice in the Pro Workshop here . And if you share, please be sure to give feedback on a few practices by your fellow writers.

Not a member? Join us here .

Joe Bunting

Joe Bunting is an author and the leader of The Write Practice community. He is also the author of the new book Crowdsourcing Paris , a real life adventure story set in France. It was a #1 New Release on Amazon. Follow him on Instagram (@jhbunting).

Want best-seller coaching? Book Joe here.

35 Comments

Hey Joe 🙂 I’m back! not sure for how long but at least for this post. I’ve been struggling for a long time and quite recently with my writing. Everyone seems to be pushing it down and inserting their opinions as fact and I’m starting to get lost in it. I might do this whenever you have a post to try to pull myself out. I hope I can keep up with my writing. Here’s my practice and thanks for the wonderful post.

It’s not easy to be a dreamer. To have so much light and imagination in your being that people notice, and shun you for it. It’s not easy to stand out from the crowd of different or flawed. It’s not easy to be different. But different is the only thing that the world needs so much but lacks greatly. Few dreamers share their dreams with the world and bend to conformity. Each instance of this is a dreadful loss, we lose something, something important.

I know it’s hard to be bullied and told to conform. The words will stick forever, growing stronger with age. “You’re not good enough, why try? You can’t win, you don’t know what you’re talking about. You’re not a professional, why would anyone listen to your voice, your message?”

Don’t listen to the voices inside your head. You’re so much better then they portray you. Keep going, don’t stop. We need your gift and your message. Without it the world won’t survive. Keep reading keep dreaming, don’t listen to what others say you are. Follow your heart, dream like there is no tomorrow, sing as if no one is watching. Dream on, dream on, we need your light.

I agree: it’s not about money. It’s about a compulsion to connect. But you’ve nailed my questions: 1) What do I do with my fear?–certainly not what I’m doing now, editing the life out of my finished manuscript. 2) Does rewriting make my manuscript better? I’m beginning to doubt it. I think rewriting is a fear of submission. Even though it has already won a contest, and they are waiting for my final draft.

I think writers write for different reasons. I find the strongest reason I write is to escape into my stories. I love to create. There is something amazing about becoming lost in your novel, watching a world unfold at your fingertips.

I think connection is really fulfilling after I write. The connections I make with people and their interest in my writing drives me to complete my stories and to edit them.

When I’m truly lost in my story and my characters, their emotions become evident. Its amazing to take the adventures along with my characters, to not only see, write, but also feel their emotions.

If I ever make money at this hobby I love, it will be completely incidental.

Most people want to be in the arts assuming they value the arts. So we try to be in one of the major three, painting, music or writing. Soon enough we realize that physically or mentally we are not fit to be musicians or painters or writers and we eliminate those that for some reason turn out only to be fantasies.

For me to be a painter was something that I thought I can do and I would be able to do if I put effort into it, and I went in it wholeheartedly trying to learn it the best I can and do it as much as I can even though I spent most of my adult years in something else, the sciences. But I , also, always had the urge to write but writing does not come easy as painting does. So if you ask me why I want even to try to do it, my answer is simply why not if it gives me self-fulfillment one way or another. Because writing does not come easy for me I do not do it everyday even though I wished I were able to, reason being the difficulty and frustration that I always face when I try to write.

For me Music is out of the question for many reason and I have tried dabbling in it but gave it up. Of the other two I wished writing was as easy for me as painting is, it would have been my first choice.

Just because writing doesn’t come easy doesn’t mean you can’t or shouldn’t do it. Every time I write I struggle. It doesn’t come easy to many writers. Writing is hard work, and you have to work at it. Most writers don’t have the words flowing effortlessly off their pens or off their fingertips on to the keyboard. They must work at it. If that’s what you want to do keep at it.

Elizabeth, you are correct, any activity that is worthwhile is never easy. I think what it all amounts to is self-fulfillment more so than a money-making proposition whether it is in painting or writing. Most artists have to depend on another income, painters rarely make a living off their artwork. They work for less than a dollar an hour selling their work, and I cannot imagine a writer or a poet is able to make a living off their writing unless they are so well known and consistently in demand that the publisher pays them lump sum in advance for any work they produce. What is important is that we do this first for ourselves. Yes, if our work is appreciated and gives others enjoyment and makes their life richer then that is a wonderful accomplishment even if it is not through monetary gains. But the way I look at it to call myself a writer I need to produce work consistently and it needs to be in a quality that I am satisfied with as the artist or the writer. For me the urge to write is so strong that I keep on trying with the hope that it will become much easier through hard work and in time. But, regardless it is worth the effort.

Why not combine writing and painting? I’m not very experienced in either yet, but I know that my strengths lie in visual storytelling. I’ve always wanted to be an author as a kid, but my imagination is better at conjuring images than words. So I tell stories through pictures. Try doing comics, or writing for animation. That way your experience in visual art will help you transition to writing as well.

Thanks Miko for your suggestion. I do write a monthly newsletter that deals with art subjects. It is actually a blog rather than a newsletter but I call it a newsletter on my website, because it goes only to subscribers. A blog, as I understand it, anyone can read.

The first book in which I became thoroughly engrossed was, ‘Of Human Bondage’, by Somerset Maugham. I was in the story and it was in me and; I was moved for all time by compassion and a strong sense of injustice. From that time onwards I have wanted to write, to put into words what moves humanity and find and record the lives of characters; and what moves, connects and relates difference. I am never sure of what I am writing and how a reader will read and take it to themselves. I am not frightened to write but I am frightened of being misunderstood or failing to relate the awe and wonder of human stories: the astonishment and sheer magic of what we are – the human condition of joy and sorrow, pain and death. So, having written that, I don’t know if it makes any sense at all or that where I am coming from will be rubbished. That’s what I fear. (164)

I think you are so on point Joe, especially about why we write. Orwell was definitely wrong. Your story about reading a Tale of Two cities and feeling relieve because of finally you Dickens understood something you were hungering for, something you wanted to hear, that’s where the power of writing is. In the connections.

Thank you, for making it so explicit because now we can easily tap into this internal motivation. I’ve had one great poetry teacher that told me, “whenever you write, address it to someone, whether it’s Rilke or your father.” The takeaway: as we write, the clarity of who we want to connect with is so important. Or the writing will suffer from a lack of personality, clarity and purpose.

Hi, Joe, here is my 15 minute Practice written for the person I’m thinking of:

Marie could look back over her life and see in all clarity how she became a member of the middle classes. It wasn’t her background, she was classed as Traditional Working Class. It wasn’t her money because what she had ever had she couldn’t hang on to. It wasn’t her education either. Marie never passed a scholarship or earned a diploma or a degree. She wasn’t very attractive or well-groomed: in fact she was rather plain and not a little bit peculiar looking. Yet she was personable, articulate and had a great sense of humour and seemed, on the front of it, quite creative.

Marie was just the sort of person the Church needed and it nearly killed her. She moved from pew to ministry training, to ordination and to being the vicar of seven parishes. Then she became lost in the class gaps. Marie never fitted; couldn’t keep up, felt socially excluded by the middle class, university culture and wealth of the national church. These days she keeps in touch, but only just. She spends her time whittling wood or drinking wine in the local pub and talks frequently to anyone who will listen about the socialisation of the Christian Church. (202)

Oooo, this is a fascinating character. I like this piece as a third-person narrator giving background, but it doesn’t feel like the story got started. The good thing is, this lays out an interesting story I’d like to read more of. And if Marie is in anyway related to the person you’re thinking of, I’m sure they’d find a character like this refreshing.

Marie is no relation of the person I’m thinking of, Ariel. But it is because of the kind of person I’m thinking of: middle class, wealthy, educationally and socially well-connected, that Marie finds herself alienated, (like so many others of her class), whittling wood and drinking wine in pubs. Marie simply doesn’t fit. The Church has almost lost a priest. That is Marie’s story thus far.

Ohh I see. That honestly makes it even more intriguing.

I posed this question to myself yesterday and I realized what the problem was – I cant ( and dont from past experiences) cant writ when I am happy in a relationship. Right now I am happy. When I am unhappy I can write what I want to happen. So if I want to continue writing and I do, I need to find another way to write or another style instead of love stories. Thats my new challenge.

Hi Debra. Someone once told me that for him living and writing were counterparts. When he is unhappy he writes happy storries and whan he is happy he is able to write unhappy storries. I wish you all the best and that your happy relationship opens a the door to a new dimension of writing.

Thanks Ingo I am exploring other ways to create from nothing, we’ll see what happens

To my childish heart I know that you are scared. You think you can never do it on your own. And there is nobody who can explain to how to do it. Don’t be scared. At least you found Socrates. You discovered that you are a bit like him. Asking people strange questions. Make them feel uncomfortable. Wondering about them self. He made you wonder about yourself and question yourself, what you know. But that was ok. It was more than that. It felt great. Oida ouk eidos – I know that I know nothing. These words solaced you. To know nothing was nothing to be ashamed of. On the contrary. It was fundamental. It was the first step on your journey to the truth.

Just a simple ‘thank you’, Ingo …

When I was a little girl, I would make little books out of “post it” notes and staple them together. I would have a title and “Scribble” the interior as the words. It looked so cute from what I remember. That was my 1st book. I think I have improved and have grown so much from that time……

That’s really cute! I think the whole process of kids discovering the writer in themselves is always a gem. I have fond memories myself–my “diaries” were more stories than anything else

Many thanks for your post, Joe. I write because I love it and because I would like to share my stories. I honestly admit that years back, I wanted to write for fun and money, but not for money any more. Writing is my favourite passtime. It takes my mind off every day problems and allows me to share my character’s lives. When writing, I also wish to satisfy myself by creating ‘good’ content, with choice words, descriptions, and a flowing, interesting text. To achieve this I’m constantly learning from posts on The Write Practice and dipping into manuals like The Elements of Style. Editing more than once, certainly improves my story as does re-reading it after a week or two. ! wish I could write like you, Joe, or like Hemmingway, Bronte, Steinbeck and many modern writers, too.

I haven’t done the exercise you sugggested, but will do.

The Writer and The Critic

“I am going to write a novel. I am going to write several pages a day until it is done. I will nurture my creative side with fun outings and buy pretty pens and pretty journals.” “Shut the hell up, you dumb red-head before I pimp slap you into hell.” The critic said. He pulled up a gold throne and took his place in my writing space. He smelled like crack smoke and looked like Don King mixed with Mr. T. I wrote some days and some days I procrastinated. The critic lit a smelly pipe and blew smoke in my face all day, every day. “I am writing. You should go away.” I begged, tears welling up in my brown eyes. “Bitch, I am here to stay. Turn up that reggae. I like that shit.” “Get the hell outta here, you fat pig mutha….. I hate you and what you stand for. I am going to write no matter what. It is my destiny. I am a red-headed bitch that is gonna write mutha…..and I don’t give a…..” I screamed at the obese black devil man. “I will go for awhile but I will return. It is a struggle and will always be a struggle. But one thing I hate is a woman who yells at me with confidence. I can’t handle a confident woman.” The critic whined then hauled ass. Poof, he was gone but the smell lingered. I sprayed with Glade then typed a few pages. I felt like a million bucks.

This was surprisingly moving! Part of me wants to suggest you rewrite it a couple of times, but a bigger part of me likes the “unfinished” quality of this piece.

I will not rewrite it. It is a true declaration of what my critic is like. He is a hatefilled stank mofo who I have to regulate daily. And he is capable of hitting and biting.

I have never been the kind of guy who was into reading or writing but then one day, when I hit the rock bottom of my life, I just got an idea for a story. An idea which didn’t let me sleep for countless nights till I bled it out. Given the fact that the idea was largely influenced by my experiences in personal life, I decided to name the story ‘Upset’. The word ‘upset’ has two meanings, one which means the state of anxiety, anger, guilt, etc. which summarises most of my life and the other, is an unexpected outcome of a fight which is how I hope my story ends. I am writing this story for all those people who have caused me pain, for the those boys who held me by my collar and pushed me into a wall, for those teachers who thought that I could never achieve anything in life and for those girls who rejected me for whatever reason. And don’t get me wrong, I am not trying to explain my pain to them, I am trying to hurt them back. I am not seeking to build a connection but to severe the connection between me and all of them. Writing about the helpless situations that I found myself in and the mistakes that I made on my own accord gives me a mild feeling of immoral satisfaction. I just simply do not seek anything more glorious than that from my writing.

Ironically, after reading this a dear friend asked about my trip to see BABYMETAL in Chicago last month. This is what I wrote:

BABYMETAL Live at Chicago’s House of Blues

As you know, I had been looking forward to the concert for a long time – nearly six months! The morning of the show, I woke to Doki Doki Morning.

I saw my wife off to work and our daughter off to school. I had had breakfast, shaved, and wore the outfit I had put together during my months-long wait. The outfit included the kitsune (fox) necklace I had made. The fox is BABYMETAL’s symbol.

I hopped into our new Chevy Trax, clicked OnStar and asked them to download directions to my vehicle. I listened to BABYMETAL the whole way, but I didn’t drive to the House of Blues. No way I was going to drive in “the city” on a night that was supposed to be fun! Instead, I drove to the Metra train station in Morton Grove, Illinois. I arrived and paid for my parking. Two bucks covered 24 hours, and I knew I’d be back long before then. It was about 10 a.m. I had a brief wait for the train and boarded. I didn’t get any weird looks from people, probably because I was pretty close to Chicago at that point, and there are all kinds of interesting-looking people there.

There was a Cubs game that day. (I think it was opening day, actually.) Several people on the train wore their Chicago Cubs gear, and there were even some children whose parents had pulled them out of school for the game. That made me feel good. More people at the ball game meant fewer people at the concert. Not that it would have mattered, as I found out.

Most of the passengers deboarded at Wrigley Field (home of the Cubs). I rode on. Oh, and my train ride only cost me five bucks. I wasn’t on a tight budget, and I was doing exceptionally well!

I arrived at Union Station. I pulled out my smart phone and opened the navigation app. (We live in the future!) I tapped in House of Blues and was easily guided through the streets of Chicago. Since I didn’t know where the House of Blues was, I figured I’d find it first, then pick out a nearby place to have some lunch. Very near Union Station, I passed by Al’s, a restaurant known for its Italian beef sandwiches. I wasn’t sure I wanted to walk all the way back to Al’s, but I made a mental note of it.

Before I even arrived, I saw the huge letters standing out from the side of the building declaring “House of Blues.” My heart leapt! I was nearly there!

As I approached I saw people standing outside. Not many, but some. The House of Blues was across the street from me, but looking I could see one person in a skeleton hoodie, and some others with various BABYMETAL T-shirts. Since I had no one with me, I figured I should cross the street and introduce myself. Maybe I could find a friend.

I passed the House of Blues so I could cross at the corner. Walking back toward the venue, I saw another group of people. There were more of them than in the first group I had seen. They were waiting in a roped-off queue. These were obviously the people with VIP tickets. I did not have a VIP ticket. VIP tickets cost an extra $200 and supposedly get the purchaser closer to the stage. (Because of the way the House of Blues is set up, this turned out not to be the case, making VIP tickets essentially worthless.) The purchaser does not get to meet BABYMETAL or the Kami Band (the band which plays behind the trio. Kami is a pun: Kami means “gods,” and in English the band is referred to as “The Gods of Metal.” But kami also means “hair.” Thus, the trio is backed by a hair band. Har har!). They do not get a photo of the girls (autographed or otherwise). They don’t even get a T-shirt. I wasn’t going to pay $200 just to get closer to the stage.

When I came to the first group I had spotted (three people at this point), I said, “I think I’ve found friends” and flashed a kitsune (“fox,” but also the name of the handsign BABYMETAL invented. It is a modified “devil’s horns” sign seen at other metal concerts.).

“You have,” a young woman said, and for a moment I thought she was going to take my hand. She didn’t, but she was most inviting. Introductions were made. There was Jay, an Asian man of about my age, Alex, a young man with kinky brown hair, and the young woman, Ruby. Alex immediately took over the conversation. He was very excited. He had seen BABYMETAL live before, and was certain we were in for a treat. He was an enthusiastic metalhead, and insisted BABYMETAL is very much a metal band (something which is hotly debated online). Soon enough two other people joined us. One was Mike, Ruby’s boyfriend (husband? Her “man?”). The other was Dylan, a 19-year-old from Wisconsin! Alex immediately began telling them how much they were going to enjoy the concert and how metal the band is.

“I’m not into metal,” Dylan said. “At all.” It took a moment for us to realize he was serious. It turns out Dylan enjoys electronic music. He loves the novelty of BABYMETAL, including their music. But comparisons to Metallica or Iron Maiden don’t impress him. That was when I realized what I had read about BABYMETAL fans was true: They come from all different backgrounds, and have a wide variety of tastes.

Dylan, as I’ve said, came from Wisconsin, but the Northern end of the state, almost in Minnesota. Ironically, BABYMETAL would be performing just a few miles from his home the very next day. But he had come to Chicago to see them because they would be performing at a festival, whereas they were the sole act at the House of Blues.

Mike and Ruby had come from Texas. They explained they were spending the weekend in Chicago, mostly so they could tell their friends back home that they went to Chicago for a vacation and not just to see BABYMETAL. They actually had few plans for what they would do for the rest of the weekend.

Another person joined our group, another Asian man. Jay recognized him and introduced him as Zach. Jay and Zach began talking to each other in Japanese! Here was my chance to practice a bit with them. Turns out they are both Japanese. Jay now lives in California, and Zach is working for a company in Ohio. They met at a previous BABYMETAL concert. In fact, Jay had just seen them a few days earlier in Boston. (It must be nice to have that kind of money.)

I was rapidly making friends with this group. By now others had shown up. There was a woman whose outfit left no doubt she was a BABYMETAL fan. She had brought snacks to share and games to play while waiting in line. I wondered what she would do with her backpack when we entered the venue, but it turned out they had bins for all kinds of extra gear. There was also a young man from the south side of Chicago who was being very funny. I made the mistake of saying how funny he was and for the next four or more hours he never shut up. He only had about 30 minutes of good material.

Mike had disappeared, but he returned and was talking to Ruby. They let us in on a secret (a secret which Mike admitted he wasn’t sure he wanted to share): Anyone who goes to the restaurant at the House of Blues and spends a minimum of $20 can skip ahead of the line we were in, entering immediately after the VIP line. This was our chance to get something to eat and get a good spot in the hall! All of our little group went, except for Alex. I’m not sure if he didn’t have any money, or what, but he didn’t choose to go with us.

The food was excellent (I ordered a French dip sandwich) and reasonably priced. We actually had a hard time getting to $20! Fortunately we could supplement our meal with purchases from the gift shop to make the $20. Mike bought a fedora (ala Blues Brothers) which looked great on him, and I bought some chocolate bars to share in the line, which seemed appropriate since one of BABYMETAL’s songs is Gimme Chocolate.

We only had about three more hours to wait until they opened the doors. (And another hour and a half inside before the show started, Dylan noted.) A few people walked the length of the line making videos with their cell phones as the rest of us threw up kitsune. (I don’t say kitsunes because nouns in Japanese are both singular and plural.)

Soon a white limousine drove by. “There they are!” I cried and waved a kitsune in the limo’s direction. Some waved kitsune, but others laughed, assuming I was joking. It seems reasonable to me that if you are waiting for a show featuring celebrities and a limo drives by, there is a very good chance the celebs are riding in that limo. In any case the comedian we had met was still cracking what he thought were jokes and missed the limo entirely. He apparently thought I was saying the fire hydrant across the street looked like the members of BABYMETAL.

The powers that be moved us to just behind the VIP line, then moved us again when the VIP line got long. Two girls in Japanese kawaii outfits walked by with their parents. “かわいいね！” I exclaimed.

“かわいい。かわいい、” Jay agreed.

Not long after the limo drove by, Jay showed us a Twitter post on his phone. It was from the House of Blues, and showed BABYMETAL in their street clothes rehearsing for the show.

“That means they’re right on the other side of this wall!” I said to Dylan. He and I both jumped and squealed, flapping our hands like a couple of penguin flapping their wings. An awkward moment of silence followed.

“We totally fangirled on that,” I said.

“Yeah we did,” Dylan agreed.

When the doors finally opened for our group, we were instructed to form two lines, men on the right and women on the left. This was so security could frisk us. I was surprised how casual the frisking was. The guy found my wallet, keys and phone, but did not even check my legs, socks, the small of my back or my waistband. It would be pretty easy to sneak something in. This was also where people put backpacks, etc. into the bins.

When we went into the concert hall, our little group was separated. Jay and Zach had balcony seats. I was on the main floor, and the others had a spot in the モシュシュ (mosh’sh, a word invented by BABYMETAL. It is supposed to be a mosh pit in which no one gets hurt; all of the fun and no violence. As it turns out, that is exactly what it is.). I was not as close as I had hoped, but I was as close as I could get without being in the モシュシュ. In fact, I could look over the pit, so that was a good thing.

The concert started and the excitement in the air was almost a tangible thing. I forgot to mention that Alex had suggested ear plugs, insisting the show would be extremely loud. Everyone turned down his suggestion. Dylan said he would be deaf by the time he is 30 anyway, and I said as an old guy who has listened to a lot of rock n’ roll with headphones at high volumes, it was too late for me. As it turned out, the show was not unusually loud. I’ve heard much louder concerts. I don’t know if that was because of the band or the venue.

Probably the biggest thing BABYMETAL has brought to metal is dance. Iron Maiden and Slipknot aren’t dancing around the stage, but BABYMETAL is. When they performed Karate I had my first hint that this would be an unusual concert. The song is not about karate, but rather about striving to do one’s best, even against seemingly impossible odds. At one point in the song, the three girls collapsed onto the stage. Su-metal struggled to her feet then helped the other two to stand, singing the encouraging refrain as she did. I realized there was symbolism in their dancing. This didn’t surprise me, as there is a lot of symbolism in their lyrics. (That may be the subject of another missive, if you’re interested.)

They have fun songs, of course, touching on the joys of eating chocolate or chewing bubble gum. They performed these as well. But then came a part of the show in which the stage went dark, almost (but not quite) completely black. We could hear the girls speaking in English, telling about how the Fox God (BABYMETAL comes with their own religion) instructed them to tell the world bullying must stop. Then they sang Ijime, Dame, Zettai (Bullying No More, Forever). A partial translation reads:

Those who got hurt were not only I myself,

But also those who kept watching me. It was you.

During the guitar duet, Yuimetal and Moametal engage in a stylized fight as Su-metal covers her eyes, not wanting to see bullying. She then joins in their fight, demonstrating everyone gets hurt by bullying.

I was surprised to find tears in my eyes. I hadn’t expected this concert to be emotional. But there was more to come.

For a finale, they performed The One entirely in English. This time I was outright bawling as they sang about how we are all one and that we are strongest when we are united.

The last notes of The One faded as the audience cheered. The trio exited and I was in shock. Here I was at a concert featuring three teenage girls and I was crying my eyes out. Of course I didn’t want it to end (I’m sure none of us did), so I began to shout, “アンコレ！アンコレ！(Encore! Encore!)” But the audience was very American, and began to chant “Ba-by met-al.” They didn’t even attempt the Japanese pronunciation bebimetal.

After an appropriate hiatus, the three returned and sang Road of Resistance. It was a fitting end to the concert with an inspiring sing-along portion.

When they had finished singing, Moametal said, “You make me sooo happy!” (Yes, in English!) Yuimetal followed with, “I’m so happy to see you!” Then Su-metal wrapped it all up with a nice, brief speech, also entirely in English (their English is better than my Japanese). Then they gave their signature “See you!” and exited.

After the show I reconnected with Mike and Ruby, Jay and Zach. The crowd to purchase merchandise after the show was very thick, so I didn’t bother. I figure I can get all of that stuff on Ebay anyway.

There was an after party in a sort-of private bar at the House of Blues, but it was noisy, so I didn’t stay. It was pouring rain outside, but when it had slacked off a bit I called an Uber car. I’ve driven for Uber, but this was my first time as a passenger. I think my services are slicker, just sayin’. That turned out to be the most expensive part of my experience, going just over the $20 I had spent on lunch. I went back to the train station, got in my SUV and drove home, listening to BABYMETAL the whole way.

There are some details I’ve left out, such as the fact that the interior of the House of Blues is one of the gaudiest I’ve ever seen. I may edit this someday, but right now I want to get it to you.

Thanks for being my friend and taking an interest in what interests me.

All love, Bruce

“Where’s Eaton?”

I roll my eyes. The question everyone loves to ask me and that I never have an answer to. “Really, Mom? I don’t know.”

She stops whirling at the pot over the stove. Then reaching for the sugar, she asks, “Well why don’t you ever know?”

Shouldn’t the question be, why is he never here, or, why don’t you ever know where he is? I stand up from the table. “You’ve been asking me this question since I was five. And, I always give you the same answer. No one will ever know where he is. Just accept that, Mom.” I shrug.

She whines. “Well I can’t just accept that, I care about him and he’s your brother. And he doesn’t talk to me but once a year—if that!”

I shift my weight, glancing at the bright green palm leaves swaying by the window. “I’m going to go find him.”

Mom smiles. “Conversation always goes the same way, doesn’t it?”

I turn away, holding back an eye roll. I guess that’s why they always ask me.

It’s really their fault for naming their son after the cousin they themselves could never find. Like a…modern-day pirate, or something. Or a nomad sage. Maybe I should start at the top of the hill. I’ll find him standing at cliff’s edge breathing in ocean spray. Running away from wife and children.

I slap the yellow wall on the way out. “This is ridiculous! He lives right down the street!”

“Huh?” Mom’s already moved her mind on to other things. Must be nice having children to do your dirty work.

I step into the bright sunlight, plop into my car. I start the engine and roll slowly out the gravel driveway. The sun beams off my old yellow house. I sigh, rolling down the windows. First day back home, and I’m looking for Eaton. I have to laugh.

Welcome home indeed.

This is great! I love the fascinating twist of the two Eatons and the reason why. And I like the hints of lost Eaton’s personality and the guesses of where he might be. I’m guessing lost Eaton is a frequent topic of discussion if he’s the one the narrator assumed Mom was asking about.

The line “Well I can’t just accept that, I care about him and he’s your brother. And he doesn’t talk to me but once a year—if that!” doesn’t sound quite natural and true as dialogue to me. The sentiment does, but not the words. On the flip side, you’ve done a great job of sprinkling in action and description to keep the scene moving and show us what’s going on and how the characters are responding to each other. Nicely done, and thank you for sharing!

Thanks Alice! Yes, I see what you’re saying. Thanks for pointing that out. I appreciate the feedback!

I know you’re feeling alone right now. I know you feel like no one ever could or ever will feel the way you do. I’m not here to tell you everything will get better, that God will make a way (although he will.) I’m just here to sit and listen.

Why do you feel so lonely? You’re part of a race of 6 billion people. Not even counting all those who have gone before you, or all those who are still to come. Yet isn’t it strange that out of six billion, out of the millions you share your city with, the thousands who stream past you on your way to work, the hundreds you bump shoulders and jostle with on the train, and the multitudes of colleagues in your office, you still feel so alone?

You aren’t alone. I know this sounds like a platitude, but it’s true. Going on statistics alone, at least one person – whether alive or dead, whether known to you or not – has felt the same way you’re feeling right now. And statistics don’t lie. (42% of statistics are made up on the spot.)

I want to sit here and listen. I know how it feels to have so many people talking to you (talking at you?) and not a single one of them listening. I was laid off recently. Friends, family, well-wishers from all corners of life, saturating me with texts and Facebook messages and well-meaning advice. I hear this firm still has vacancies, have you considered applying there, why don’t you become an academic? And yes, they listened at the start, to my answers to their opening questions. How are you feeling? Have you started applying? But would you want to stay there anyway? But after a while, their voices took over. And I was alone in a storm of well-meaning advice.

Hey, you just used the phrase ‘well-meaning advice’ twice in the same paragraph. That’s not good form. But that’s okay, because I’m not here to pepper you with a beautiful speech. I’m here to listen.

Why do you feel so lonely? Really dig down deep – why? Are you trapped in a family where love is in short supply? Are you stuck in a career where no one values your contributions? Do you bear all the trappings of success yet feel that something deeper inside you is missing? I don’t know what your situation is, and maybe you don’t either. After I was laid off, I was depressed for weeks, and it had nothing to do with my prospects for finding another job. But maybe putting a finger on why you feel the way you do could be the first step to finding a way out.

And that’s another thing. If you don’t want to find a way out, that’s fine too. It’s perfectly alright to feel alone. It’s perfectly alright not to want to do anything about it. I struggled so much with feelings of legitimacy when I was laid off. Almost an anxiety-inception: first you get anxious that you’ve been laid off, then you get anxious that you are anxious that you’ve been laid off. After all, shouldn’t I be moving on? There’s still so much that I have – good friends and good family and good health – so why am I still so depressed? Why can’t I just suck it up and get on with life?

I don’t know if you’ve watched the movie Inside Out, but there’s a reason why it’s one of my favourites. Because it reminds us that sadness is legitimate. It’s okay to feel sad. You don’t always have to banish her to a little chalk box in the corner so that joy can run your life instead. And it’s okay to feel lonely. You don’t have to feel like it’s only okay to feel lonely for X amount of time, before it suddenly becomes Not Okay.

I don’t know who you are, and probably never will. Yet I hope reading this helped you somehow. That you found a listening ear, even though you didn’t say a word.

Take care. And remember that you’re not alone.

This is a great list of questions! I’m going to use them in my author about page.

I found your fifth question really interesting. It touches on the one topic that I believe can’t be set in stone, that some write to explore what they can not. Others write what they know. More often than not it ends up being a hybrid of the two.

I have to say that the most interesting life of a writer I’ve come across has had to have been Tolkien. To have been in the trenches of Verdun? You see that in nearly all of his writing he stays away from any themes connected to the War, but then you have the Dead Marshes.

I used to write for the joy of losing myself in a story, for the satisfaction of the words tumbling out on to the page. Words transcribed from Voices in my head. I used to write. So it was interesting reading this article and questioning why I used to call myself a writer and why I stopped. It’s been a whole year now since the voices and the urgency stopped. Interesting ( for me at least) too t I should chose to write a reply. Maybe, just maybe that small flame can be rekindled. Thanks Joe

I write because my characters have been following me for the last twenty years and they want their story to be told this is the third attempt putting their lives on paper (in my case on computer) even though I know the ending, I’m coming close this last four chapters are proving the most challenging but I just love being in their world and knowing them, yes I feel like they are good and bad friends this is why I write

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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an essay introduction paragraph with paperpal – step -by -step, how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Unsure of how to start your essay introduction? Leverage Paperpal’s Generative AI templates to provide a base for your essay introduction. Here’s an example of an essay outline generated by Paperpal.  

Use the generated essay outline as your base for the introduction. If you’re stuck writing, you can use Paperpal’s Predictive AI writing features to continue writing. 

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This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

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Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

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Writing a strong introduction is crucial for setting the tone and context of your essay. 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. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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• How to Write a Good Hook for Essays, with Examples
• What are Journal Guidelines on Using Generative AI Tools
• How to Use AI to Enhance Your College Essays and Thesis
• Powerful Academic Phrases to Improve Your Essay Writing 

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• How to write an essay outline | Guidelines & examples

How to Write an Essay Outline | Guidelines & Examples

Published on August 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay outline is a way of planning the structure of your essay before you start writing. It involves writing quick summary sentences or phrases for every point you will cover in each paragraph , giving you a picture of how your argument will unfold.

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Table of contents

Organizing your material, presentation of the outline, examples of essay outlines, other interesting articles, frequently asked questions about essay outlines.

At the stage where you’re writing an essay outline, your ideas are probably still not fully formed. You should know your topic  and have already done some preliminary research to find relevant sources , but now you need to shape your ideas into a structured argument.

Creating categories

Look over any information, quotes and ideas you’ve noted down from your research and consider the central point you want to make in the essay—this will be the basis of your thesis statement . Once you have an idea of your overall argument, you can begin to organize your material in a way that serves that argument.

Try to arrange your material into categories related to different aspects of your argument. If you’re writing about a literary text, you might group your ideas into themes; in a history essay, it might be several key trends or turning points from the period you’re discussing.

Three main themes or subjects is a common structure for essays. Depending on the length of the essay, you could split the themes into three body paragraphs, or three longer sections with several paragraphs covering each theme.

As you create the outline, look critically at your categories and points: Are any of them irrelevant or redundant? Make sure every topic you cover is clearly related to your thesis statement.

Order of information

When you have your material organized into several categories, consider what order they should appear in.

Your essay will always begin and end with an introduction and conclusion , but the organization of the body is up to you.

Consider these questions to order your material:

• Is there an obvious starting point for your argument?
• Is there one subject that provides an easy transition into another?
• Do some points need to be set up by discussing other points first?

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Within each paragraph, you’ll discuss a single idea related to your overall topic or argument, using several points of evidence or analysis to do so.

In your outline, you present these points as a few short numbered sentences or phrases.They can be split into sub-points when more detail is needed.

The template below shows how you might structure an outline for a five-paragraph essay.

• Thesis statement
• First piece of evidence
• Second piece of evidence
• Summary/synthesis
• Importance of topic
• Strong closing statement

You can choose whether to write your outline in full sentences or short phrases. Be consistent in your choice; don’t randomly write some points as full sentences and others as short phrases.

Examples of outlines for different types of essays are presented below: an argumentative, expository, and literary analysis essay.

Argumentative essay outline

This outline is for a short argumentative essay evaluating the internet’s impact on education. It uses short phrases to summarize each point.

Its body is split into three paragraphs, each presenting arguments about a different aspect of the internet’s effects on education.

• Importance of the internet
• Concerns about internet use
• Thesis statement: Internet use a net positive
• Data exploring this effect
• Analysis indicating it is overstated
• Students’ reading levels over time
• Why this data is questionable
• Video media
• Interactive media
• Speed and simplicity of online research
• Questions about reliability (transitioning into next topic)
• Evidence indicating its ubiquity
• Claims that it discourages engagement with academic writing
• Evidence that Wikipedia warns students not to cite it
• Argument that it introduces students to citation
• Summary of key points
• Value of digital education for students
• Need for optimism to embrace advantages of the internet

Expository essay outline

This is the outline for an expository essay describing how the invention of the printing press affected life and politics in Europe.

The paragraphs are still summarized in short phrases here, but individual points are described with full sentences.

• Claim that the printing press marks the end of the Middle Ages.
• Provide background on the low levels of literacy before the printing press.
• Present the thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation.
• Discuss the very high levels of illiteracy in medieval Europe.
• Describe how literacy and thus knowledge and education were mainly the domain of religious and political elites.
• Indicate how this discouraged political and religious change.
• Describe the invention of the printing press in 1440 by Johannes Gutenberg.
• Show the implications of the new technology for book production.
• Describe the rapid spread of the technology and the printing of the Gutenberg Bible.
• Link to the Reformation.
• Discuss the trend for translating the Bible into vernacular languages during the years following the printing press’s invention.
• Describe Luther’s own translation of the Bible during the Reformation.
• Sketch out the large-scale effects the Reformation would have on religion and politics.
• Summarize the history described.
• Stress the significance of the printing press to the events of this period.

Literary analysis essay outline

The literary analysis essay outlined below discusses the role of theater in Jane Austen’s novel Mansfield Park .

The body of the essay is divided into three different themes, each of which is explored through examples from the book.

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question : How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

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You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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