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How to Write the Perfect Essay

06 Feb, 2024 | Blog Articles , English Language Articles , Get the Edge , Humanities Articles , Writing Articles

You can keep adding to this plan, crossing bits out and linking the different bubbles when you spot connections between them. Even though you won’t have time to make a detailed plan under exam conditions, it can be helpful to draft a brief one, including a few key words, so that you don’t panic and go off topic when writing your essay.

If you don’t like the mind map format, there are plenty of others to choose from: you could make a table, a flowchart, or simply a list of bullet points.

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Thanks for signing up, step 2: have a clear structure.

Think about this while you’re planning: your essay is like an argument or a speech. It needs to have a logical structure, with all your points coming together to answer the question.

Start with the basics! It’s best to choose a few major points which will become your main paragraphs. Three main paragraphs is a good number for an exam essay, since you’ll be under time pressure. 

If you agree with the question overall, it can be helpful to organise your points in the following pattern:

• YES (agreement with the question)
• AND (another YES point)
• BUT (disagreement or complication)

If you disagree with the question overall, try:

• AND (another BUT point)

For example, you could structure the Of Mice and Men sample question, “To what extent is Curley’s wife portrayed as a victim in Of Mice and Men ?”, as follows:

• YES (descriptions of her appearance)
• AND (other people’s attitudes towards her)
• BUT (her position as the only woman on the ranch gives her power as she uses her femininity to her advantage)

If you wanted to write a longer essay, you could include additional paragraphs under the YES/AND categories, perhaps discussing the ways in which Curley’s wife reveals her vulnerability and insecurities, and shares her dreams with the other characters. Alternatively, you could also lengthen your essay by including another BUT paragraph about her cruel and manipulative streak.

Of course, this is not necessarily the only right way to answer this essay question – as long as you back up your points with evidence from the text, you can take any standpoint that makes sense.

Step 3: Back up your points with well-analysed quotations

You wouldn’t write a scientific report without including evidence to support your findings, so why should it be any different with an essay? Even though you aren’t strictly required to substantiate every single point you make with a quotation, there’s no harm in trying.

A close reading of your quotations can enrich your appreciation of the question and will be sure to impress examiners. When selecting the best quotations to use in your essay, keep an eye out for specific literary techniques. For example, you could highlight Curley’s wife’s use of a rhetorical question when she says, a”n’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs.” This might look like:

The rhetorical question “an’ what am I doin’?” signifies that Curley’s wife is very insecure; she seems to be questioning her own life choices. Moreover, she does not expect anyone to respond to her question, highlighting her loneliness and isolation on the ranch.

Other literary techniques to look out for include:

• Tricolon – a group of three words or phrases placed close together for emphasis
• Tautology – using different words that mean the same thing: e.g. “frightening” and “terrifying”
• Parallelism – ABAB structure, often signifying movement from one concept to another
• Chiasmus – ABBA structure, drawing attention to a phrase
• Polysyndeton – many conjunctions in a sentence
• Asyndeton – lack of conjunctions, which can speed up the pace of a sentence
• Polyptoton – using the same word in different forms for emphasis: e.g. “done” and “doing”
• Alliteration – repetition of the same sound, including assonance (similar vowel sounds), plosive alliteration (“b”, “d” and “p” sounds) and sibilance (“s” sounds)
• Anaphora – repetition of words, often used to emphasise a particular point

Don’t worry if you can’t locate all of these literary devices in the work you’re analysing. You can also discuss more obvious techniques, like metaphor, simile and onomatopoeia. It’s not a problem if you can’t remember all the long names; it’s far more important to be able to confidently explain the effects of each technique and highlight its relevance to the question.

Step 4: Be creative and original throughout

Anyone can write an essay using the tips above, but the thing that really makes it “perfect” is your own unique take on the topic. If you’ve noticed something intriguing or unusual in your reading, point it out – if you find it interesting, chances are the examiner will too!

Creative writing and essay writing are more closely linked than you might imagine. Keep the idea that you’re writing a speech or argument in mind, and you’re guaranteed to grab your reader’s attention.

It’s important to set out your line of argument in your introduction, introducing your main points and the general direction your essay will take, but don’t forget to keep something back for the conclusion, too. Yes, you need to summarise your main points, but if you’re just repeating the things you said in your introduction, the body of the essay is rendered pointless.

Think of your conclusion as the climax of your speech, the bit everything else has been leading up to, rather than the boring plenary at the end of the interesting stuff.

To return to Of Mice and Men once more, here’s an example of the ideal difference between an introduction and a conclusion:

Introduction

In John Steinbeck’s Of Mice and Men , Curley’s wife is portrayed as an ambiguous character. She could be viewed either as a cruel, seductive temptress or a lonely woman who is a victim of her society’s attitudes. Though she does seem to wield a form of sexual power, it is clear that Curley’s wife is largely a victim. This interpretation is supported by Steinbeck’s description of her appearance, other people’s attitudes, her dreams, and her evident loneliness and insecurity.

Overall, it is clear that Curley’s wife is a victim and is portrayed as such throughout the novel in the descriptions of her appearance, her dreams, other people’s judgemental attitudes, and her loneliness and insecurities. However, a character who was a victim and nothing else would be one-dimensional and Curley’s wife is not. Although she suffers in many ways, she is shown to assert herself through the manipulation of her femininity – a small rebellion against the victimisation she experiences.

Both refer back consistently to the question and summarise the essay’s main points. However, the conclusion adds something new which has been established in the main body of the essay and complicates the simple summary which is found in the introduction.

Hannah is an undergraduate English student at Somerville College, University of Oxford, and has a particular interest in postcolonial literature and the Gothic. She thinks literature is a crucial way of developing empathy and learning about the wider world. When she isn’t writing about 17th-century court masques, she enjoys acting, travelling and creative writing. 

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• What is an essay? 

What makes a good essay?

Typical essay structure, 7 steps to writing a good essay, a step-by-step guide to writing a good essay.

Whether you are gearing up for your GCSE coursework submissions or looking to brush up on your A-level writing skills, we have the perfect essay-writing guide for you. 💯

Staring at a blank page before writing an essay can feel a little daunting . Where do you start? What should your introduction say? And how should you structure your arguments? They are all fair questions and we have the answers! Take the stress out of essay writing with this step-by-step guide – you’ll be typing away in no time. 👩‍💻

What is an essay?

Generally speaking, an essay designates a literary work in which the author defends a point of view or a personal conviction, using logical arguments and literary devices in order to inform and convince the reader.

So – although essays can be broadly split into four categories: argumentative, expository, narrative, and descriptive – an essay can simply be described as a focused piece of writing designed to inform or persuade. 🤔

The purpose of an essay is to present a coherent argument in response to a stimulus or question and to persuade the reader that your position is credible, believable and reasonable. 👌

So, a ‘good’ essay relies on a confident writing style – it’s clear, well-substantiated, focussed, explanatory and descriptive . The structure follows a logical progression and above all, the body of the essay clearly correlates to the tile – answering the question where one has been posed. 

But, how do you go about making sure that you tick all these boxes and keep within a specified word count? Read on for the answer as well as an example essay structure to follow and a handy step-by-step guide to writing the perfect essay – hooray. 🙌

Sometimes, it is helpful to think about your essay like it is a well-balanced argument or a speech – it needs to have a logical structure, with all your points coming together to answer the question in a coherent manner. ⚖️

Of course, essays can vary significantly in length but besides that, they all follow a fairly strict pattern or structure made up of three sections. Lean into this predictability because it will keep you on track and help you make your point clearly. Let’s take a look at the typical essay structure:  

#1 Introduction

Start your introduction with the central claim of your essay. Let the reader know exactly what you intend to say with this essay. Communicate what you’re going to argue, and in what order. The final part of your introduction should also say what conclusions you’re going to draw – it sounds counter-intuitive but it’s not – more on that below. 1️⃣

Make your point, evidence it and explain it. This part of the essay – generally made up of three or more paragraphs depending on the length of your essay – is where you present your argument. The first sentence of each paragraph – much like an introduction to an essay – should summarise what your paragraph intends to explain in more detail. 2️⃣

#3 Conclusion

This is where you affirm your argument – remind the reader what you just proved in your essay and how you did it. This section will sound quite similar to your introduction but – having written the essay – you’ll be summarising rather than setting out your stall. 3️⃣

No essay is the same but your approach to writing them can be. As well as some best practice tips, we have gathered our favourite advice from expert essay-writers and compiled the following 7-step guide to writing a good essay every time. 👍

#1 Make sure you understand the question

#2 complete background reading.

#3 Make a detailed plan 

#4 Write your opening sentences 

#5 flesh out your essay in a rough draft, #6 evidence your opinion, #7 final proofread and edit.

Now that you have familiarised yourself with the 7 steps standing between you and the perfect essay, let’s take a closer look at each of those stages so that you can get on with crafting your written arguments with confidence . 

This is the most crucial stage in essay writing – r ead the essay prompt carefully and understand the question. Highlight the keywords – like ‘compare,’ ‘contrast’ ‘discuss,’ ‘explain’ or ‘evaluate’ – and let it sink in before your mind starts racing . There is nothing worse than writing 500 words before realising you have entirely missed the brief . 🧐

Unless you are writing under exam conditions , you will most likely have been working towards this essay for some time, by doing thorough background reading. Re-read relevant chapters and sections, highlight pertinent material and maybe even stray outside the designated reading list, this shows genuine interest and extended knowledge. 📚

#3 Make a detailed plan

Following the handy structure we shared with you above, now is the time to create the ‘skeleton structure’ or essay plan. Working from your essay title, plot out what you want your paragraphs to cover and how that information is going to flow. You don’t need to start writing any full sentences yet but it might be useful to think about the various quotes you plan to use to substantiate each section. 📝

Having mapped out the overall trajectory of your essay, you can start to drill down into the detail. First, write the opening sentence for each of the paragraphs in the body section of your essay. Remember – each paragraph is like a mini-essay – the opening sentence should summarise what the paragraph will then go on to explain in more detail. 🖊️

Next, it's time to write the bulk of your words and flesh out your arguments. Follow the ‘point, evidence, explain’ method. The opening sentences – already written – should introduce your ‘points’, so now you need to ‘evidence’ them with corroborating research and ‘explain’ how the evidence you’ve presented proves the point you’re trying to make. ✍️

With a rough draft in front of you, you can take a moment to read what you have written so far. Are there any sections that require further substantiation? Have you managed to include the most relevant material you originally highlighted in your background reading? Now is the time to make sure you have evidenced all your opinions and claims with the strongest quotes, citations and material. 📗

This is your final chance to re-read your essay and go over it with a fine-toothed comb before pressing ‘submit’. We highly recommend leaving a day or two between finishing your essay and the final proofread if possible – you’ll be amazed at the difference this makes, allowing you to return with a fresh pair of eyes and a more discerning judgment. 🤓

If you are looking for advice and support with your own essay-writing adventures, why not t ry a free trial lesson with GoStudent? Our tutors are experts at boosting academic success and having fun along the way. Get in touch and see how it can work for you today. 🎒

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12 Strategies to Writing the Perfect College Essay

College admission committees sift through thousands of college essays each year. Here’s how to make yours stand out.

Pamela Reynolds

When it comes to deciding who they will admit into their programs, colleges consider many criteria, including high school grades, extracurricular activities, and ACT and SAT scores. But in recent years, more colleges are no longer considering test scores.

Instead, many (including Harvard through 2026) are opting for “test-blind” admission policies that give more weight to other elements in a college application. This policy change is seen as fairer to students who don’t have the means or access to testing, or who suffer from test anxiety.

So, what does this mean for you?

Simply that your college essay, traditionally a requirement of any college application, is more important than ever.

A college essay is your unique opportunity to introduce yourself to admissions committees who must comb through thousands of applications each year. It is your chance to stand out as someone worthy of a seat in that classroom.

A well-written and thoughtful essay—reflecting who you are and what you believe—can go a long way to separating your application from the slew of forgettable ones that admissions officers read. Indeed, officers may rely on them even more now that many colleges are not considering test scores.

Below we’ll discuss a few strategies you can use to help your essay stand out from the pack. We’ll touch on how to start your essay, what you should write for your college essay, and elements that make for a great college essay.

Be Authentic

More than any other consideration, you should choose a topic or point of view that is consistent with who you truly are.

Readers can sense when writers are inauthentic.

Inauthenticity could mean the use of overly flowery language that no one would ever use in conversation, or it could mean choosing an inconsequential topic that reveals very little about who you are.

Use your own voice, sense of humor, and a natural way of speaking.

Whatever subject you choose, make sure it’s something that’s genuinely important to you and not a subject you’ve chosen just to impress. You can write about a specific experience, hobby, or personality quirk that illustrates your strengths, but also feel free to write about your weaknesses.

Honesty about traits, situations, or a childhood background that you are working to improve may resonate with the reader more strongly than a glib victory speech.

Grab the Reader From the Start

You’ll be competing with so many other applicants for an admission officer’s attention.

Therefore, start your essay with an opening sentence or paragraph that immediately seizes the imagination. This might be a bold statement, a thoughtful quote, a question you pose, or a descriptive scene.

Starting your essay in a powerful way with a clear thesis statement can often help you along in the writing process. If your task is to tell a good story, a bold beginning can be a natural prelude to getting there, serving as a roadmap, engaging the reader from the start, and presenting the purpose of your writing.

Focus on Deeper Themes

Some essay writers think they will impress committees by loading an essay with facts, figures, and descriptions of activities, like wins in sports or descriptions of volunteer work. But that’s not the point.

College admissions officers are interested in learning more about who you are as a person and what makes you tick.

They want to know what has brought you to this stage in life. They want to read about realizations you may have come to through adversity as well as your successes, not just about how many games you won while on the soccer team or how many people you served at a soup kitchen.

Let the reader know how winning the soccer game helped you develop as a person, friend, family member, or leader. Make a connection with your soup kitchen volunteerism and how it may have inspired your educational journey and future aspirations. What did you discover about yourself?

Show Don’t Tell

As you expand on whatever theme you’ve decided to explore in your essay, remember to show, don’t tell.

The most engaging writing “shows” by setting scenes and providing anecdotes, rather than just providing a list of accomplishments and activities.

Reciting a list of activities is also boring. An admissions officer will want to know about the arc of your emotional journey too.

Try Doing Something Different

If you want your essay to stand out, think about approaching your subject from an entirely new perspective. While many students might choose to write about their wins, for instance, what if you wrote an essay about what you learned from all your losses?

If you are an especially talented writer, you might play with the element of surprise by crafting an essay that leaves the response to a question to the very last sentence.

You may want to stay away from well-worn themes entirely, like a sports-related obstacle or success, volunteer stories, immigration stories, moving, a summary of personal achievements or overcoming obstacles.

However, such themes are popular for a reason. They represent the totality of most people’s lives coming out of high school. Therefore, it may be less important to stay away from these topics than to take a fresh approach.

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Write With the Reader in Mind

Writing for the reader means building a clear and logical argument in which one thought flows naturally from another.

Use transitions between paragraphs.

Think about any information you may have left out that the reader may need to know. Are there ideas you have included that do not help illustrate your theme?

Be sure you can answer questions such as: Does what you have written make sense? Is the essay organized? Does the opening grab the reader? Is there a strong ending? Have you given enough background information? Is it wordy?

Write Several Drafts

Set your essay aside for a few days and come back to it after you’ve had some time to forget what you’ve written. Often, you’ll discover you have a whole new perspective that enhances your ability to make revisions.

Start writing months before your essay is due to give yourself enough time to write multiple drafts. A good time to start could be as early as the summer before your senior year when homework and extracurricular activities take up less time.

Read It Aloud

Writer’s tip : Reading your essay aloud can instantly uncover passages that sound clumsy, long-winded, or false.

Don’t Repeat

If you’ve mentioned an activity, story, or anecdote in some other part of your application, don’t repeat it again in your essay.

Your essay should tell college admissions officers something new. Whatever you write in your essay should be in philosophical alignment with the rest of your application.

Also, be sure you’ve answered whatever question or prompt may have been posed to you at the outset.

Ask Others to Read Your Essay

Be sure the people you ask to read your essay represent different demographic groups—a teacher, a parent, even a younger sister or brother.

Ask each reader what they took from the essay and listen closely to what they have to say. If anyone expresses confusion, revise until the confusion is cleared up.

Pay Attention to Form

Although there are often no strict word limits for college essays, most essays are shorter rather than longer. Common App, which students can use to submit to multiple colleges, suggests that essays stay at about 650 words.

“While we won’t as a rule stop reading after 650 words, we cannot promise that an overly wordy essay will hold our attention for as long as you’d hoped it would,” the Common App website states.

In reviewing other technical aspects of your essay, be sure that the font is readable, that the margins are properly spaced, that any dialogue is set off properly, and that there is enough spacing at the top. Your essay should look clean and inviting to readers.

End Your Essay With a “Kicker”

In journalism, a kicker is the last punchy line, paragraph, or section that brings everything together.

It provides a lasting impression that leaves the reader satisfied and impressed by the points you have artfully woven throughout your piece.

So, here’s our kicker: Be concise and coherent, engage in honest self-reflection, and include vivid details and anecdotes that deftly illustrate your point.

While writing a fantastic essay may not guarantee you get selected, it can tip the balance in your favor if admissions officers are considering a candidate with a similar GPA and background.

Write, revise, revise again, and good luck!

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About the Author

Pamela Reynolds is a Boston-area feature writer and editor whose work appears in numerous publications. She is the author of “Revamp: A Memoir of Travel and Obsessive Renovation.”

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Essay Writing Tips: 10 Steps to Writing a Great Essay (And Have Fun Doing It!)

by Joe Bunting | 118 comments

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Do you dread essay writing? Are you looking for some essay tips that will help you write an amazing essay—and have fun doing it?

Lots of students, young and old, dread essay writing. It's a daunting assignment, one that takes research, time, and concentration.

It's also an assignment that you can break up into simple steps that make writing an essay manageable and, yes, even enjoyable.

These ten essay tips completely changed my writing process—and I hope that they can do the same for you.

Essay Writing Can Be Fun

Honestly, throughout most of high school and college, I was a mediocre essay writer.

Every once in a while, I would write a really good essay, but mostly I skated by with B's and A-minuses.

I know personally how boring writing an essay can be, and also, how hard it can be to write a good one.

However, toward the end of my time as a student, I made a breakthrough. I figured out how to not only write a great essay, I learned how to have fun while doing it . 

And since then, I've become a professional writer and have written more than a dozen books. I'm not saying that these essay writing tips are going to magically turn you into a writer, but at least they can help you enjoy the process more.

I'm excited to share these ten essay writing tips with you today! But first, we need to talk about why writing an essay is so hard.

Why Writing an Essay Is So Hard

When it comes to essay writing, a lot of students find a reason to put it off. And when they tackle it, they find it difficult to string sentences together that sound like a decent stance on the assigned subject.

Here are a few reasons why essay writing is hard:

• You'd rather be scrolling through Facebook
• You're trying to write something your teacher or professor will like
• You're trying to get an A instead of writing something that's actually good
• You want to do the least amount of work possible

The biggest reason writing an essay is so hard is because we mostly focus on those external  rewards like getting a passing grade, winning our teacher's approval, or just avoiding accusations of plagiarism.

The problem is that when you focus on external approval it not only makes writing much less fun, it also makes it significantly harder.

Because when you focus on external approval, you shut down your subconscious, and the subconscious is the source of your creativity.

The subconscious is the source of your creativity.

What this means practically is that when you're trying to write that perfect, A-plus-worthy sentence, you're turning off most of your best resources and writing skills.

So stop. Stop trying to write a good essay (or even a “good-enough” essay). Instead, write an interesting  essay, write an essay you think is fascinating. And when you're finished, go back and edit it until it's “good” according to your teacher's standards.

Yes, you need to follow the guidelines in your assignment. If your teacher tells you to write a five-paragraph essay, then write a five-paragraph essay! If your teacher asks for a specific type of essay, like an analysis, argument, or research essay, then make sure you write that type of essay!

However, within those guidelines, find room to express something that is uniquely you .

I can't guarantee you'll get a higher grade (although, you almost certainly will), but I can absolutely promise you'll have a lot more fun writing.

The Step-by-Step Process to Writing a Great Essay: Your 10 Essay Writing Tips

Ready to get writing? You can read my ten best tips for having fun while writing an essay that earns you the top grade, or check out this presentation designed by our friends at Canva Presentations .

1. Remember your essay is just a story.

Every story is about conflict and change, and the truth is that essays are about conflict and change, too! The difference is that in an essay, the conflict is between different ideas , and the change is in the way we should perceive those ideas.

That means that the best essays are about surprise: “You probably think it's one way, but in reality, you should think of it this other way.” See tip #3 for more on this.

How do you know what story you're telling? The prompt should tell you.

Any list of essay prompts includes various topics and tasks associated with them. Within those topics are characters (historical, fictional, or topical) faced with difficult choices. Your job is to work with those choices, usually by analyzing them, arguing about them, researching them, or describing them in detail.

2. Before you start writing, ask yourself, “How can I have the most fun writing this?”

It's normal to feel unmotivated when writing an academic essay. I'm a writer, and honestly, I feel unmotivated to write all the time. But I have a super-ninja, judo-mind trick I like to use to help motivate myself.

Here's the secret trick: One of the interesting things about your subconscious is that it will answer any question you ask yourself. So whenever you feel unmotivated to write your essay, ask yourself the following question:

“How much fun can I have writing this?”

Your subconscious will immediately start thinking of strategies to make the writing process more fun.

The best time to have your fun is the first draft. Since you're just brainstorming within the topic, and exploring the possible ways of approaching it, the first draft is the perfect place to get creative and even a little scandalous. Here are some wild suggestions to make your next essay a load of fun:

• Research the most surprising or outrageous fact about the topic and use it as your hook.
• Use a thesaurus to research the topic's key words. Get crazy with your vocabulary as you write, working in each key word synonym as much as possible.
• Play devil's advocate and take the opposing or immoral side of the issue. See where the discussion takes you as you write.

3. As you research, ask yourself, “What surprises me about this subject?”

The temptation, when you're writing an essay, is to write what you think your teacher or professor wants to read.

Don't do this .

Instead, ask yourself, “What do I find interesting about this subject? What surprises me?”

If you can't think of anything that surprises you, anything you find interesting, then you're not searching well enough, because history, science, and literature are all brimming   over with surprises. When you look at how great ideas actually happen, the story is always, “We used  to think the world was this way. We found out we were completely wrong, and that the world is actually quite different from what we thought.”

These pieces of surprising information often make for the best topic sentences as well. Use them to outline your essay and build your body paragraphs off of each unique fact or idea. These will function as excellent hooks for your reader as you transition from one topic to the next.

(By the way, what sources should you use for research? Check out tip #10 below.)

4. Overwhelmed? Write five original sentences.

The standard three-point essay is really made up of just five original sentences surrounded by supporting paragraphs that back up those five sentences. If you're feeling overwhelmed, just write five sentences covering your most basic main points.

Here's what they might look like for this article:

• Introductory Paragraph:  While most students consider writing an essay a boring task, with the right mindset, it can actually be an enjoyable experience.
• Body #1: Most students think writing an essay is tedious because they focus on external rewards.
• Body #2: Students should instead focus on internal fulfillment when writing an essay.
• Body #3: Not only will focusing on internal fulfillment allow students to have more fun, it will also result in better essays.
• Conclusion: Writing an essay doesn't have to be simply a way to earn a good grade. Instead, it can be a means of finding fulfillment.

After you write your five sentences, it's easy to fill in the paragraphs for each one.

Now, you give it a shot!

5. Be “source heavy.”

In college, I discovered a trick that helped me go from a B-average student to an A-student, but before I explain how it works, let me warn you. This technique is powerful , but it might not work for all teachers or professors. Use with caution.

As I was writing a paper for a literature class, I realized that the articles and books I was reading said what I was trying to say much better than I ever could. So what did I do? I quoted them liberally throughout my paper. When I wasn't quoting, I re-phrased what they said in my own words, giving proper credit, of course. I found that not only did this formula create a well-written essay, it took about half the time to write.

It's good to keep in mind that using anyone else's words, even when morphed into your own phrasing, requires citation. While the definition of plagiarism is shifting with the rise of online collaboration and cooperative learning environments, always  err on the side of excessive citation to be safe.

When I used this technique, my professors sometimes mentioned that my papers were very “source” heavy. However, at the same time, they always gave me A's.

To keep yourself safe, I recommend using a 60/40 approach with your body paragraphs: Make sure 60% of the words are your own analysis and argumentation, while 40% can be quoted (or text you paraphrase) from your sources.

Like the five sentence trick, this technique makes the writing process simpler. Instead of putting the main focus on writing well, it instead forces you to research  well, which some students find easier.

6. Write the body first, the introduction second, and the conclusion last.

Introductions are often the hardest part to write because you're trying to summarize your entire essay before you've even written it yet. Instead, try writing your introduction last, giving yourself the body of the paper to figure out the main point of your essay.

This is especially important with an essay topic you are not personally interested in. I definitely recommend this in classes you either don't excel in or care much for. Take plenty of time to draft and revise your body paragraphs before  attempting to craft a meaningful introductory paragraph.

Otherwise your opening may sound awkward, wooden, and bland.

7. Most essays answer the question, “What?” Good essays answer the “Why?” The best essays answer the “How?”

If you get stuck trying to make your argument, or you're struggling to reach the required word count, try focusing on the question, “How?”

For example:

• How did J.D. Salinger convey the theme of inauthenticity in  The Catcher In the Rye ?
• How did Napoleon restore stability in France after the French Revolution?
• How does the research prove girls really do rule and boys really do drool?

If you focus on how, you'll always have enough to write about.

8. Don't be afraid to jump around.

Essay writing can be a dance. You don't have to stay in one place and write from beginning to end.

For the same reasons listed in point #6, give yourself the freedom to write as if you're circling around your topic rather than making a single, straightforward argument. Then, when you edit and proofread, you can make sure everything lines up correctly.

In fact, now is the perfect time to mention that proofreading your essay isn't just about spelling and commas.

It's about making sure your analysis or argument flows smoothly from one idea to another. (Okay, technically this comprises editing, but most students writing a high school or college essay don't take the time to complete every step of the writing process. Let's be honest.)

So as you clean up your mechanics and sentence structure, make sure your ideas flow smoothly, logically, and naturally from one to the next as you finish proofreading.

9. Here are some words and phrases you don't want to use.

• You  (You'll notice I use a lot of you's, which is great for a blog post. However, in an academic essay, it's better to omit the second-person.)
• To Be verbs (is, are, was, were, am)

Don't have time to edit? Here's a lightning-quick editing technique .

A note about “I”: Some teachers say you shouldn't use “I” statements in your writing, but the truth is that professional, academic papers often use phrases like “I believe” and “in my opinion,” especially in their introductions.

10. It's okay to use Wikipedia, if…

Wikipedia is one of the top five websites in the world for a reason: it can be a great tool for research. However, most teachers and professors don't consider Wikipedia a valid source for use in essays.

Don't totally discount it, though! Here are two ways you can use Wikipedia in your essay writing:

• Background research. If you don't know enough about your topic, Wikipedia can be a great resource to quickly learn everything you need to know to get started.
• Find sources . Check the reference section of Wikipedia's articles on your topic. While you may not be able to cite Wikipedia itself, you can often find those original sources and cite them . You can locate the links to primary and secondary sources at the bottom of any Wikipedia page under the headings “Further Reading” and “References.”

You Can Enjoy Essay Writing

The thing I regret most about high school and college is that I treated it like something I had  to do rather than something I wanted  to do.

The truth is, education is an opportunity many people in the world don't have access to.

It's a gift, not just something that makes your life more difficult. I don't want you to make the mistake of just “getting by” through school, waiting desperately for summer breaks and, eventually, graduation.

How would your life be better if you actively enjoyed writing an essay? What would school look like if you wanted to suck it dry of all the gifts it has to give you?

All I'm saying is, don't miss out!

Looking for More Essay Writing Tips?

Looking for more essay tips to strengthen your essay writing? Try some of these resources:

• 7 Tips on Writing an Effective Essay
• Tips for Writing Your Thesis Statement

How about you? Do you have any tips for writing an essay?  Let us know in the  comments .

Need more grammar help?  My favorite tool that helps find grammar problems and even generates reports to help improve my writing is ProWritingAid . Works with Word, Scrivener, Google Docs, and web browsers. Also, be sure to use my coupon code to get 20 percent off: WritePractice20

Coupon Code:WritePractice20 »

Ready to try out these ten essay tips to make your essay assignment fun? Spend fifteen minutes using tip #4 and write five original sentences that could be turned into an essay.

When you're finished, share your five sentences in the comments section. And don't forget to give feedback to your fellow writers!

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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.

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How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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177 College Essay Examples for 11 Schools + Expert Analysis

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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• Academic Skills
• Reading, writing and referencing

Writing a great essay

This resource covers key considerations when writing an essay.

While reading a student’s essay, markers will ask themselves questions such as:

• Does this essay directly address the set task?
• Does it present a strong, supported position?
• Does it use relevant sources appropriately?
• Is the expression clear, and the style appropriate?
• Is the essay organised coherently? Is there a clear introduction, body and conclusion?

You can use these questions to reflect on your own writing. Here are six top tips to help you address these criteria.

1. Analyse the question

Student essays are responses to specific questions. As an essay must address the question directly, your first step should be to analyse the question. Make sure you know exactly what is being asked of you.

Generally, essay questions contain three component parts:

• Content terms: Key concepts that are specific to the task
• Limiting terms: The scope that the topic focuses on
• Directive terms: What you need to do in relation to the content, e.g. discuss, analyse, define, compare, evaluate.

Look at the following essay question:

Discuss the importance of light in Gothic architecture.

• Content terms: Gothic architecture
• Limiting terms: the importance of light. If you discussed some other feature of Gothic architecture, for example spires or arches, you would be deviating from what is required. This essay question is limited to a discussion of light. Likewise, it asks you to write about the importance of light – not, for example, to discuss how light enters Gothic churches.
• Directive term: discuss. This term asks you to take a broad approach to the variety of ways in which light may be important for Gothic architecture. You should introduce and consider different ideas and opinions that you have met in academic literature on this topic, citing them appropriately .

For a more complex question, you can highlight the key words and break it down into a series of sub-questions to make sure you answer all parts of the task. Consider the following question (from Arts):

To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?

The key words here are American Revolution and revolution ‘from below’. This is a view that you would need to respond to in this essay. This response must focus on the aims and motivations of working people in the revolution, as stated in the second question.

2. Define your argument

As you plan and prepare to write the essay, you must consider what your argument is going to be. This means taking an informed position or point of view on the topic presented in the question, then defining and presenting a specific argument.

Consider these two argument statements:

The architectural use of light in Gothic cathedrals physically embodied the significance of light in medieval theology.

In the Gothic cathedral of Cologne, light served to accentuate the authority and ritual centrality of the priest.

Statements like these define an essay’s argument. They give coherence by providing an overarching theme and position towards which the entire essay is directed.

3. Use evidence, reasoning and scholarship

To convince your audience of your argument, you must use evidence and reasoning, which involves referring to and evaluating relevant scholarship.

• Evidence provides concrete information to support your claim. It typically consists of specific examples, facts, quotations, statistics and illustrations.
• Reasoning connects the evidence to your argument. Rather than citing evidence like a shopping list, you need to evaluate the evidence and show how it supports your argument.
• Scholarship is used to show how your argument relates to what has been written on the topic (citing specific works). Scholarship can be used as part of your evidence and reasoning to support your argument.

4. Organise a coherent essay

An essay has three basic components - introduction, body and conclusion.

The purpose of an introduction is to introduce your essay. It typically presents information in the following order:

• A general statement about the topic that provides context for your argument
• A thesis statement showing your argument. You can use explicit lead-ins, such as ‘This essay argues that...’
• A ‘road map’ of the essay, telling the reader how it is going to present and develop your argument.

Example introduction

"To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?"

Introduction*

Historians generally concentrate on the twenty-year period between 1763 and 1783 as the period which constitutes the American Revolution [This sentence sets the general context of the period] . However, when considering the involvement of working people, or people from below, in the revolution it is important to make a distinction between the pre-revolutionary period 1763-1774 and the revolutionary period 1774-1788, marked by the establishment of the continental Congress(1) [This sentence defines the key term from below and gives more context to the argument that follows] . This paper will argue that the nature and aims of the actions of working people are difficult to assess as it changed according to each phase [This is the thesis statement] . The pre-revolutionary period was characterised by opposition to Britain’s authority. During this period the aims and actions of the working people were more conservative as they responded to grievances related to taxes and scarce land, issues which directly affected them. However, examination of activities such as the organisation of crowd action and town meetings, pamphlet writing, formal communications to Britain of American grievances and physical action in the streets, demonstrates that their aims and actions became more revolutionary after 1775 [These sentences give the ‘road map’ or overview of the content of the essay] .

The body of the essay develops and elaborates your argument. It does this by presenting a reasoned case supported by evidence from relevant scholarship. Its shape corresponds to the overview that you provided in your introduction.

The body of your essay should be written in paragraphs. Each body paragraph should develop one main idea that supports your argument. To learn how to structure a paragraph, look at the page developing clarity and focus in academic writing .

Your conclusion should not offer any new material. Your evidence and argumentation should have been made clear to the reader in the body of the essay.

Use the conclusion to briefly restate the main argumentative position and provide a short summary of the themes discussed. In addition, also consider telling your reader:

• What the significance of your findings, or the implications of your conclusion, might be
• Whether there are other factors which need to be looked at, but which were outside the scope of the essay
• How your topic links to the wider context (‘bigger picture’) in your discipline.

Do not simply repeat yourself in this section. A conclusion which merely summarises is repetitive and reduces the impact of your paper.

Example conclusion

Conclusion*.

Although, to a large extent, the working class were mainly those in the forefront of crowd action and they also led the revolts against wealthy plantation farmers, the American Revolution was not a class struggle [This is a statement of the concluding position of the essay]. Working people participated because the issues directly affected them – the threat posed by powerful landowners and the tyranny Britain represented. Whereas the aims and actions of the working classes were more concerned with resistance to British rule during the pre-revolutionary period, they became more revolutionary in nature after 1775 when the tension with Britain escalated [These sentences restate the key argument]. With this shift, a change in ideas occurred. In terms of considering the Revolution as a whole range of activities such as organising riots, communicating to Britain, attendance at town hall meetings and pamphlet writing, a difficulty emerges in that all classes were involved. Therefore, it is impossible to assess the extent to which a single group such as working people contributed to the American Revolution [These sentences give final thoughts on the topic].

5. Write clearly

An essay that makes good, evidence-supported points will only receive a high grade if it is written clearly. Clarity is produced through careful revision and editing, which can turn a good essay into an excellent one.

When you edit your essay, try to view it with fresh eyes – almost as if someone else had written it.

Ask yourself the following questions:

Overall structure

• Have you clearly stated your argument in your introduction?
• Does the actual structure correspond to the ‘road map’ set out in your introduction?
• Have you clearly indicated how your main points support your argument?
• Have you clearly signposted the transitions between each of your main points for your reader?
• Does each paragraph introduce one main idea?
• Does every sentence in the paragraph support that main idea?
• Does each paragraph display relevant evidence and reasoning?
• Does each paragraph logically follow on from the one before it?
• Is each sentence grammatically complete?
• Is the spelling correct?
• Is the link between sentences clear to your readers?
• Have you avoided redundancy and repetition?

See more about editing on our  editing your writing page.

6. Cite sources and evidence

Finally, check your citations to make sure that they are accurate and complete. Some faculties require you to use a specific citation style (e.g. APA) while others may allow you to choose a preferred one. Whatever style you use, you must follow its guidelines correctly and consistently. You can use Recite, the University of Melbourne style guide, to check your citations.

Further resources

• Germov, J. (2011). Get great marks for your essays, reports and presentations (3rd ed.). NSW: Allen and Unwin.
• Using English for Academic Purposes: A guide for students in Higher Education [online]. Retrieved January 2020 from http://www.uefap.com
• Williams, J.M. & Colomb, G. G. (2010) Style: Lessons in clarity and grace. 10th ed. New York: Longman.

* Example introduction and conclusion adapted from a student paper.

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• If you are writing in a new discipline, you should always make sure to ask about conventions and expectations for introductions, just as you would for any other aspect of the essay. For example, while it may be acceptable to write a two-paragraph (or longer) introduction for your papers in some courses, instructors in other disciplines, such as those in some Government courses, may expect a shorter introduction that includes a preview of the argument that will follow.  
• In some disciplines (Government, Economics, and others), it’s common to offer an overview in the introduction of what points you will make in your essay. In other disciplines, you will not be expected to provide this overview in your introduction.  
• Avoid writing a very general opening sentence. While it may be true that “Since the dawn of time, people have been telling love stories,” it won’t help you explain what’s interesting about your topic.  
• Avoid writing a “funnel” introduction in which you begin with a very broad statement about a topic and move to a narrow statement about that topic. Broad generalizations about a topic will not add to your readers’ understanding of your specific essay topic.  
• Avoid beginning with a dictionary definition of a term or concept you will be writing about. If the concept is complicated or unfamiliar to your readers, you will need to define it in detail later in your essay. If it’s not complicated, you can assume your readers already know the definition.  
• Avoid offering too much detail in your introduction that a reader could better understand later in the paper.
• picture_as_pdf Introductions

What Makes a Good Essay?

By stephanie whetstone.

The deadline for this year’s Princeton Writes Prize Staff Essay Contest has been set (March 1, 2020)! We hope you are already hard at work polishing your prose, but in case you are struggling to get started, let’s consider what makes a “good” essay.

Dictionary.com defines the essay as “a short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative.” This leaves a lot of room for creativity. For a personal essay, focus on the personal part. Why are you writing about this subject? Why now? How does your experience connect with your audience’s? A personal essay is not self-indulgent; rather, it is a means of connecting with others through the common experience of being human.

The winners of the Princeton Writes Prize have written about New South, travels in Japan, a timeworn stone step, and a dining room table. None of these subjects is inherently gripping, but they became so when connected to the writer’s thoughtful, heartfelt experience.

Write as specifically as you can about what is important to you, what excites you, what connects you to the world, or what you can’t seem to get off your mind. So how do you start? Think about your purpose: is it to entertain, to explain, to argue, to compare, or to reveal? It can also be a combination of these things.

At Princeton, we are lucky to have one of the great essay writers of our time, John McPhee, on faculty. In his wonderful essay, “Searching for Marvin Gardens,” McPhee has a few stories going at once: the “real time” experience of playing monopoly with a friend, his walk through the streets of Atlantic City, the history of the creation of the game of Monopoly, and a commentary about the economic and social realities of the time in which the essay was written. It begins:

“Go. I roll the dice—a six and a two. Through the air I move my token, the flatiron, to Vermont Avenue, where dog packs range.

“The dogs are moving (some are limping) through ruins, rubble, fire dam­age, open garbage. Doorways are gone. Lath is visible in the crumbling walls of the buildings. The street sparkles with shattered glass. I have never seen, anywhere, so many broken windows. A sign—”Slow, Children at Play”—has been bent backward by an automobile. At the farmhouse, the dogs turn up Pacific and disappear.”

The primary action puts the reader immediately into the world the writer has created and follows “characters” through a plot. The connecting paragraphs provide context and place the experience in the broader world. You may want to tell your story straight through or, like McPhee, stray from a linear structure—not just beginning, middle, end—moving back and forth in time.

Begin your story at the last possible moment you can without losing important information. If you are writing about the birth of a child, for example, you might want to start in the hospital in the midst of labor, rather than months before.

To shift in time, make sure you have an object or experience to “trigger” the shift, such as McPhee’s dogs. You need not be as accomplished as he to write your own essay, but reading his work and the work of other writers can provide guidance and inspiration.

Remember that an essay is a story, so even though it is nonfiction, it will benefit from the elements of a story: characters, plot, setting, dialogue, point of view, and tone. Is your story funny, sad, contemplative, nostalgic, magical, or a combination of these?

Your job as a writer is to help the reader imagine what you see in your mind’s eye. That requires sensory detail. Be sure to write about sounds, sights, smells, textures, and tastes. Remember, too, that your work will be read by a wide audience, so you need to determine how much of yourself and your intimate experience you are comfortable sharing.

Another great Princeton writer, Joyce Carol Oates, writes with exquisite sensory detail in her essay, “They All Just Went Away.”

“To push open a door into such silence: the absolute emptiness of a house whose occupants have departed. Often, the crack of broken glass underfoot. A startled buzzing of flies, hornets. The slithering, ticklish sensation of a garter snake crawling across floorboards.

“Left behind, as if in haste, were remnants of a lost household. A broken toy on the floor, a baby’s bottle. A rain-soaked sofa, looking as if it had been gutted with a hunter’s skilled knife. Strips of wallpaper like shredded skin. Smashed crockery, piles of tin cans; soda, beer, whiskey bottles. An icebox, its door yawning open. Once, on a counter, a dirt-stiffened rag that, unfolded like precious cloth, revealed itself to be a woman’s cheaply glamorous “see-through” blouse, threaded with glitter-strips of gold.”

No matter what you choose to write about, forgive your first draft if it’s terrible. You will improve it in the editing. And finally, read each draft aloud: tell the story first to yourself.

Happy writing!

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Essay Papers Writing Online

A comprehensive guide to essay writing.

Essay writing is a crucial skill that students need to master in order to succeed academically. Whether you’re a high school student working on a history paper or a college student tackling a critical analysis essay, having a solid understanding of the essay writing process is essential.

In this comprehensive guide, we’ll explore the essential tips and tricks that will help you improve your essay writing skills. From generating ideas and organizing your thoughts to crafting a strong thesis statement and polishing your final draft, we’ve got you covered.

Not only that, but we’ll also provide you with useful templates that you can use as a framework for your essays. These templates will help you structure your writing, stay focused on your main argument, and ensure that your essay flows smoothly from one point to the next.

The Ultimate Essay Writing Guides

Essay writing can be a challenging task for many students, but with the right guidance and tips, you can improve your writing skills and produce high-quality essays. In this ultimate guide, we will provide you with valuable advice, tricks, and templates to help you excel in your essay writing endeavors.

1. Understand the Prompt: Before you start writing your essay, make sure you fully understand the prompt or question. Analyze the requirements and key points that need to be addressed in your essay.

2. Create an Outline: Organize your ideas and thoughts by creating a detailed outline for your essay. This will help you structure your arguments and ensure a logical flow of information.

3. Research Thoroughly: Conduct extensive research on your topic to gather relevant information and evidence to support your arguments. Use credible sources and cite them properly in your essay.

4. Write Clearly and Concisely: Avoid using jargon or complex language in your essay. Write in a clear and concise manner to convey your ideas effectively to the reader.

5. Proofread and Edit: Before submitting your essay, make sure to proofread and edit it carefully. Check for grammatical errors, spelling mistakes, and ensure that your essay flows cohesively.

By following these ultimate essay writing guides, you can enhance your writing skills and produce outstanding essays that will impress your instructors and peers. Practice regularly and seek feedback to continuously improve your writing abilities.

Tips for Crafting an A+ Essay

1. Understand the Assignment: Before you start writing, make sure you fully understand the assignment guidelines and requirements. If you have any doubts, clarify them with your instructor.

2. Conduct Thorough Research: Gather relevant sources and information to support your arguments. Make sure to cite your sources properly and use credible sources.

3. Create a Strong Thesis Statement: Your thesis statement should clearly outline the main point of your essay and guide your readers on what to expect.

4. Organize Your Ideas: Create an outline to organize your thoughts and ensure a logical flow of ideas in your essay.

5. Write Clearly and Concisely: Use clear, concise language and avoid unnecessary jargon or complex sentences. Be direct and to the point.

6. Revise and Edit: Always proofread your essay for grammar and spelling errors. Revise your work to ensure coherence and clarity.

7. Seek Feedback: Ask a peer or instructor to review your essay and provide constructive feedback for improvement.

8. Use Proper Formatting: Follow the formatting guidelines provided by your instructor, such as font size, margins, and citation style.

9. Stay Focused: Keep your essay focused on the main topic and avoid going off on tangents. Stick to your thesis statement.

10. Practice, Practice, Practice: The more you practice writing essays, the better you will get at it. Keep practicing and refining your writing skills.

Tricks to Improve Your Writing Skills

Improving your writing skills can be a challenging but rewarding process. Here are some tricks to help you become a better writer:

1. Read widely: Reading a variety of genres and styles can help you develop your own voice and writing style.

2. Practice regularly: The more you write, the better you will become. Set aside time each day to practice writing.

3. Get feedback: Share your writing with others and ask for constructive criticism. Feedback can help you identify areas for improvement.

4. Study grammar and punctuation: Good writing requires a solid understanding of grammar and punctuation rules. Take the time to study and practice these essential skills.

5. Edit and revise: Writing is a process, and editing is an important part of that process. Take the time to edit and revise your work to improve clarity and coherence.

6. Experiment with different writing techniques: Try experimenting with different writing techniques, such as using metaphors, similes, or descriptive language, to enhance your writing.

7. Stay inspired: Find inspiration in the world around you. Whether it’s nature, art, or literature, draw inspiration from your surroundings to fuel your writing.

By following these tricks and practicing regularly, you can improve your writing skills and become a more confident and effective writer.

Step-by-Step Essay Writing Templates

When it comes to writing an essay, having a clear and structured template can be incredibly helpful. Here are some step-by-step essay writing templates that you can use to guide you through the process:

• Introduction: Start your essay with a hook to grab the reader’s attention. Provide some background information on the topic and end with a thesis statement that outlines the main argument of your essay.
• Body Paragraphs: Each body paragraph should focus on a single point that supports your thesis. Start with a topic sentence that introduces the main idea of the paragraph, provide evidence to support your point, and then analyze the evidence to show how it relates back to your thesis.
• Conclusion: Summarize the main points of your essay and restate your thesis in a new way. Avoid introducing new information in the conclusion and instead focus on tying together all the points you have made throughout the essay.

Expert Advice for Writing Top-Notch Essays

When it comes to writing a top-notch essay, it’s essential to follow expert advice to ensure your work stands out. Here are some key tips to help you elevate your writing:

1. Start with a strong thesis statement that clearly outlines your main argument.

2. Conduct thorough research to support your points with credible sources.

3. Organize your thoughts logically and ensure your essay flows smoothly from one point to the next.

4. Use a variety of sentence structures and vocabulary to keep your writing engaging.

5. Proofread and edit your essay carefully to eliminate errors and refine your arguments.

By following these expert tips, you can take your essay writing skills to the next level and produce work that is both informative and compelling.

Resources to Enhance Your Essay Writing Process

When it comes to improving your essay writing skills, there are a variety of resources available to help you enhance your process. Here are some valuable resources that can aid you in becoming a more effective and efficient writer:

• Writing Guides: There are countless writing guides and books that offer tips, tricks, and strategies for improving your writing skills. Whether you’re looking to enhance your grammar, structure, or argumentation, these guides can provide valuable insights.
• Online Writing Communities: Joining online writing communities can be a great way to connect with other writers, receive feedback on your work, and engage in writing challenges and prompts. Websites like Writing.com and Wattpad are popular platforms for writers to share their work and receive critiques.
• Writing Workshops and Courses: Participating in writing workshops and courses can help you hone your craft and develop your writing skills. Whether you prefer in-person workshops or online courses, there are many options available to suit your needs and schedule.
• Writing Apps and Tools: Utilizing writing apps and tools can streamline your writing process and help you stay organized. Tools like Grammarly can assist with grammar and spelling checks, while apps like Scrivener can help you organize your research and ideas.
• Libraries and Writing Centers: Visiting your local library or university writing center can provide access to valuable resources, such as writing guides, research materials, and writing tutors who can offer personalized feedback and support.

By taking advantage of these resources, you can enhance your essay writing process and become a more skilled and confident writer.

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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

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How to Write a Hook- Steps With Examples

A hook in an essay or any piece of writing is like a fishing hook—it’s designed to grab your readers’ attention and draw them into the rest of your content. A well-crafted hook not only captures interest but also encourages readers to continue exploring what you have to say. If you’re unsure how to  write a hook that’s engaging, this article will provide you with effective tips for writing compelling openings, ensuring your engagement remains high.

What is a Hook?

A hook in writing is essentially a compelling sentence or paragraph that grabs the reader's attention from the very beginning. It sets the tone for the piece and entices readers to continue exploring what you have to say. To craft an effective hook, it needs to be engaging, informative, and suitable for the intended audience. This means it should capture interest, convey relevant information, and be appropriate for the reader's level and context. By focusing on relevance, audience, and cohesion, you can create a strong hook that not only draws readers in but also aligns with the main thesis and purpose of your writing.

6 Types of Essay Hooks

There are various types of hooks, each serving a different purpose and engaging the reader in unique ways.

Question Hook:

This type involves asking the reader a question that sparks their curiosity or gets them thinking.

For example:

"Have you ever watched the high-flying, jump shooting, slam dunking, ankle breaking players that play in the NBA?"

This question engages the reader by prompting them to visualize and think about the excitement of watching NBA players, setting the stage for a discussion about the thrill of the game.

Quotation Hook:

A quotation hook uses a relevant quote from a credible source to draw in the reader.

For instance:

"Some people want it to happen, some wish it would happen, others make it happen,” said Michael Jordan.

This quote from a famous athlete underscores the theme of determination and hard work, immediately connecting the reader to the topic of achieving success through effort.

Statistic Hook:

This type employs surprising or impressive statistics to catch the reader's eye.

"Just 0.00545 percent of the 550,000 boys playing high school basketball each year in the United States become a first-round draft pick."

This statistic highlights the incredibly slim chances of making it to the NBA, intriguing the reader with the stark reality and setting up a deeper exploration of what it takes to succeed in professional sports.

Anecdotal Hook:

An anecdotal hook uses a short story to illustrate a point and connect with the reader on a personal level.

"When I was in high school, I remember playing in an AAU basketball league and seeing a boy who practiced relentlessly every morning. Years later, he was drafted by the Philadelphia 76ers."

This story captivates the reader by providing a relatable and tangible example of dedication leading to success, making the topic more engaging and memorable.

Common Misconception Hook:

This type addresses a common misconception to grab the reader’s attention by challenging their existing beliefs.

"Many people believe that all professional athletes were naturally talented from a young age, but the truth is, most of them had to work incredibly hard to get where they are."

This hook piques the reader's interest by presenting surprising information that contradicts what they might think.

Rhetorical Statement Hook:

A rhetorical statement hook uses a bold statement or assertion to provoke thought or agreement.

"There's no shortcut to success in any field, including sports."

This kind of hook immediately sets a strong tone and encourages the reader to think about and agree with the statement, drawing them further into the essay.

How to Write a Hook [3 Steps with Examples]

Imagine yourself reading an article or an essay. Have you ever noticed that the first 2-3 lines set your entire mood? Either it looks interesting, or you might want to skip it. The same is true when someone reads your essay. This is why learning how to write a hook statement for an essay is crucial, and in this guide, I'll be sharing my process to help you write effective hook statements on your own.

I use a few simple steps for writing hook statements that help me craft an effective hook to engage readers and compel them to read further. Along with these steps, I also rely on writing tools, specifically WPS Office , which helps me significantly in writing a good hook. So, let's have a look at the process of learning how to write a hook for your essay, with a few examples.

1.Create an outline

First and foremost, you need to create an outline for your essay. This means your hook needs to be based on the information you plan to communicate through your essay. It's essential to lay the groundwork. Creating an outline helps you organize your thoughts and ensures your hook aligns perfectly with the rest of your essay.

Brainstorming:

To begin with your outline, start by brainstorming, where you can write down all the points you believe you can include in your essay. I usually carry out this step in WPS Writer, where I can type down all the important points I want to include in my essay. Additionally, if I find a few points on the internet, I can simply paste them into my WPS Writer document.

For example, let's say you're writing an essay about the impact of social media on mental health. Your main points might include:

The rise of social media usage

Positive effects on connectivity and community building

Negative impacts on self-esteem and anxiety

Strategies for healthy social media consumption

To further assist me in this process, I use WPS AI to help brainstorm ideas. A fresh perspective is always welcome, and when you're short on ideas, these suggestions can really enhance your essay.

Identify the Angle:

Once we have the main points, it's time to decide on the specific perspective or argument you want to present. This is where you'll start to shape your essay's unique voice. For instance, if your topic is social media, you might choose to focus on its double-edged nature, arguing that while it offers unprecedented connectivity, it also poses significant risks to mental well-being if not used mindfully.

Sketch the Structure:

With your main points and angle in mind, outline the basic structure of your essay. This doesn't need to be elaborate – a simple roadmap will do.

Your structure might look something like this:

Introduction (including your hook)

Brief history of social media's rise

Positive impacts on connectivity

Negative effects on mental health

Strategies for balanced use

Having this structure in place will help you craft a hook that seamlessly leads into the rest of your essay.

WPS AI can also assist in creating an outline. With a simple prompt, you can mention the details of your essay, and it will help you organize your main points and structure effectively.

2.Develop a Thesis

With your outline ready, it's time to develop your thesis statement. This is the core argument of your essay, and your hook should pave the way for it.

Be Clear and Specific:

Your thesis statement should clearly articulate your stance on the topic. Avoid ambiguous or uncertain statements. Focus on writing a precise and debatable assertion that provides a solid foundation for your argument.

For our social media essay, a strong thesis might be:

"While social media platforms have revolutionized communication and community-building, their unchecked use can significantly impact mental health, necessitating a balanced approach to digital engagement."

Ensure Relevance:

Make sure your thesis connects directly with the hook you plan to write. Your hook should intrigue readers about the argument you're going to make.

Keep it Focused:

Resist the temptation to cover everything in your thesis. A focused thesis is easier to argue effectively and helps keep your essay on track.

3.Write your Hook

Now for the exciting part – crafting your hook! Remember, the goal is to captivate your reader from the very first sentence. Let's look at some examples of different hook types we discussed earlier and break down why they work.

Example 1: The Question Hook

"Have you ever caught yourself mindlessly scrolling through your social media feed, only to look up and realize hours have passed?"

This hook works because it:

Directly engages the reader by asking a question

Relates to a common experience many readers can identify with

Introduces the topic of social media usage subtly

By posing this question, you're inviting readers to reflect on their own experiences, creating an immediate connection to your topic.

Example 2: The Statistic Hook

"In 2023, the average person spent 2 hours and 31 minutes per day on social media platforms – that's over 38 days a year scrolling, liking, and sharing."

This hook is effective because it:

Presents a surprising or shocking statistic

Immediately quantifies the impact of social media on our lives

Sets the stage for a discussion on the significance of social media use

Statistics like this grab attention by putting abstract concepts into concrete, relatable terms that can surprise or even shock your readers.

Example 3: The Anecdote Hook

"As I watched my teenage daughter burst into tears over a single Instagram post, I realized social media was no longer just a fun pastime – it had become a powerful force shaping her self-image and mental health."

This hook works well because it:

Tells a brief, relatable story

Evokes emotion and empathy

Introduces the theme of social media's impact on mental health through a personal lens

Personal stories can be powerful hooks, drawing readers in with emotional resonance and real-world relevance.

Example 4: The Quote Hook

"'We are creating and encouraging a culture of distraction where we are increasingly disconnected from the people and events around us,' warns technology ethicist Tristan Harris."

This hook is powerful because it:

Uses an expert's words to lend authority to your topic

Introduces a critical perspective on social media

Sets up a discussion on the broader implications of our digital habits

Quotes from experts can lend credibility to your essay right from the start, setting the tone for a well-researched discussion.

When writing your hook, consider your audience and the tone of your essay. Choose a hook style that aligns with your topic and engages your readers effectively. Don't be afraid to write several versions and ask for feedback – sometimes the perfect hook takes a few tries to get right.

And if you're still having trouble writing a perfect hook for your essay, you can try using WPS AI features like Improve Writing to craft more effective hooks. WPS AI will help ensure your hook reads well and communicates your message clearly to readers.

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FAQs about Writing a Hook

1. why is it important to have a good essay hook.

A well-crafted essay hook is essential as it captures the reader's attention and motivates them to continue reading. Without a captivating hook, readers may lose interest and discontinue reading. An engaging hook ensures that the audience remains invested, thereby enhancing the likelihood of effectively conveying the essay's message.

2. What's the difference between a hook and a thesis?

A hook is a statement that captures the reader's attention and is positioned at the beginning of the introduction. A thesis explains the main point of the essay, paper, or other writing. Typically, a hook appears as the attention-grabbing opener, followed by additional sentences that connect it to the thesis, which presents the primary argument or premise of the writing.

3. How long is a hook?

A hook is typically one to two sentences long and appears at the beginning of the introduction. It should be brief and engaging to quickly capture the reader's attention and encourage them to continue reading.

Grab Your Audience Attention With The Help of WPS Office

As a writer, I often face challenges in writing something clever enough to grab readers' attention. That’s why I rely on WPS Office to help me on how to write a hook and its suite of tools to assist with my writing and content sharing. WPS Office offers a wealth of amazing tools and services that benefit everyone who uses them. I highly recommend downloading WPS Office to experience its powerful features for yourself.

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XY Athletes in Women’s Olympic Boxing: The Paris 2024 Controversy Explained

The historical, political, and medical context of the Imane Khelif and Lin Yu-ting cases.

With the return of the Olympics, it’s time for another predictable global uproar about XY athletes competing in the female category. This is now a century-old problem in elite sport that we’ve somehow not yet managed to solve in a uniform way. The Paris 2024 iteration of this debate is arguably the most explosive ever due to a confluence of at least three factors:

• This time around, the athletes are boxers not runners, which means they’re going to be punching their competitors. Physical safety and gender norms, not just competitive fairness, are front-and-centre in people’s minds. 
• After the debates about Lia Thomas and Caster Semenya (which I discussed  in an essay for  Quillette  in 2019), the public knows a lot more—though still not enough—about the two categories of XY athletes who might be included in female competition: transwomen like Thomas and people like Semenya with disorders or differences of sex development (DSD). DSD are also sometimes called intersex conditions or sex variations by those who prefer non-medical terms.
• The domestic culture wars around sex and gender have since heated up significantly to become a global battle, with LGBTQI-rights organisations and their allies in the international human-rights community arguing that sex isn’t real or doesn’t matter—either at all or as much as gender identity. Authoritarian regimes led by the Kremlin, meanwhile, describe gender diversity as a harbinger of the end of Western civilisation.

Social media has amplified all of this to the point that the story of the moment, about a boxer from Algeria and another from Taiwan, is top of the news worldwide. Provocative visuals—ubiquitous in boxing—elicit highly emotional responses from some, while others sell their misleading or uninformed political wares (“There’s no evidence these fighters are not cis women!”).

In what follows, I offer a primer on the underlying facts so that readers can follow the story as it unfolds and understand its historical, medical, and political context.

Who are the boxers at the heart of the current storm?

Imane Khelif is a 25-year-old welterweight from Algeria. Lin Yu-ting is a 28-year-old featherweight from Taiwan. Both have medalled at previous world championships in the female category, and both are participating in their second Olympic Games having already competed in Tokyo.

Why is their eligibility for the female category in question?

The International Boxing Association (IBA)  issued a statement  on 31 July explaining that a “recognized” test had established that Khelif and Lin do not meet the eligibility standards for female competition. The IBA says this was not a testosterone test, which means it’s referring to a genetic test. 

Here’s the relevant detail:

On 24 March 2023, IBA disqualified athletes Lin Yu-ting and Imane Khelif from the IBA Women’s World Boxing Championships New Delhi 2023. This disqualification was a result of their failure to meet the eligibility criteria for participating in the women’s competition, as set and laid out in the IBA Regulations. This decision, made after a meticulous review, was extremely important and necessary to uphold the level of fairness and utmost integrity of the competition. Point to note, the athletes did not undergo a testosterone examination but were subject to a separate and recognized test, whereby the specifics remain confidential. This test conclusively indicated that both athletes did not meet the required necessary eligibility criteria and were found to have competitive advantages over other female competitors. The decision made by IBA on 24 March 2023 was subsequently ratified by the IBA Board of Directors on 25 March 2023. The official record of this decision can be accessed on the IBA website here . The disqualification was based on two tests conducted on both athletes as follows: • Test performed during the IBA Women’s World Boxing Championships in Istanbul 2022. • Test performed during the IBA Women’s World Boxing Championships in New Delhi 2023. For clarification Lin Yu-ting did not appeal the IBA’s decision to the Court of Arbitration for Sport (CAS), thus rendering the decision legally binding. Imane Khelif initially appealed the decision to CAS but withdrew the appeal during the process, also making the IBA decision legally binding.

Officials from the IBA have separately added that both fighters have XY chromosomes and high testosterone (“high T”) levels.

“High T” is one of the ways that testosterone levels outside of the female range tend to be described when one is speaking about an athlete in the female category. As you can see from Figure 1, immediately below, male and female T levels diverge at about the age of thirteen. Both Figure 1 and Figure 2 below make clear there’s no overlap in male and female T levels after early adolescence. Doping and being male are two ways that an adult athlete might have “high T.” 

It’s important to note that the IBA’s statements about Khelif and Lin are doubted by the IOC and others because the IBA has a reputation for being less than reliable, and because the IOC says it hasn’t seen the results of the tests that were the basis for the IBA’s decision to declare them ineligible. Alan Abrahamson reports , however, that the IBA sent them Khelif’s results back in June 2023.

Are Khelif and Lin transgender?

Like Caster Semenya, there’s no indication that either Khelif or Lin identifies as transgender. This makes sense given that they were apparently assigned female at birth—meaning that this is what was written on their birth certificates—and because being transgender is generally a matter of self-identification.

It is understandable that people are confused, however, because the word transgender is also sometimes used to mean a male who identifies as female. Khelif and Lin both identify as female based on their identity documents and their sex of rearing.

In any event, in sport at least, it seems their cases are being treated by everyone concerned as DSD cases.

What are DSD and why does elite sport care about them?

There are many different disorders or differences of sex development (DSD).

Depending on which you’re talking about, they can affect only males, only females, or both. As shown in Figure 2, immediately below, the only DSD of concern to sport affect genetic males who are also androgen sensitive—either fully, e.g. in the case of athletes with 5 alpha reductase deficiency (5-ARD), or substantially, e.g. in the case of athletes with partial androgen insensitivity (PAIS).

This makes policy sense. The point of the female category is to ensure that females only compete against each other and not against those with male biological advantage, and androgens are the primary driver of sex differences in athletic performance. As rough and insensitive as sex testing has been historically, the basic goal has remained constant.

Athletes with 5-ARD and PAIS have an XY chromosomal complement; they have testes; their testes produce testosterone well outside of the normal female range; their androgen receptors read and process their “high T”; and as a result, their bodies masculinise through childhood and puberty in the ways that matter for sport. Thereafter, their circulating T levels continue to have their usual performance-enhancing effects.

In other words—as shown in Figure 3 below, which compares athletes with 5-ARD to transwomen and sex-typical males and females—their variations from the male norm (such as underdeveloped external genitalia) are irrelevant to athletic performance. When they enter female competition, they carry male advantage.

Do Khelif and Lin have DSD that should make them ineligible for the female category?

As I write, there are currently three running versions of the answer to this question.

The first is the one from the—reputedly unreliable IBA—that Khelif and Lin do have DSD that should make them ineligible. That is, the IBA or its representatives have said they’re genetic males with male advantage. The latter generally means their T is bioavailable—they’re not androgen insensitive—and they’ve otherwise masculinised in the ways that matter in the arena. 

The second is the one that’s trending on social media and in some press commentary saying—without evidence—that Khelif and Lin are entirely female, XX chromosomes, ovaries, and all. Some concede the point that the athletes’ phenotypes are masculine, but they say that lots of women—a status they tend to read broadly to include transwomen—have masculine phenotypes and so this is just a matter of accepting that premise.

The third seems to be the IOC’s present position if we carefully parse its highly coded pronouncements—that Khelif and Lin may well have XY DSD with male advantage, but because they were identified at birth as female and continue to identify as such,  they’re women .

The IOC has spent a lot of time over the last few days lamenting the attacks on Khelif and Lin. We should all be lamenting them—they’re truly awful. Still, this volatile situation is almost entirely of the IOC’s own making. It’s sending impossibly mixed messages that were to be expected given its complicated relationship to sex and gender in sport.

CORRECTION In today’s IOC – Paris 2024 press briefing, IOC President Bach said: “But I repeat, here, this is not a DSD case, this is about a woman taking part in a women’s competition, and I think I have explained this many times.” What was intended was: “But I repeat, here,… — IOC MEDIA (@iocmedia) August 3, 2024

• In June, the IOC issued a language guide that disallows the use of sex-based language to describe athletes at the Games and that requires the treatment of gender diverse XY athletes who identify as women to be unequivocal: they are women.
• This language guide follows from the positions the IOC took in 2021 that gender diverse XY athletes should not be considered to have male advantage in the arena simply because they’re male, and that male T levels shouldn’t be disqualifying—despite their scientifically well-understood role as the primary driver of the performance gap between the best males and the best females. 

The idea was to make the controversy about XY athletes like Caster Semenya and Lia Thomas in the female category disappear by disappearing the relevant biology and the language we use to talk about it.

The IOC wasn’t going to get away with this, of course, once the IBA called it out on its inclusion of Khelif and Lin in the female category. But it had tied its own hands in advance, and because of this—in my opinion—much of what has come out of its spokesperson’s mouth is a combination of “inside baseball” and sleights of hand.

Still, an excellent piece on 2 August by Alex Oller of Inside the Games tells us that knowledgeable reporters who are going with one of the two XY DSD versions of the answer to the question likely aren’t wrong. I recommend you read Oller’s reporting in full (and Inside the Games in general), but in sum:

Formally, the IOC is going with the gender that’s listed in Khelif and Lin’s passports, which undoubtedly say that their legal gender is female. You can think of this as the IOC’s current sex test—it’s using legal gender as a proxy for sex and/or eligibility for the female category.

The IOC has also said it has not seen anything to indicate that what’s in Khelif and Lin’s passports isn’t consistent with their sex. The IBA’s statements say otherwise, of course, but the IOC says it can’t trust the IBA’s statements on this because of the “arbitrary” procedure that yielded them.

At the same time, on the substance, the IOC has acknowledged that after Khelif’s first win on Thursday, it scrubbed from its own website the notation that at least Khelif—if not also Lin—has high T. To explain this, it said in part that T levels don’t matter, that lots of females also have high T. This is intentionally misleading. 

Female athletes with high T—including those with polycystic ovaries—have T levels towards the top of the female range, not outside of the female range or inside the male range. Their sex is not in doubt. As I explained above, “high T” in an athlete who seeks to compete in the female category is code in international sports for either doping with exogenous androgens or being biologically male with bioavailable endogenous androgens. There’s no indication that either Khelif or Lin is doping.

As an aside, the reason many federations and the IOC itself for years used T as a proxy for sex is that it’s an excellent one: neither ovaries nor adrenal glands produce T in the male range, only testes do. If you’re looking for biological sex rather than legal gender, it’s certainly more accurate than a passport.

The IOC has also said that it has given up sex testing because there’s no way to get it right practically and in a nondiscriminatory fashion and because scientifically there’s consensus Khelif and Lin are women.

It is impossible to reconcile the IOC’s statements here, even if you’re an insider. Either they had experts look at the files on the athletes or they didn’t. If they didn’t, there can’t be scientific consensus about anything.

By contrast, the rest is internally consistent. For political reasons in general, not with respect to Khelif and Lin in particular, the IOC doesn’t want to test athletes for sex because, in its view, it’s “impractical”—meaning expensive in the multiple ways it cares about—and “discriminatory” against XY athletes who identify as women.

Why were Khelif and Lin able to compete for years before being barred last year?

Khelif and Lin have been competing internationally in the sport of boxing for several years. They were only barred from global competition in 2023.

Prior to 2022, the International Boxing Association didn’t evaluate biological sex or male advantage with a chromosome or testosterone test. Instead, as the IOC is doing now, it relied on the athletes’ passports as a proxy for sex and/or eligibility for the female category. If an athlete was entered into international competition by their domestic federation in the female category and their identity document said they were female, the IBA accepted that as proof of their eligibility.

According to the IOC, the IBA “suddenly” and “arbitrarily” changed its approach in 2023. The IBA says it started conducting at least some biological tests after the Tokyo Games—at its world championships in 2022—but that it only began excluding ineligible athletes beginning in 2023.

Why is the IOC not the IBA in charge of whether Khelif and Lin compete in Paris?

The Olympic Charter normally leaves it to the international federations to set the eligibility standard for their sports. But as a result of governance failures and corruption scandals, the IOC hasn’t recognised the IBA’s authority to regulate the sport at the Olympic Games since 2019. Instead, competition in Tokyo and Paris has been run by an  ad hoc  group appointed by the IOC for this purpose. This group rejected the IBA’s biologically-based determination of Khelif and Lin’s sex in favour of the old passport test, which the IOC describes as “the rule in place in 2016.” As noted above, this happens to be consistent with the IOC’s own policy preferences.

How do Olympic Movement politics play into their story?

Olympic Movement politics are a huge factor in this story in at least two ways, both of which I’ve mentioned already.

The first of these is the IOC’s fight with the IBA. The IBA happens to be aligned with the Kremlin, which is separately hostile to the IOC for its stances on doping and the war in Ukraine.

The second is the IOC’s policy choice to align itself with trans-rights advocates and against advocates for a sex-based female category. Here, the IOC is not just at odds with the IBA but also with some of the Olympic Movement’s most important federations like World Athletics and World Aquatics. Unlike the IOC, these federations are determined to prioritise fairness and the preservation of the female category for female athletes.

Where do we go from here?

The Khelif and Lin cases demonstrate that everyone loses out when the eligibility rules are not firmly set in a way that’s consistent with the goals of the competition category. The firestorm this issue regularly and predictably causes, and the consequent damage to the organisations and athletes involved, should catalyse change. Continuing to push the matter away—as the IBA and other federations, including most prominently FIFA, have done over the years—only means that further ugly controversies will arise in the future.

I will close by reiterating the three basic points that I and other experts in girls’ and women’s sport have been making for a long time.

First, the female category in elite sport has no  raison d’être  apart from the biological sex differences that lead to sex differences in performance and the gap between the top male and female athletes. The suggestion that we could choose to rationalise the category differently—for instance, on the basis of self-declared gender identity—or that we could make increasingly numerous exceptions in the interests of inclusion (as the IOC seems to have done to allow Khelif and Lin to compete in Paris) has no legs outside of certain progressive enclaves.

Second, any eligibility standard—like the IOC’s framework—that denies or disregards sex-linked biology is necessarily category-defeating.

Finally, federations that are committed to the female category and to one-for-one equality for their female athletes must step up and do two things. They must craft evidence-based rules and then stick to them consistently. And they must seriously embrace other opportunities to welcome gender diversity within their sports.

This article has been updated to include a reference and link to Alan Abrahamson’s report.

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What To Know About The Olympics Closing Ceremony: What Time—And Who’s Performing

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This weekend’s Olympics closing ceremony is expected to include more than 100 acrobats and aerial performers, award the final Olympic champions their medals and include a sneak peak of what’s to come for the 2028 games in Los Angeles—which will reportedly feature an action movie-worthy stunt from Hollywood star Tom Cruise.

The Eiffel Tower and the Place Du Trocadero during the opening ceremony of the Olympic Games Paris ... [+] 2024 on July 26, 2024.

On Thursday, Team USA announce that swimmer Katie Ledecky and rower Nick Mead will carry the American flags at the closing ceremony.

Grammy winning artist H.E.R. is set to perform the U.S. national anthem, multiple outlets confirmed, as part of the hand-off to the 2028 Los Angeles games, and rumors are flying about what other big-name acts will make an appearance.

Tony Estanguet, president of the Paris 2024 committee, said the ceremony will be "solemn and emotional, but it will also be a time for celebration... Innovative, surprising and brilliant, these ceremonies already promise to be very powerful."

Other than promises of a dazzling stage performance and hints about several pre-filmed Cruise stunts, most of the ceremony remains shrouded in mystery.

What Time Is The Olympics Closing Ceremony—and Where Will It Air?

The closing ceremony will start at 3 p.m. EDT at the Stade de France, the country’s national stadium, where rugby sevens and track and field events have been hosted, and broadcast live on Peacock, with an edited version airing at 7 p.m. on NBC.

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When And Where Can You Watch The Olympic Closing Ceremony?

Live coverage will start at 2 p.m. EDT on Sunday, Aug. 11 and the closing ceremony will start at 3 p.m. It will be broadcast on NBC and Peacock and re-broadcast during primetime coverage at 7 p.m. EDT on NBC and Peacock.

What Will Happen At The Closing Ceremony?

Thomas Jolly, the same creative director who managed the much-buzzed about opening ceremony, has named the closing show " Records ." Performers will include acrobats, circus artists, dancers, gymnasts and aerial ballet dancers who are expected to perform atop metal structures representing the Olympic rings. The ceremonies will also include the traditional parade of flags and athletes, speeches, a final medal ceremony and the extinguishing of the Olympic flame before the Olympic flag is ceremoniously handed over to Los Angeles, which will host the summer games in 2028. Los Angeles Mayor Karen Bass will attend the ceremony.

Who Will Perform?

"World-renowned singers" will take the stage, according to the official Olympics website . American R&B singer H.E.R., an Oscar and five-time Grammy winner, is set to sing the American national anthem. Variety on Thursday reported —citing multiple anonymous sources—that Billie Eilish, Snoop Dogg and the Red Hot Chili Peppers are among those will will take the stage. The artists will be seen in a mix of live and pre-taped performances, according to the report.

Why Is Tom Cruise Involved?

This week it was reported that Cruise, who is filming “Mission: Impossible 8” in Europe, will perform a stunt at the closing ceremony. A clip of the movie star skydiving to the Hollywood sign is expected to play a role in the handoff to Los Angeles for the 2028 Olympics, according to The Hollywood Reporter , and Cruise was reportedly spotted filming a scene—possibly for the ceremony—in May that included a motorcycle and large flag.

Will Beyoncé Perform At The Olympics Closing Ceremony?

There’s no evidence to support this rumor. Hosts of Britain's " This Morning ," Craig Doyle and Jordan North, said on-air Thursday that they'd heard Beyoncé may perform at the closing ceremony. "Don't quote me on that," North said, to which Doyle responded, "I can double up on that rumor, I did hear that as well." The claim has since circulated on social media, but no performers have been confirmed for the event. Rumors spread for weeks that Celine Dion or Lady Gaga were planning to perform at the opening ceremony in Paris before the pair dueted “L'Hymne à l'amour” by French singer Édith Piaf.

Who Will Carry The U.s. Flag At The Closing Ceremony?

Ledecky hit major career milestones in Paris, winning gold in the 800m and 1500m freestyles, silver in the 4x200m relay and bronze in the 400m free. Along the way, she became the the most-decorated U.S. female Olympian ever and the second-most decorated U.S. Olympian of all time, behind Michael Phelps. Mead, a former Princeton rower, is a two-time Olympian who won his first gold medal in the men's four rowing competition in Paris this year.

Who Is Hosting The Closing Ceremony?

Jimmy Fallon of "The Tonight Show" and longtime sports reporter Mike Tirico will co-host the ceremony. Former Olympians Johnny Weir and Tara Lipinski—who have built a loyal fan base as commentators since they retired—and NBC Sports' Terry Gannon will be commentating .

What Medals Are Given Out At The Olympics Closing Ceremony?

The final medal ceremony is expected to award winners in the women’s marathon from earlier in the day.

Why Is The Romanian Prime Minister Boycotting The Closing Ceremony?

Marcel Ciolacu said he will not attend the Olympic closing ceremony after a last-minute score change kept Romanian gymnast Ana Barbosu from winning bronze in the women's floor exercise. Celebrating of the medalists had already begun Monday—Barbosu was proudly carrying a Romanian flag—when coaches for Jordan Chiles, an American, made an appeal to judges to raise her score. The judges did so, and the 0.1-point boost was enough to push Chiles to bronze and knock Barbosu off the podium. Ciolacu said the Romanian athlete was "treated in an absolutely dishonorable manner" and promised Romania would honor her as an Olympic medalist. “To withdraw a medal earned for honest work on the basis of an appeal … is totally unacceptable!” he said on Facebook .

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Tim Walz's military record: What to know about potential VP's National Guard service

Democratic presidential candidate Kamala Harris selected Minnesota Governor Tim Walz as her running mate on Tuesday, choosing a progressive yet plain-spoken VP candidate from America’s heartland to help her win over rural, white voters.

“I’m pleased to share that I’ve made my decision: Minnesota Governor Tim Walz will join our campaign as my running mate,” Harris said via text to supporters. “Tim is a battle-tested leader who has an incredible track record of getting things done for Minnesota families. I know that he will bring that same principled leadership to our campaign, and to the office of the vice president.”

We look at Walz, a 60-year-old U.S. Army National Guard veteran, and his military career over the years.

More: Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

How long was Walz in the military?

Walz served in the military for 24 years, enlisting in the Nebraska National Guard at 17 in 1981 and then transferring to the Minnesota National Guard in 1996. He retired in 2005 to begin his successful run for the U.S. House, representing Minnesota as command sergeant major, among the highest ranks for enlisted soldiers. His battalion went on to deploy to Iraq shortly after Walz's retirement.

Walz specialized in heavy artillery and had proficiency ribbons in sharpshooting and hand grenades.

But during the 21 years that Walz spent working with large artillery pieces, he suffered hearing loss and tinnitus in both ears, Minnesota Public Radio reported. He was allowed to continue his service after undergoing surgery, which partially resolved his hearing loss.

Where did Walz serve, and what did he do in the National Guard?

During his service, Walz responded to natural disasters, including floods and tornadoes in Minnesota and Nebraska, and was deployed overseas for months at a time, according to MPR.

In 2003, he was sent to Italy, where he served with the European Security Force to support the war in Afghanistan. He was also stationed in Norway for joint training with other NATO militaries.

Walz told MPR that he reenlisted in the National Guard after the September 11 attacks but never saw active combat in his years in the military.

Stars and Stripes reported in 2020 that Walz credited his Army experience with helping him steer Minnesota through the COVID-19 pandemic as governor.

As governor of Minnesota, Walz is commander in chief of the 13,000-soldier Minnesota National Guard. “I’m certainly proud of my military service, but it’s one piece of me,” he told Minnesota Public Radio in 2018. “It doesn’t define me.”

Reuters and USA TODAY reporter Tom Vanden Brook contributed to this story.

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The Crisis of Disclosure on Our Campuses

As students reveal upsetting personal information to us, we must help them transform it in ways that become meaningful, writes Deborah J. Cohan.

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When I started teaching in the mid-90s, student disclosure of terrifying and heartbreaking memories felt sacred. It was even before I heard the phrase “hold space,” but I realized that I was indeed being tasked with holding something carefully and gently. Simultaneously, I was attending to other students’ reactions so that the classroom could be an open and comfortable space for discussion of highly charged and complicated issues.

I even recall in 2002 having a student who shared that the reason she had enrolled in my family violence class was because she was insistent on breaking the cycle of it in her own family. Her grandfather killed her grandmother, her great grandfather killed her great grandmother, and her stepfather threatened her mother constantly. And my student, too, was abused by her stepfather, sexually, when her mother was working the night shift as a nurse. Not only did she share the horror of that, but she also shared another secret that felt equally brave: she had once considered folding rat poison into a casserole, hoping to kill him.

I read so many papers detailing family dynamics similar to this. And I remember trying to catch my breath as I was reading, letting my heart and my head catch up with each other.

The terror of it all gripped me, but perhaps what was the most compelling—and which had the strongest hold on me and still does—is the resistance that such students conveyed. It was also because of that resistance that I was able to help students make meaning of their experiences, most often by sharing with them sociological concepts and theories that would give language and voice to what they had endured.

Resistance can take many forms, and in my students, I’ve witnessed it in terms of writing and other art they’ve created and shared with me that wasn’t done for class but for the purpose of their own healing. I’ve also watched with profound admiration as students have organized events, rallies and concerts on the campus to assert their voices. Over the years, I’ve also invited some students back to speak at my classes about their experiences of survivorship, resistance and healing, and in so doing, newer students have seen them as real mentors.

A Different Context

Fast-forward to the present moment, and I’m struck by something else. I realize that I’ve come to think about student disclosure in a different way: It doesn’t look quite as brave anymore. Not because of anything that the students really did wrong, but because the social context for their sharing differs so significantly.

When I started to teach, students weren’t posting every hiccup of their private lives on social media, performing for the crowd. Nor were images of others doing that swirling around them. And they were talking about their struggles years before this country announced that young people were having a mental health crisis.

Nowadays, when students share, there’s a flattening to it that’s in keeping with their more overall flat emotional affect. Whereas students used to display great angst when disclosing things, they now share such information in a routinized, mundane way. I still hear about brutal transgressions that students have witnessed and endured in their lives, experiences that are every bit as horrific as years back. Yet, today they share it in a tone and cadence similar to how they tell me or their classmates what they ate for lunch. That steely cold reporting reveals the way that students are actively relying on and using what they know to be true in the culture. They are drawing on the messages that they know are concerning to adults.

While I don’t mean the word manipulating in a malicious way, students are indeed manipulating the language and the telling. For example, when students express themselves, they are not simply sad, they are depressed. They are not nervous, they are anxious. They are not having performance anxiety about an upcoming presentation or test, they are having full-blown panic attacks. Words like trauma even lack meaning now when people use it to describe anything and everything distressing, and we begin to lose sight of what those words truly mean.

Students announce in classes that they’ve attempted suicide. So hungry for a diagnosis, they’ll refer to themselves as having depression, anxiety or bipolar disorder, even if they’ve never sought counseling. In large classes, they very publicly report their diagnoses—self-proclaimed or offered by professionals—unlike students from years past, who spoke of such things in hushed tones in my office upon realizing they could trust me after a long conversation.

The Allure of the Reveal

These current students have quickly bought into a paradigm of disease—fully medicalizing any sort of feeling ill at ease. And in all our talk about the mental health of college students, nowhere are we really seeing an important discussion about what all this disclosure means and will mean going forward.

Judith Herman , whose groundbreaking work on incest changed the field of family violence and gave it new direction, refers to what she calls a crisis of disclosure. It describes what happens both when a survivor of sexual abuse goes through the process of disclosing a series of traumatic events and the fallout of that for not only the person but the constellation of the family in light of the secrets and silence. As a sociologist, I want to extend the idea of a crisis of disclosure beyond the family unit to see that we are now in the midst of a public crisis of disclosure on our college and university campuses.

But the concern isn’t just in the telling; it’s also in the way that meaning is lost. Catharsis is not enough. My former students from years back know this well. Disclosure was contextualized, and classroom concepts became a container for holding the sharing. Together with their peers, I’d push them to see the connections to what we were learning, as well as encourage them to take positive action in the form of volunteering, advocacy and social change.

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When I think about catharsis, I think back to when I was writing a book about caregiving for my adoring and abusive father, and people often asked if it felt cathartic to me. I found myself perpetually confused by the question as it seemed to reduce the writing of such a book into a series of tawdry diary entries or the like. So much more was at stake, and so much more was involved.

Of course, I trusted that the question was well-intended and that people asked because they wanted to know that I was OK—they wanted the reassurance of healing. And in some cases, they wanted to know if they themselves set out to write whether they, too, might be able to expect catharsis.

But the problem is that disclosure on its own may not be enough. Neither disclosure nor catharsis are enough. And that’s because the heart of the telling and the heart and art of the healing are firmly rooted in the meaning of the disclosure—or you might say the meaning-making of the catharsis.

As a culture, we are caught up in the allure of the reveal. We see this in happy events like a pregnancy announcement complete with a dramatic gender reveal. We also see it in the titillation that some people have revealing family secrets. But if the real purpose of revealing secrets is to break the silence and initiate a healing process, then what is most transformative goes far beyond the telling. It goes to the kind of acts of resistance and meaning-making that I’ve previously described.

And that’s where we as educators are responsible for not just holding space, but holding students accountable for what and how they share so that it is not gratuitous, but instead meaningful. By doing this, we help students move beyond the paralysis of despair and empower them to change the course of their lives; we walk our students to the farthest edge of courage, all the while helping to ensure that they don’t fall.

Deborah J. Cohan is professor of sociology at the University of South Carolina Beaufort and the author of Welcome to Wherever We Are: A Memoir of Family, Caregiving, and Redemption (Rutgers, 2020).

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• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: 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

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

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Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

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

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

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

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

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

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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To Become the GOAT, Simone Biles First Had to Be a Turtle

She sealed her legacy with four medals at the Paris Games. She created it by being herself and going at her own pace.

Credit... Daniel Berehulak/The New York Times

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By Juliet Macur

Juliet Macur, who has covered Simone Biles’s career since Biles was 18, reported from Paris.

• Aug. 5, 2024

To end the Olympics she once thought would never happen for her, Simone Biles began her floor exercise routine on Monday and did what she was made to do: flip and twist and thrill an arena filled with people there to watch her.

Every time Biles, the most decorated gymnast in history, landed one of her wildly difficult tumbling passes, the crowd seemed to shout, “Wow!” all at once. And when she was done, standing alone on the floor in her sparkly leotard, the spectators rose to honor her — perhaps as much for her entire career as for a brilliant but flawed floor routine.

Biles stepped out of bounds twice during the routine, which was by far the most difficult that any of the finalists attempted. As a result, she did not win, as expected. Instead, she received the silver medal, while Rebeca Andrade of Brazil, her rival, won the gold by just over three one hundredths of a point. The American Jordan Chiles, one of Biles’s close friends, won the bronze.

When Chiles’s bronze medal was announced, she cried — and Biles smiled and laughed while hugging her.

Three years earlier, Biles withdrew from nearly all of her events at the Tokyo Games after becoming disoriented in the air, a moment that prompted her to consider quitting the sport. On Monday, she finished the Paris Games with three gold medals and one silver. (Earlier in the day, she finished fifth on the balance beam after losing points because of a fall.)

Her imperfect final performances did little to dull her luster at these Games. On each day she competed, celebrities dotted the stands, making gymnastics — already a marquee sport of the Olympics — seem like the hippest club in Paris. There were Lady Gaga, Tom Cruise and Ariana Grande, and sports legends like Serena Williams, Michael Phelps and Stephen Curry. After a day at the water polo venue, Flavor Flav, the rapper, said how much he admired Biles and wanted “to meet her, shake her hand and give her a hug and tell her how proud I am of her.”

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