what is the meaning of hybrid essay

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Writing in Context: a “hybrid” essay

February 5, 2014

In “Section B: creating and presenting” you will encounter various themes and relate them to a variety of texts. Inspired discussions may revolve around conflict, identity, landscapes and whose reality. Typical prompts that you will encounter are: “Conflict brings out the best or worst in people. “We grow through change”. “People’s true spirit is revealed in difficult times.” “There’s two ways of seeing our world – a right way and a wrong way.”

When writing expository essays relating to these themes you may wish to write a feature article or adopt “hybrid” format. A feature article can be compared with an expository essay with narrative and creative components. Feature writers often take a narrative approach and draw on dialogue, descriptive scenes and varying tones of voice to tell stories. Anecdotes and “people” stories are common and help to bring the theme alive.

Think about an interesting persona: hybrid/feature texts

• Choose an authentic but fresh context/persona. It should be simple and straightforward, but have the potential to include sophisticated examples and quotes. For example, Jason Smith, Youth Leader at the Kyneton Youth Voices Program. Use the “I” as a linking device and one who signposts the key ideas. Exploit the personal dimension. Once you get confident, inject a dash of personality into your persona.
• Make sure you show a progression of ideas. Divide your article into three sections with a beginning, middle (development) and end (food for thought; a complex or ambivalent, contradictory idea.)
• Once you choose a context/persona that you are comfortable with think about how you can link to the set text. This can often be done through a speaker, lecturer, presenter etc.
• Write out your key ideas/points/ paragraphs from the set text that you tend to use for a variety of prompts.
• Then think about some parallel examples that suit your persona and the text.  Make sure you have a variety of quotes, real-life examples and sources (poems/people) etc.
• Finally, create an interesting beginning that also suits the persona and foreshadows the text.

The author:  feature writers may be newspaper staff writers who have investigated an issue, or they may be freelance writers with particular expertise and seek to contribute to a debate. Personal journalism, or the use of the first-person pronoun, is common. This means that writers, drawing upon their personal or professional observations, often include personal references and their own feelings and attitudes to the subject — sometimes with a “before” and “after” perspective.

The audience:  feature articles should appeal to the target audience. For example if a magazine targets middle-aged women, then the articles, advertisements and pictures would reflect the women’s interest in lifestyle, career, money, health and relationships.

The facts:  Writers must research their facts and present them in a compelling and interesting manner, including quotes to give a sense of immediacy. They must choose a range of sources to give a balanced perspective. Use a combination of evidence.

Who are you?  You must choose a “persona”, that is you may be an expert or professional in the field, or represent an organisation. Or you may be a staff writer. Your persona is critical to your message. It is also critical to your writing style. If you wish to include a personal slant, establish the “I” persona near the beginning of your article.

Making a start: a template for your first “hybrid” (feature) article Follow the guidelines below to write a “hybrid” article. As you gain confidence, you can vary your persona, become more sophisticated or model your style on your favourite newspaper writer. (For example, refer to Martin Flanagan, Saturday Reflection,  The Age (Insight).   

See Sample Plan/Format for expository/ hybrid/ persona-style : Hybrid essay

Also see Writing in Context. Joey Bloomsfield, Community Reporter, Meredith News

Take on the role of a community reporter at a local magazine and report on the Shire’s Cultural Week. Include some stories about people in the (local) community and refer to your novel or film. Write down your key points/arguments, starting with the most obvious point. Think about your most compelling evidence for each point. Be sure to establish an emotional and/or a logical context. You must show a progression of ideas: include a problem or a different angle to show the issue’s complexity.

Here we go. Start with an interesting beginning: a short anecdote or a quote. Set the scene. Explain your purpose: to cover Meredith Shire’s Cultural Week.

• Show a link to the prompt.
• Refer to a speaker/discussion at the Meredith Library. This is an opportunity for you to discuss aspects of your chosen text and similar examples that shed light on the prompt. For example, you may focus on a discussion by Mr Donavan regarding a relevant theme in your novel.
• Make a comment. Ask a question. Perhaps include a relevant comment from a member of the audience.
• If you wish to refer to a film or a play, include a reference to the Meredith Theatre Company or the Meredith Film Society.
• Ask a question to prompt reflection.
• You may conclude with a reference to a local “people” story, or a reference to your favourite poem that provides another interesting angle on the prompt.
• Round off your discussion.
• Conclude with a final example or refer back to the opening anecdote or quote. Encourage readers to reflect on a problem.

See a sample of Joey’s essay. See  Writing Better Essays  for a model essay: pp 70-71.

For sample “hybrid” essays and a variety of styles and contexts, see:

“Different versions of reality”  (Whose Reality)  (Student Magazine)

Our place in the world and us: Reflection in The Meredith Gazette  (“Death of a Salesman”, Two essays on Whose Reality from different persona/context)

How we live in a world created by others, Student Representative (Whose Reality: Death of a Salesman)

Trapped in our subjective world:  A prison with no bars (Literary reviewer, Spies)

Looking back can alter our reality: Spencers Film Festival by reviewer Hayden Crong

Speech: Sally Dalton, new age health consultant; How much reality is healthy?  (Speech to Spencer Grammar School, The Lot, Death of a Salesman)

Also a Speech by the Author of “Getting a Grip” (Jeremy Springer, who addresses a group of wannabes: Death of a Salesman)

Remembering and forgetting: life-style counsellor and health guide (Death of a Salesman)

See “A Series of Open Letters” (Based on the The Lot/ Whose Reality)

Illusions and dealing with loss: psychologist, Jimmy Swanson   (Death of a Salesman) Spencer News Reflection: what determines our realities? : Column Reflection

Misrepresenting Reality: an insurance evaluator takes stock: Willy Loman

See Evading Reality, a personal reflection   (Death of a Salesman) To get involved or not: Weekly Reflection Column by Student Representative (Conflict)

See Relationships with Place and Community By Jason Smith Youth Leader (The Mind of a Thief)

Dilemmas and choices: a reflection of ourselves  (Conflict)  (Spencer News)

See “Doing the Right Thing”, by Janie Fitzpatrick, Youth Global Voices Group (Melbourne) and Galileo

See A Clash of views and values and conflict , by Kristy Mendelson (Student representative Hampton Park University) “The world in which we live shapes us”  History Lecturer at Southern Cross University (Imaginary Landscapes)

See Identity as a Story (Mind of a Thief)

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O-level Essay Writing Tips: How to Write a Good Hybrid Essay

By WR!TERS@WORK

Hybrid essays are something every Secondary School English student should be familiar with by now. As there are 7 different genres of essays in O Level English, namely: narrative essays, descriptive essays, expository essays, discursive essays, argumentative essays, personal reflective essays, and hybrid essays, students need to be familiar with the writing techniques associated with each genre.

Firstly, we will start by explaining what a hybrid essay is. A hybrid essay question is a unique type of essay prompt which combines elements from different essay types.

As with every essay, writing a good essay needs to have a plan. This article will share with you a 6-paragraph structure to help Singaporean O Level students master the art of writing good hybrid essays for their secondary school and O Level exams.

Breaking Down the Hybrid Essay Question

Let us begin by breaking down the hybrid essay question into its individual parts.

Sample Question (2020 O Level Paper 1): “There’s no place like home”. Is it true to you?

The student should first begin by identifying the genres featured in the hybrid essay question. In this question, it appears that “There’s no place like home” is an argumentative statement, while the question “Is it true to you?” is a personal reflective question.

The argumentative statement is designed to get the student to persuade the reader using well-reasoned arguments as to why they should agree with his/her stand. Meanwhile, the personal reflective statement is designed to get the student to write about their personal experiences and recount their memories in an authentic way.

After breaking down the question and figuring out that the hybrid essay question consists of an argumentative statement, the student can use the following 6-paragraph structure: (1) introduction, (2) supporting argument, (3) counter-argument, (4) rebuttal that weakens the counter-argument, (5) another supporting argument, (6) concluding paragraph.

1. Introduction

When a student makes an introduction, they need to outline the basic premise of the essay, which includes a directive thesis statement which shows their stand regarding the argument in the essay question. The directive thesis statement should consist of: (1) one counter-argument, (2) your stand, and (3) two supporting arguments.

The elements within the directive thesis statement will be argued and substantiated better in the essay. When writing the introduction, students may be stuck with coming up with a thesis statement on the fly. As such, they should take the time to plan their essay first, outlining the possible arguments and counter-arguments they will use, and they should think about which side they want to take in the argument. Planning your essay will make coming up with a thesis statement remarkably easier and will save you time while writing the following paragraphs.

2. Supporting Argument

The second paragraph will feature a supporting argument which backs up your stand. Students need to remember to choose the strongest arguments for their stand, as this will build up their case and make it more watertight. Imagine as though you are convincing your parents to do something you want, such as buying you something you like or bringing you somewhere fun. What would you say to them to convince them that they should do it? Obviously, children will say what they think are the strongest points, such as how much they deserve this treat.

Similarly, when writing an argumentative essay, it is important to choose the strongest argument to go first, as the explanation and elaboration for this argument will make or break your case.

There are 5 key elements to include in your supporting argument:

• The main point sentence/sentences
• Elaboration
• The example (personal or anecdotal)
• The evidence or example (generic or empirical)
• The link to the essay question or the next main point

It is important to bolster your argument with evidence. Think back to when you are convincing your parents to bring you somewhere you like or give you something you want. When you argue with them and tell them that you deserve it, you can show them evidence to support your point, like the chores you have done or the test you have scored well on. This will help convince your parents that you indeed do deserve whatever you said you wanted earlier.

Students should think about suitable evidence for their argument, as some types of evidence may be more suited to answering the question than others. Empirical evidence will include statistical studies and figures, while personal evidence comes from the student’s own perspective.

3. Counter-argument

In the third paragraph, the student should include a counter-argument to balance the hybrid essay. Some students may think that it would weaken their case to include a counter-argument, and that they should only state arguments which advance their case. However, this could not be further from the truth. By pre-emptively including the counter-argument, students show nuance in their thinking and a willingness to consider different viewpoints. By considering the arguments which could attack their case, they show critical thinking and a reasonable attitude.

Similarly, the 5 key elements in your counter-argument should include:

4. Rebuttal Weakening the Counter-argument

The fourth paragraph is where students provide the rebuttal to weaken the counter-argument they have explained earlier. Now, students have the opportunity to show their argumentative and reasoning skills by coming up with an explanation for why the earlier counter-argument should not weaken their case. This rebuttal should be a strong rebuttal, and it should sway the reader to your stance even more as you have demonstrated why the counter-argument is not a good one.

Use the 5 key elements in your rebuttal as well.

5. Supporting Argument

In the fifth paragraph, students should come up with a new supporting argument to advance their stand and to bolster their case. This argument should be their second-strongest argument and should be supported by the relevant elaboration.

As with all the paragraphs containing arguments, students should use the 5 key elements:

Finally, after these paragraphs, we are reaching the end of the hybrid essay.

6. Concluding Paragraph

The concluding paragraph should wrap up the entire essay with a summary of the points discussed and your personal reflections. The purpose of the conclusion is to make sure the student has answered the essay question with relevant arguments. When re-reading the entire essay again, the student should be sure that they have answered the essay question properly.

As such, I hope you found this article helpful in tackling hybrid questions at the secondary school level! Remember to write your essay without grammatical, spelling or sentence structure errors which will cost you valuable marks and to use a wide range of vocabulary to show off your writing skills to the examiner.

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Frequently Asked Questions (FAQ):

1. How Do You Write an O Level Essay?

Firstly, students must know the genre of the O Level essay they are trying to write. Knowing the genre will help determine the writing techniques used in the essay. Next, students need to plan their essay and the content which will go into it. Moreover, students need a strong introduction to hook the reader into reading more of their essay and a good conclusion to finish off their essay, which summarises their points.

2. How to Get A1 for O Level English?

Getting an A1 for O Level English involves the student knowing how to communicate their ideas in a clear and concise manner when writing essays. Moreover, students must have a good understanding of the rules of grammar, a good variety of vocabulary, and flawless spelling which will show the marker that the student possesses a good command of the English language.

3. Is O Level English Hard?

O Level English can be difficult if students are not used to writing in a formal context. Students without a good command of the grammatical rules or a good sense of English vocabulary will struggle in O Level English. Moreover, students who are not comfortable writing essays of the required length will struggle in O Level English.

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What Is Hybrid Writing: Exploring Blended World of Hybrid Genres

Estimated reading time: 9 minutes

The Evolution of Hybrid Writing: Understanding the Roots and Growth of Blended Genres

Hybrid writing has emerged as a fascinating and influential concept in literature, blending elements from multiple genres to create a unique and immersive reading experience. The evolution of Integrated writing reflects a rich tapestry of literary innovation, where writers have continually pushed the boundaries of genre definitions.

The Journey Begins: A Brief History of Hybrid Writing

The origins of Integrated writing are as old as literature itself. From the ancient Greek tragedies, which often blended elements of drama and philosophy, to the Renaissance works that fused poetry with prose, the seeds of hybrid writing have always been present. However, in the modern era, this concept began to take a more defined shape.

Notable Milestones in Integrated Writing

• Early 20th Century: Writers began experimenting with blending narrative styles, leading to works that straddled the lines between fiction, non-fiction, and poetry.
• Postmodern Era: This period saw a surge in genre-blending, with authors like Jorge Luis Borges and Kurt Vonnegut creating works that defied traditional categorizations.
• Contemporary Scene: Today, Integrated writing has become a prominent fixture in literature, with books that merge memoirs with fiction or combine science fiction with historical narratives.

Influential Authors and Their Contributions

• Virginia Woolf: Known for her stream-of-consciousness technique, Woolf’s works often blend introspective narrative with fictional elements.
• Gabriel García Márquez: His magical realism combines the real and the fantastical, creating a unique hybrid narrative style.

Quote from a Renowned Author

“The role of a writer is not to say what we all can say, but what we are unable to say.” – Anaïs Nin

The Impact of Integrated Writing on Literature

The evolution of Integrated writing has profoundly impacted how stories are told and experienced. It has allowed authors to explore themes and ideas that might be constrained by the boundaries of a single genre. Blending genres has not only given writers creative freedom but also offered readers new ways to engage with literature.

Table: Landmark Works in Integrated Writing

The Historical Significance of Integrated Writing

The historical journey of Integrated writing is a testament to the endless possibilities of storytelling. It challenges traditional literary conventions and opens up a world where the only limit is the author’s imagination. This evolution reflects the changing landscape of literature and mirrors the dynamic and multifaceted nature of human experience.

Characteristics of Hybrid Writing: Identifying the Hallmarks of Genre Blending

Integrated writing, a unique blend of various literary genres, stands out for its ability to transcend traditional storytelling boundaries. This section delves into the distinctive features that define Integrated writing, setting it apart from conventional genre classifications.

Defining the Essence of Integrated Writing

At its core, Integrated writing is characterized by the fusion of elements from different genres to create a rich, complex, and often groundbreaking narrative. This blending can occur in various forms – from combining narrative techniques to merging thematic elements.

Key Features of Integrated Writing

• Narrative Fusion: Merging of different storytelling methods, such as combining first-person memoirs with third-person narratives.
• Thematic Blending: Incorporation of themes from different genres, like infusing a romance novel with elements of science fiction.
• Structural Innovation: Innovative use of structure, such as non-linear timelines or mixed-media formats.

Hybrid Writing vs. Traditional Genre Writing

Unlike traditional genre writing, which often follows established conventions and boundaries, Integrated writing is defined by its fluidity and innovation. It allows for a more expansive and creative exploration of themes and narratives.

Table: Comparing Integrated Writing with Traditional Genres

Quote Emphasizing the Significance of Integrated Writing

“Literature is a blend of reality and fiction, a fusion of different genres. It’s where the magical can be mundane and the ordinary can be extraordinary.” – Contemporary Literary Critic

The Uniqueness of Hybrid Writing

The characteristics of Integrated writing highlight its role as a revolutionary force in literature. Blurring the lines between genres offers a fresh perspective and challenges readers to engage with narratives in novel and often more complex ways. The distinctiveness of Integrated writing lies in its limitless potential to redefine what a story can be and how it can be told.

Hybrid Writing in Practice: Exploring Examples and Techniques in Integrated Genres

The practical application of Integrated writing showcases its versatility and creative potential. This section explores real-world examples of Integrated writing and authors’ techniques to blend genres effectively.

Vivid Examples of Hybrid Writing

Hybrid writing has given birth to many literary works that challenge and enrich the traditional reading experience. These examples illustrate the concept of Integrated writing and demonstrate its impact on storytelling.

• “The Night Circus” by Erin Morgenstern: A mesmerizing blend of fantasy, romance, and historical fiction.
• “Lincoln in the Bardo” by George Saunders: An innovative mix of historical writing, fiction, and spiritual exploration.
• “Beloved” by Toni Morrison: A powerful fusion of African American history, supernatural elements, and deep emotional narrative.

Techniques Used in Crafting Hybrid Genres

Authors of Integrated writing employ various techniques to blend genres seamlessly:

• Interweaving Narratives: Combining multiple storylines from different genres creates a cohesive narrative.
• Genre Elements Fusion: Melding elements like science fiction technology with historical settings.
• Thematic Overlapping: Integrating themes from different genres to enrich the narrative depth.

Table: Analysis of Hybrid Writing Techniques

Quote Reflecting the Art of Hybrid Writing

“In the world of hybrid genres, the only rule is that there are no rules. It’s a canvas where imagination meets the boundless sky of creativity.” – Literary Scholar

The Creative Potential of Hybrid Writing Techniques

The practice of Integrated writing is more than just a literary trend; it’s a testament to the endless possibilities of storytelling. By breaking free from the constraints of traditional genres, Integrated writing offers a unique and enriching experience for both the writer and the reader. It’s a genre that entertains and broadens our understanding of narrative possibilities.

Hybrid Writing and Reader Engagement: How Blended Genres Resonate with Modern Readers

The allure of Integrated writing in engaging contemporary readers lies in its ability to offer diverse and enriched narrative experiences. This section explores how hybrid genres captivate and resonate with today’s audience .

The Appeal of Hybrid Writing to Contemporary Readers

With its blend of multiple genres, Integrated writing appeals to a wide array of readers by offering something unique and unexpected. It caters to varied tastes and preferences, often providing a more relatable and immersive experience.

Reasons Behind the Popularity of Hybrid Genres

• Diverse Narrative Elements: Combining different genres satisfies a broader range of reader interests.
• Unique Reading Experiences: Hybrid works often provide novel and unexpected storytelling approaches.
• Emotional and Intellectual Engagement: The complexity and depth of Integrated writing offer a more engaging experience.

Impact of Hybrid Writing on Reader Engagement

Integrated writing has redefined reader expectations and engagement by offering narratives that are entertaining, intellectually stimulating, and emotionally resonant.

Table: Survey Data on Reader Preferences for Hybrid Genres

Quote Highlighting Reader Engagement in Hybrid Writing

“Hybrid writing invites readers into a world where the familiar meets the unexpected, creating a reading experience that is both comforting and thrilling.” – Literary Critic

The Growing Significance of Hybrid Writing in Reader Engagement

The role of hybrid writing in engaging modern readers is significant. By presenting stories that defy conventional genre boundaries , Integrated writing entertains, challenges, and enriches the reader’s experience. Its growing popularity is a testament to its ability to connect with readers on multiple levels, making it an indispensable part of the contemporary literary landscape.

Hybrid Writing FAQ

Hybrid writing refers to a literary form that blends elements from multiple genres, often combining fiction , prose , poetry , or memoir to create a unique and innovative work. This type of writing can blend different genres, combine diverse styles, and explore unconventional structures and concepts.

Hybrid writing challenges genre boundaries by defying the conventions of traditional literary categories. Instead of fitting into a specific category or structure , hybrid works often explore new perspectives and push the boundaries of what is considered literary .

Works that fall under the category of Integrated writing may include Integrated memoirs , Integrated genres such as historical fiction or psychological thrillers, and novels that combine elements of science fiction with poetic language. These pieces often blend conventions from different genres to create a unique reading experience.

Writers delving into Integrated writing can combine elements from different genres, experiment with structure and narrative perspective , and explore innovative ways to blend various storytelling techniques. It is a form of literary fusion that offers the author creative freedom and expression.

Hybrid Writing and the Future of Literature: Anticipating the Next Wave of Genre Blending

As we look towards the future, hybrid writing promises to transform the literary world further. This section discusses the anticipated trends and potential developments in genre blending.

Predictions for the Future of Hybrid Writing

The ever-evolving landscape of literature suggests that hybrid writing will continue to play a pivotal role in shaping future narratives. The flexibility and creative freedom it offers will likely inspire even more innovative blends of genres.

Emerging Trends in Hybrid Genres

• Digital and Interactive Narratives: The rise of digital media may lead to hybrid genres incorporating interactive elements.
• Cross-Cultural Blends: There’s a growing interest in combining narratives from different cultural backgrounds, enriching the global literary tapestry.
• Experimental Formats: Expect to see more books that defy traditional formats, using visual and auditory elements to enhance storytelling.

The Potential of Hybrid Writing in Shaping Future Literature

Hybrid writing is not just a trend; it’s a movement that reflects the dynamic and complex nature of human stories. Its potential to evolve and adapt makes it a powerful tool in the future development of literature.

Table: Forecast of Evolving Trends in Hybrid Writing

Quote Envisioning the Future of Hybrid Writing

“The future of literature lies in breaking the mold, in creating stories that are as diverse and complex as the world we live in. Hybrid writing is at the forefront of this revolution.” – Futurist Literary Scholar

Conclusion: The Exciting Possibilities for the Future of Hybrid Writing

The future of Integrated writing is bright and full of possibilities. It stands as a beacon of creativity and innovation, continually pushing the boundaries of what literature can be. As we move forward, hybrid writing is poised to redefine storytelling, offering readers and writers alike a canvas to explore the limitless potential of the written word.

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How to Teach Argumentative Writing: Student Argumentative Essay

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Chapter 8: Redefining Nonfiction Writing

8.3 On Being a Hybrid Writer—A Student’s Perspective

I recently asked Elizabeth, a former fourth grade student now in sixth grade, why she thought the work we had done in fourth grade with nonfiction writing was important.  Without hesitation, she rattled off a few things.

When you write nonfiction, you can’t just make things up.  You have to think about it and make it realistic.  It has to be true.  It makes you review the information you are learning because you are repeating it in your mind.

When I pressed further and asked if she felt the nonfiction literary writing she had done during the two years I was her teacher were beneficial to her, she continued:

  When I write in a different style, it helps me think about the information I am learning in two different ways.  I have to think about what the article says and then how I am going to write about it. My writing has to make sense.  I have to make sure it has the right information, so I have to think about it.

When I worked on the radio ad [a social studies project] with my group, I learned from others.  I learned the answers to some questions about our empire.  Sometimes I was like, ‘Oh, that’s what that meant, and then I understood it better.’ Or maybe I hadn’t thought about the question someone asked, and then I learned the answer to it.  As more people added their perspectives to the answer, I understood it even better.

My conversation with Elizabeth confirmed my belief that infusing creative expression into nonfiction writing experiences is truly advantageous for my students but in more ways than I had even imagined.  They are able to wrestle with ideas and concepts and grapple with the best way to express what it is they want to say.  They have the opportunity to collaborate and learn from their peers. They are immersed in the learning process on a deeper level. Using writing genres generally associated with fiction to convey information requires something more from them as students. It requires them to think in a whole new way.

My students have become hybrid writers – connecting their learning in ways that suit them and their learning preferences.  They tangle with nonfiction information as they read it and analyze it, and then they assimilate what they have learned into various forms of writing. Through the struggle that comes with these writing experiences, they ponder, they learn, and they become better writers and better thinkers.  What is the best way to express the information in this article?  A poem?  A Readers’ Theater?  A monologue?  What is the most important information I need to share?  What do I want my audience to learn?  These are just a few of the many essential questions students must consider they write nonfiction. 

There are other surprises and less obvious benefits that have come from these writing practices too.  New friendships have developed as a result of collaborative experiences. Quiet students have stepped out of their comfort zone to sing a song that they have written in front of the class!  A close classroom community has developed as students have shared their talents, personalities, and interests through their writing. I have gotten to know my students better which has helped me to better meet their needs. And my students have become more reflective about their own learning process as they have opportunities to see what they know and what it is they still need to find out in order to grasp a new concept.          

I realize that I have not officially redefined the meaning of nonfiction writing; what I refer to in this chapter is often referred to as literary nonfiction. However, I have redefined what nonfiction writing means to me and my students. For us it is the chance to think “out of the box” as we learn about and communicate new content and ideas.  It is the chance to show our understanding in ways that suit our individual learning styles.  It is a chance to fuse all of the subjects together as we deepen our comprehension and thinking about content material. So, yes, I enjoy blurring the lines between fiction and nonfiction as I stretch my students’ thinking. I am happy to be a hybrid teacher guiding students to become hybrid writers.

Curiosity, Complexity and Conversations Copyright © by Edited by Melissa Wilson. All Rights Reserved.

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Writing a Hybrid or a Double Question Essay in IELTS

You’ve probably come across plenty of sample questions for IELTS Writing Task 2, consisting of one question about a topic.

But have you come across a  hybrid essay or double question essay topic?

We’re here to clarify and show you how to write a hybrid essay for IELTS!

What is a Hybrid Essay?

In a hybrid essay, you’re given a single topic but are asked two separate questions related to the topic. This means that you’ll have to address both questions individually. You could get a combination of different question types, including argumentative, opinion, etc.

25% of your score is for task response , how well you perform the task. If you do not address both questions clearly, you’ll lose points!

Example : “International tourism has brought enormous benefit to many places. At the same time, there is concern about its impact on local inhabitants and the environment. 

Do the disadvantages of international tourism outweigh the advantages?

How can the disadvantages be mitigated?”

How to Write Hybrid Essay?

Follow a structure to organise your ideas.

Introduction : Introduce the topic, and what you’ll do in this essay.

Body 1 : Address question 1, dividing your points into appropriate paragraphs.

Body 2 : Same for question 2.

Conclusion : Final statements about the topic, without repeating yourself.

Important points

• Read the question carefully, and plan your essay systematically: This is the key to scoring full on task response.

Keep track of the word limit: You have to write 250-300 words, divided evenly between both the questions. Limit your answer to 1-2 points per question.

Link the two questions together: This shows the examiner that you are able to process the entire task as a whole.

e.g. “While I believe that there are plenty of advantages to international tourism, disadvantages do exist and efforts must be made to mitigate them.” 

Watch the video below to understand what is a two-part or a double  question or a hybrid essay, its  structure,  strategies, and tips

Did you find this information on how to write a Two-Part/Double Question/Hybrid Essay IELTS useful? Read more about the different types of essays in IELTS Writing here .

Join  IELTS Online  or  IELTS Classroom Training   with Hurray to get desired band scores .  Reach out to us at   [email protected]  or call us at 9900426501.

Hurray offers Study Abroad consultation, IELTS/PTE/OET, and Spoken English programs. Visit our website  https://www.hurrayedutech.com/  for more information.

Please feel free to contact us at 9900426501 or 9900621169 for one-on-one free Overseas Education, IELTS/ PTE consultation. www.hurrayedutech.com

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Matt Wesolowski is the author behind Six Stories and Hydra . In today’s episode we talk to him about the notion of ‘hybrid writing’ – incorporating other forms such as podcasts, emails and Reddit threads into novels. Also discussed: pink glue sticks.

Hosted by Simon Jones, writer and Digital Marketing Manager at the National Centre for Writing.

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An Introduction to the Lyric Essay

An introduction to the lyric essay, how it differs from other nonfiction, and some excellent examples to get you started.

Rebecca Hussey

Rebecca holds a PhD in English and is a professor at Norwalk Community College in Connecticut. She teaches courses in composition, literature, and the arts. When she’s not reading or grading papers, she’s hanging out with her husband and son and/or riding her bike and/or buying books. She can't get enough of reading and writing about books, so she writes the bookish newsletter "Reading Indie," focusing on small press books and translations. Newsletter: Reading Indie Twitter: @ofbooksandbikes

View All posts by Rebecca Hussey

Essays come in a bewildering variety of shapes and forms: they can be the five paragraph essays you wrote in school — maybe for or against gun control or on symbolism in The Great Gatsby . Essays can be personal narratives or argumentative pieces that appear on blogs or as newspaper editorials. They can be funny takes on modern life or works of literary criticism. They can even be book-length instead of short. Essays can be so many things!

Perhaps you’ve heard the term “lyric essay” and are wondering what that means. I’m here to help.

What is the Lyric Essay?

A quick definition of the term “lyric essay” is that it’s a hybrid genre that combines essay and poetry. Lyric essays are prose, but written in a manner that might remind you of reading a poem.

Before we go any further, let me step back with some more definitions. If you want to know the difference between poetry and prose, it’s simply that in poetry the line breaks matter, and in prose they don’t. That’s it! So the lyric essay is prose, meaning where the line breaks fall doesn’t matter, but it has other similarities to what you find in poems.

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Lyric essays have what we call “poetic” prose. This kind of prose draws attention to its own use of language. Lyric essays set out to create certain effects with words, often, although not necessarily, aiming to create beauty. They are often condensed in the way poetry is, communicating depth and complexity in few words. Chances are, you will take your time reading them, to fully absorb what they are trying to say. They may be more suggestive than argumentative and communicate multiple meanings, maybe even contradictory ones.

Lyric essays often have lots of white space on their pages, as poems do. Sometimes they use the space of the page in creative ways, arranging chunks of text differently than regular paragraphs, or using only part of the page, for example. They sometimes include photos, drawings, documents, or other images to add to (or have some other relationship to) the meaning of the words.

Lyric essays can be about any subject. Often, they are memoiristic, but they don’t have to be. They can be philosophical or about nature or history or culture, or any combination of these things. What distinguishes them from other essays, which can also be about any subject, is their heightened attention to language. Also, they tend to deemphasize argument and carefully-researched explanations of the kind you find in expository essays . Lyric essays can argue and use research, but they are more likely to explore and suggest than explain and defend.

Now, you may be familiar with the term “ prose poem .” Even if you’re not, the term “prose poem” might sound exactly like what I’m describing here: a mix of poetry and prose. Prose poems are poetic pieces of writing without line breaks. So what is the difference between the lyric essay and the prose poem?

Honestly, I’m not sure. You could call some pieces of writing either term and both would be accurate. My sense, though, is that if you put prose and poetry on a continuum, with prose on one end and poetry on the other, and with prose poetry and the lyric essay somewhere in the middle, the prose poem would be closer to the poetry side and the lyric essay closer to the prose side.

Some pieces of writing just defy categorization, however. In the end, I think it’s best to call a work what the author wants it to be called, if it’s possible to determine what that is. If not, take your best guess.

Four Examples of the Lyric Essay

Below are some examples of my favorite lyric essays. The best way to learn about a genre is to read in it, after all, so consider giving one of these books a try!

Don’t Let Me Be Lonely: An American Lyric by Claudia Rankine

Claudia Rankine’s book Citizen counts as a lyric essay, but I want to highlight her lesser-known 2004 work. In Don’t Let Me Be Lonely , Rankine explores isolation, depression, death, and violence from the perspective of post-9/11 America. It combines words and images, particularly television images, to ponder our relationship to media and culture. Rankine writes in short sections, surrounded by lots of white space, that are personal, meditative, beautiful, and achingly sad.

Calamities by Renee Gladman

Calamities is a collection of lyric essays exploring language, imagination, and the writing life. All of the pieces, up until the last 14, open with “I began the day…” and then describe what she is thinking and experiencing as a writer, teacher, thinker, and person in the world. Many of the essays are straightforward, while some become dreamlike and poetic. The last 14 essays are the “calamities” of the title. Together, the essays capture the artistic mind at work, processing experience and slowly turning it into writing.

The Self Unstable by Elisa Gabbert

The Self Unstable is a collection of short essays — or are they prose poems? — each about the length of a paragraph, one per page. Gabbert’s sentences read like aphorisms. They are short and declarative, and part of the fun of the book is thinking about how the ideas fit together. The essays are divided into sections with titles such as “The Self is Unstable: Humans & Other Animals” and “Enjoyment of Adversity: Love & Sex.” The book is sharp, surprising, and delightful.

Bluets by Maggie Nelson

Bluets is made up of short essayistic, poetic paragraphs, organized in a numbered list. Maggie Nelson’s subjects are many and include the color blue, in which she finds so much interest and meaning it will take your breath away. It’s also about suffering: she writes about a friend who became a quadriplegic after an accident, and she tells about her heartbreak after a difficult break-up. Bluets is meditative and philosophical, vulnerable and personal. It’s gorgeous, a book lovers of The Argonauts shouldn’t miss.

It’s probably no surprise that all of these books are published by small presses. Lyric essays are weird and genre-defying enough that the big publishers generally avoid them. This is just one more reason, among many, to read small presses!

If you’re looking for more essay recommendations, check out our list of 100 must-read essay collections and these 25 great essays you can read online for free .

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With the rise of education technology , schools have adopted teaching methods that diverge from the typical classroom environment. Distance learning is being used at a global scale, and many educational institutions are starting to implement hybrid learning models.

However, hybrid learning is more than just tossing half of your syllabus into a virtual classroom . Instead, it's a comprehensive approach to combining the best parts of face-to-face and online learning to create the ideal learning experience.

In This Post:

What Is Hybrid Learning?

Benefits of hybrid learning, hybrid learning model, how to create a successful hybrid learning environment, hybrid teaching tips.

Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home. Educators teach remote and in-person students at the same time using tools like video conferencing hardware and software .

In some cases, hybrid classes include asynchronous learning elements, like online exercises and pre-recorded video instruction, to support face-to-face classroom sessions. When planned well, hybrid courses combine the best aspects of in-person and online learning while making education more attainable for many students.

For hybrid learning to be successful, the elements of your hybrid course need to be tailored to the learning format, whether it be in-person or online.

Hybrid vs. Blended Learning

Hybrid learning and blended learning can often be mistaken for one another, and both contain many of the same instructional elements. However, both are two distinct learning models.

Blended learning combines in-person teaching with asynchronous learning methods, where students work on online exercises and watch instructional videos during their own time.

Hybrid learning is a teaching method where teachers instruct in-person and remote students at the same time. In hybrid learning models, asynchronous teaching methods can be used to supplement synchronous, face-to-face instruction.

Hybrid Learning Consortium

The Hybrid Learning Consortium is a global learning community of independent schools that develops online courses for middle and upper school students. The HLC believes that online learning is here to stay, but face-to-face learning will never cease to be relevant.

By creating online academic experiences that are just as accessible as classroom lessons, HLC embraces the untapped possibilities of hybrid learning.

With partnering schools around the globe, students are exposed to teachers and classmates with an otherwise unattainable worldview. To learn more about the future of hybrid learning through the Hybrid Learning Consortium, click here .

Both face-to-face and online learning have their benefits and weaknesses. The goal of hybrid learning is to combine the two formats to create a singular learning experience without any weak spots. The benefits of hybrid learning are:

A flexible learning experience.

Many schools transition to hybrid learning for flexibility: a flexible learning schedule, flexibility in teaching modes, flexibility in how students engage with their learning materials, and flexibility in collaboration and communication between peers and their instructor. For students who aren't able to attend classes in-person, the hybrid learning environment allows them to learn remotely from home.

Synchronous communication opportunities.

Few learning experiences match the immediacy and intimacy of in-person academic discussions. The face-to-face aspect of hybrid learning benefits from the opportunity for real-time engagement between peers.

This time is best used for synchronous group work, presentations with a Q&A portion, and deep conversations. Take advantage of the in-person time you have together to form meaningful, academic relationships, and then take those relationships online.

The freedom of independent academic exploration.

Online learning comes with many freedoms. Those students who excel at self-management and independent learning will thrive under these freedoms: the freedom to learn from the location of their choosing, the freedom to revisit materials any number of times at any pace, and the freedom to develop an in-depth asynchronous discourse with your peers.

More efficient use of resources.

Just like when you attend a meeting that you know could have been an email, it can be frustrating to attend an in-person class where all the students are doing individual virtual work. When planning your syllabus and scheduling which classes will take place online and which are face-to-face, take into account what resources you will need for each lesson and plan accordingly, optimizing the use of resources.

Hybrid learning models come in many different forms, depending on the content and instructor's expectations for the course. The above example highlights one way to combine virtual and in-person learning, which was created by the Christensen Institute.

Source: Christensen Institute

When creating your own hybrid learning model, the College of DuPage offers a jumping-off point with its hybrid teaching workbook . This hybrid learning model provides you with a foundation and step-by-step instructions for setting up your hybrid class

Hybrid Learning Model Class Structure

When structuring your new hybrid course, be sure to give yourself ample time to plan your materials and activities. The focus of planning a hybrid class is to make sure that each assignment is done in the correct format, as opposed to a strictly in-person or online class where you know the medium of each assignment.

But, how do you determine which materials are best served through which medium? First, gather your course materials. Then, follow our step-by-step guide.

1. Set your semester goals.

What do you plan to accomplish with your hybrid class? By setting long and short term goals for yourself and your class, you can explain the key expectations to your students.

Determine these goals and their corresponding assessment, and work backward to structure the rest of your course. This backtracking from the end of the semester to your very first session will ensure that all of your assignments and materials serve your course directly.

2. Map it out.

Now that you've determined the goals of your course, and how your students will be assessed, you'll need to map out how they'll navigate your class. Create a chart, table, timeline, or another visual tool to outline your course modules, and their respective activities and resources, in chronological order. By mapping your course visually, it will be easier for you to spot any course holes or underdeveloped activities.

3. Determine which course objectives are best served as in-person activities.

Now that you've determined what your course will look like, it's time to factor in the hybrid element. Your face-to-face class time should be reserved for activities that require activities such as:

• Synchronous group brainstorming sessions
• Communicating class expectations and outlining individual responsibilities
• Establishing a collaborative, trust-based learning environment
• Call and response presentations
• Providing immediate feedback to students

Pro tip: Remember that synchronous, face-to-face time can happen in-person, or virtually. If some students are in the classroom, while others are learning from home, you can use video conferencing tools to connect with one another.

4. Determine the online portion of your course.

You'll notice that one main element of your hybrid course not mentioned in the face-to-face section is the deliverance of information. While in-person time is reserved for synchronous and group discussions, the majority of personal assignments will be done virtually. Additionally, the other activities that make up the online portion of your hybrid class can include:

• Self-paced learning and activity completion
• Automatic grading programs such as multiple choice of True/False quizzes
• Asynchronous group discussions
• Written critical analysis and thoughtful discourse
• Video or aural content consumption

5. Create and source content.

Once you've mapped out the modules in your course, you'll need to create and source the content that will be used by your students. This is the time for you to create assignments, find all reading materials, source your video content, and finalize your syllabus.

If your school has experience with hybrid classes, adapting archived resources and tailoring them to fit your class structure is a great place to start. Additionally, resources can be found on flagship education websites and managing discussion forums.

6. Give your hybrid learning plan a trial run.

Congratulations, you've created a successful hybrid learning environment! The only thing left to do, before your course begins, is to do a trial run of the online portion of your course. You want your course to be fluid and accessible, without encountering any surprise technology speed bumps along the way. If possible, have a fellow faculty member or trusted former student test the course for you. Having an extra set of eyes on your course is always a good idea, and those unfamiliar with the creation of your course will be more likely to spot gray areas.

To ensure your new hybrid course runs smoothly, here are some bonus hybrid teaching tips just for you:

• Don't be afraid to redesign. The course map you created is not set in stone, as you move through the semester, lean into the strengths that arise and redesign to accommodate for any weaknesses that get exposed.
• Use online work to offer targeted learning plans, extensions, or one-on-one teaching for individual students.
• Provide mobile learning options for the online portion of your course.
• Be open to feedback, and really learn from your student's experiences.
• Don't overload on online assignments, just because they can be completed anywhere doesn't mean they take any less time than face-to-face work.
• Integrate the online and the in-person. A successful hybrid course is only as strong as the relationship between its two halves.
• Embrace your hybrid community. If you find yourself stuck or frustrated, turn to other hybrid class instructors that you respect: their experience and wisdom are priceless.
• Explain the purpose and expectations of your hybrid class clearly and often. If this format is new to you, there is a good chance it is new to your students as well.
• Provide students with self and time management tips so they aren't left treading water as soon as they leave the classroom. This is especially helpful for students who have never completed online coursework before.
• Connect your students to a trusted IT hotline for any technical issues that may arise.

Just as academia has embraced the world of hybrid experiences, so has the modern workforce.

To transition your fully on-site or remote team to the hybrid world, here's everything you need to know .

Course Syllabus

Experimental Forms

Explore new structures, hybrid forms, and nonstandard narrative perspectives, and discover a variety of strategies for innovation in nonfiction writing..

What are the limits of creative nonfiction? what point does an essay leave the world of fact and enter the realm of fiction or poetry? Are the borders between these genres rigid and unyielding, or are they porous? How can a writer move seamlessly between them during the course of a single essay in order to communicate more effectively the complexity of his or her experience? In this class, you will explore a variety of strategies for innovation in nonfiction writing. You’ll study new exhilarating developments in the genre, encountering the work of many contemporary practitioners of the craft, and discuss which subjects lend themselves to these cutting-edge techniques. You will learn about experimental structures, hybrid forms, and nonstandard narrative perspectives, writing one short 500 word vignettes and one 3,000 word essay.

How it works:

Each week provides:

• writing prompts and/or assignments
• discussions of assigned readings and other general writing topics with peers and the instructor
• written lectures and a selection of readings

Some weeks also include:

• opportunities to submit a full-length essay or essays for instructor and/or peer review (up to 3,500 words)
• optional video/tele conferences that are open to all students in Week 2 (and which will be available afterwards as a recording for those who cannot participate)

To create a better classroom experience for all, you are required to participate weekly to receive instructor feedback on your work.

Week 1: Experimental Structures—Breaking the Rules

Most essays proceed in a linear, chronological fashion— And then we did this, and then we did that . Throughout the week, you’ll talk about strategies for deviating from this standard structure in order to dramatize complex, multifaceted stories. Among other things, you’ll discuss nonstandard essay structures, including: fragmented chronology; flashing backwards and flashing forwards; braided storylines; and the bookended essay. You will practice these techniques by writing a 500-word micro-essay that deploys one of these innovative structures.

Week 2: Hybrid Forms—Incorporating Other Genres

Oftentimes essayists forget that you don’t have to rely solely on your memories to construct an essay. The class will overlook the other textual sources that inform your experiences—the assorted testimonies that can be in conversation with your own interpretations of events. During the week, you’ll talk about how your essays can be a collage of other genres, appropriating material from newspaper articles, poems, song lyrics, business brochures, diary entries—whatever—in order to locate the meaning of your experiences. You’ll talk about how these sources can be integrated effectively into your essays.

Week 3: Nonstandard Narrative Perspectives—Letting Go of the First Person

Writing creative nonfiction doesn’t always mean excavating the terrain of the self. There are countless examples of essayists who have done enough research and have taken enough care to tell other people’s stories compellingly and sensitively. This week, you’ll talk about strategies for writing about other people’s experiences. You’ll review narrative perspectives used by fiction writers to animate the lives of your characters—particularly, second-person, third-person-omniscience, and third-person-close—and you’ll discuss ways you can use these perspectives in nonfiction writing. You will also submit a 3,000 word essay this week. The submission should respond to one of the assignment prompts and draw on the lectures and class discussions.

Week 4: Revision—Recalibrating the Methods of Your Experiment

Whenever you use a nontraditional approach, you must make sure that it contributes to the success of your essay. This week, you’ll talk about how you can determine whether the experiments in your essays are necessary and worthwhile, and how you can adjust your approach to best serve the purpose of the piece. You will also share your Week 3 essay with a small group of classmates for Peer Critiques.

Week 5: Publishing

While some experimental structures will offend classical tastes, increasingly these strategies have been accepted by major literary magazines and publishing houses. This week you’ll discuss print venues that are interested in experimental work. The lecture will also talk about matching your aesthetic sensibility with those of the right magazine. More generally, the class will talk about expectations for the submission process, as well as strategies for increasing your chances to land your work in print.

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What Is Hybrid Learning? Blended Learning? Understanding the Models

General Education

Hybrid learning is a teaching model that combines online learning with in-person instruction. It’s a “best of both worlds” way of teaching students!

Because hybrid learning is a blend of digital and person-to-person education techniques, it can be a bit confusing to wrap your head around. That’s where this article comes in! To help you understand how hybrid learning works, we’ll:

• Answer the questions, “What is hybrid learning?” and "What is blended learning?"
• Explain the differences between eLearning vs blended vs hybrid learning models
• Answer the question, “What is a hybrid class like?” in elementary, high school, and college classrooms
• Cover four pros and cons of hybrid learning vs remote learning and hybrid learning vs in-person learning
• Provide three tips for both students and teachers for getting the most out of hybrid learning.

Let’s dive in!

What Is Hybrid Learning?

Hybrid learning is an approach to education that combines aspects of in-person and online learning. In many instances, these classes are designed to be more accessible to students.

So what is a hybrid class, exactly? A hybrid class is a course where students attend class in-person and through online platforms . For instance, students in hybrid classes might attend sc hool in-person a few days a week, then participate in online learning activities the rest of the week. 

During in-person learning sessions, students attend class face-to-face with their teacher. These class sessions can feature lots of different learning techniques, like lectures, in-class drills, discussion groups, and even student presentations. 

T he online portions of a hybrid class can take on lots of different forms. Some assignments might be synchronous, or live. That means all the students log onto the class’s online learning platform or website to participate in lectures, activities, or discussions at the same time. 

But hybrid courses can also include asynchronous elements . That’s a fancy way of saying that hybrid classes often have online portions that you complete on your own time. These can be assigned readings, online discussion questions, homework assignments, or quizzes that all students complete outside of class. There’s no set meeting time or lecture you have to attend—as long as you finish the assignments by the deadline, you can do them whenever! 

There’s one caveat to hybrid learning we want to mention here: while the format we just discussed is the most common arrangement for hybrid classes, there are also hybrid classes that separate online learners and in-person students into two separate groups. (This is most common at the college level.)

In this case, one group of students takes the class virtually, and the other takes the class in person. In these scenarios, online students often tune into livestreamed lectures to learn material alongside their in-person classmates. In-person students do some of their work online, too. For instance, they may turn in their homework through the class's online portal, or watch videos that reinforce the lessons they've learned in class. 

While hybrid learning is easy to confuse with eLearning or blended learning, they're not exactly the same things. Let's take a look at the differences below.

eLearning vs Blended vs Hybrid Learning: The Big Differences

There’s sometimes confusion surrounding hybrid learning because it isn’t the only approach to combining in-person and distance learning. In fact, it’s common for people to mix up hybrid learning with blended learning and eLearning. 

We’ll talk about the differences below! 

Blended vs Hybrid Learning 

What is blended learning? Blended learning is an education model where all students attend class in-person, but they also engage in asynchronous, online learning methods outside of class . For example, in a blended learning model, students may meet in a physical classroom but complete all their assignments online. 

So, whereas hybrid learning accommodates students who may attend the same class in-person and remotely, blended learning models use online learning strategies to supplement the face-to-face learning that makes up the core of the class for all students. 

eLearning vs Hybrid Learning 

Hybrid learning is sometimes also mistaken for eLearning (also known as distance or remote learning). But you’ve probably guessed that there are some distinctions between these learning models as well. 

eLearning refers to a type of learning model that happens completely online . In eLearning courses, students don’t ever attend class in-person. This is because all instruction and course activities happen in an online or virtual classroom that’s housed in a learning management system , or an LMS. 

So in an eLearning class, you would log into your courses and take them completely online—without ever changing out of your pajamas. 

Hybrid learning is possible for students in elementary school all the way through college. But hybrid classes will definitely look a little different depending on what grade you're in.

What Is Hybrid Learning Like at Different Levels?

Now that you know the difference between hybrid, eLearning, and blended learning models, it’s time to talk more about how hybrid learning works at the elementary, high school, and college levels. 

What Is Hybrid Learning Like in Elementary School?

Hybrid learning works for even the youngest learners. To make hybrid learning effective for elementary school students, many schools use a model that has students participate in some in-person learning and some online learning. 

Here’s what we mean: in this type of hybrid model, students may have in-class instruction three days a week, just like you would see in a typical elementary school classroom. However, during the remaining two school days, students attend class virtually and/or complete assignments online from home. 

It’s pretty typical for teachers to take advantage of in-person learning time to introduce new learning material and implement active instructional strategies, such as limited lectures, group and partner activities, and student movement. 

The distance learning portion of class is usually used to supplement in-person instruction and reinforce learning that’s already happened in the classroom. This can involve students completing homework assignments, taking short quizzes, or even watching videos that reiterate things students already learned in class. Virtual learning tools are also an excellent way for teachers to connect with parents about students’ progress, too! 

Real-World Hybrid Learning Example

For a real-world example of hybrid learning at work, let’s look at Lakeville, Minnesota’s area schools' hybrid learning plan . 

Lakeville Schools split grades K through 5 into two groups that operate on an AA/Flex/BB schedule rotation. That means all Lakeview elementary students learn in-person and on campus two days a week, then engage in distance learning three days a week. 

To help out parents, Lakeview Schools places all students living in the same household on the same schedule rotation. Here’s what Lakeview’s rotation looks like: 

When elementary students at Lakeview are in the classroom for in-person learning, teachers cover subjects like literacy, math, social studies, science, and health . A “specialist” session is also offered at the end of the day, when students can focus on either art, physical education, music, or STEM.

On a student’s distance learning days, they’ll complete online assignments provided by their teachers. These learning tasks vary between teachers and subjects, but they include everything from worksheets and homework to watching recorded video lessons. The key here is that almost all lessons, activities, and assignments reinforce things that teachers went over during in-person instruction. 

It’s important to realize that online learning days don’t involve students sitting in a chair staring at a computer screen for six hours straight. Lakeview recommends that students of a certain age sit for active distance learning in limited time frames. For example, Kindergarten and first grade students are recommended to study for no more than two consecutive hours, while second and third graders should work for up to three hours at a time. 

Lakeview’s example is just one possible way to implement hybrid learning for elementary school students! There are many different approaches that can be effective. What’s most important for a successful hybrid learning program is assessing the needs of your students, evaluating the resources you have at hand, and collaborating with fellow educators to design effective curricula for younger learners. 

What Is Hybrid Learning Like in High School? 

Because high school students are more advanced, educators have an opportunity to implement virtual learning tools to supplement in-person learning in more complex ways than at the elementary level. 

Hybrid learning in high school involves splitting students into groups and creating a set schedule for in-person and distance learning. Unlike hybrid learning in elementary schools, high schools are more likely to ask students to learn new concepts through online learning modules. 

For instance, in a biology class, an in-person class session might go over the different parts of a human cell . Then, on online learning days, students may watch videos, read textbook chapters, and complete assignments that help them learn more about each part of the cell (like the endoplasmic reticulum !) The online material will be new for students and not just reinforce information they learned in the classroom. 

So, what is hybrid learning like at a real high school? South Oak Cliff High School in Dallas, Texas provides a great example of what hybrid learning can look like for high school students. 

Under this model, high school students are split into two “cohorts” based on last name, with Last Names A-L attending in-person classes on Mondays and Tuesdays, and Last Names M-Z on Thursdays and Fridays. Similar to Lakeview Elementary’s hybrid model, South Oak Cliff designates Wednesdays as a “flex” day for all students. For most students, Flex days are much like distance learning days. Students will attend virtual classes from home during this time, but they also have the option to access remediation, tutoring, and office hours with instructors. In other words, these days are “flexible” for both students and teachers! 

On in-person class days, students participate in regular instruction and activities that are typical of face-to-face learning models . But distance learning days are also classroom days! For instance, students at Oak Cliff attend live virtual lectures and class discussions on distance learning days, too . It’s kind of like having a normal class period...just online!

What Is Hybrid Learning Like in College?

Hybrid learning is probably most common at the college level, where instructors and professors have more flexibility about how they structure their courses. These types of classes can also be part of online degree programs , where students are able to attend classes and complete a degree completely online. 

In a college environment, hybrid learning may be used to accommodate students who are not able to attend class in-person, or to give all students flexibility in choosing to attend class in-person or from a distance. College instructors will typically offer most class sessions in an in-person format, but also live stream these in-person sessions for distance learning students. All students will learn the same material and complete the same assignments throughout the semester. 

Because college courses are highly specific, hybrid courses will adapt to each class. So while one hybrid course might be almost completely synchronous, another class might ask students to learn large chunks of material using asynchronous online methods only. It depends on the class, the instructor, and what the course objectives are! 

There are many different approaches to hybrid learning at the college level, but one school that offers a variety of hybrid classes is Penn State University . Penn State uses hybrid learning to reduce the number of required face-to-face class sessions in order to provide greater flexibility for both instructors and students. 

In this school’s approach to hybrid learning, students typically use virtual learning resources to complete “individual space activities” that will prepare them for the “group space activities.” Put another way: at Penn State, the online portion of a class is designed to help students get ready for in-person instruction .

Individual space activities (completed online) might include reading pages in the textbook, commenting on discussion board posts, or completing homework assignments. During group space (in-person) activities, instructors reinforce what students learned online, introduce new topics, and prepare students for the next round of individual space activities. 

While Penn State’s approach to hybrid learning is an effective one, it is by no means the only way to do hybrid learning at the college level. Whatever approach you choose, it’s important to think about hybrid learning the way Penn State does: by considering your goals for student learning and optimizing your hybrid classes to help students achieve those goals.  

2 Pros and 2 Cons of Hybrid Learning vs eLearning

Weighing the pros and cons of different hybrid learning models can help educators choose the approach that best suits their school’s needs. 

Below, we’ll provide four pros and cons of hybrid learning versus remote learning to help you get an idea of how these learning models compare. 

Pro: You Can Use More Instructional Methods

One of the coolest things about hybrid learning is that it allows teachers to implement instructional methods that are ideal for in-person learning and online/distance learning. This means that hybrid learning gives teachers the chance to design course activities that appeal to various learning styles. 

Not everyone learns the same way, but it can be hard to reach different types of learners in a typical class format. For example, students who are visual learners might benefit more from an online video they can pause and rewind multiple times versus a normal class lecture. In the same way, a hands-on learner might struggle in an eLearning class where everything happens remotely. A hybrid class, however, lets hands-on students get the benefits of in-person instruction, too. 

That’s why hybrid learning can often be more effective for a diverse group of learners than remote learning.

Pro: You Connect With Students in Multiple Ways

Another definite pro of hybrid learning is that it gives teachers and students more opportunities to connect and communicate. For many students, feedback and positive reinforcement from a trusted teacher is crucial to their success. Remote learning can sometimes remove that connection from the learning experience. 

In hybrid learning scenarios, teachers can check in with students through in-person conversations and follow up later through email, video conferencing, or instant messaging through the online classroom. In general, hybrid learning can help teachers be more accessible to students than remote learning. The hybrid format may also help students who are wary of opening up in face-to-face conversations feel safer about talking to their teachers through virtual channels.

Con: Your Learning Tools Aren't Consolidated

This is a con that’s specific for teachers: when you’re conducting in-person and distance learning, it may feel like your course tools are all over the place . For example, in hybrid learning courses, it’s common for teachers to provide both print and digital copies of course documents, give verbal reminders both during class time and later through announcements on the course learning management system, and offer in-person office hours and virtual office hours.

In remote learning-only courses, managing these different teaching methods isn’t really a problem: everything is consolidated to a virtual classroom and online environment! 

If not managed well, the hybrid learning format can become a lot of work for teachers . But that doesn’t mean it isn’t manageable. To address this con, it’s important for teachers to have a plan in place for how and when they’ll provide course materials, information, and student support. Having clear and consistent policies for how you’ll use hybrid learning tools to distribute and gather important course documents and info will help teachers avoid feeling overwhelmed.

Con: Drawing Boundaries Can Be Tough

Another possible con for both teachers and students in a hybrid learning environment is the “always on” accessibility . When you spend the day in a brick-and-mortar classroom then return home to emails and messages and assignments spilling out of the course learning management system, it can feel like you don’t have any boundaries between your school life and personal life. 

With eLearning classes, everything happens online, so you can literally unplug when you’re not at work or school. But with hybrid classes, it can feel like you're spending 10 hours a day with your teacher...and vice versa! 

That’s why it’s important for teachers to set clear parameters around when online communications will happen outside of regular school hours. Setting limits on accessibility is healthy for teachers and students and can give everyone the space they need to recharge before another day of hybrid learning begins. 

2 Pros and 2 Cons Of Hybrid Learning vs In-Person Learning

Hybrid learning and in-person learning share some advantages, but there are also some things that hybrid learning may offer that in-person learning doesn’t, and vice versa. 

We’ll cover four pros and cons of hybrid learning vs. in-person learning. 

Pro: You Meet a Wider Range of Learning Needs

Since hybrid learning involves more than one format for learning, there’s a stronger chance that more learning needs will be met under a hybrid learning model than through in-person instruction only. 

Some students might learn more effectively in a face-to-face environment, while others might learn better in a virtual environment. Since hybrid learning incorporates both, there’s a strong likelihood that most students will find assignments and activities in a format that works for their learning style. Ultimately, that means students have more opportunities to succeed! 

Pro: Students Complete Work at Their Own Pace

In an in-person learning environment, there can be a lot of pressure for teachers to move students through in-class activities as quickly as possible so all the material gets covered before the bell rings. In a hybrid learning environment, students have the opportunity to complete some lessons and assignments at their own pace online. 

On distance learning days, students are typically working from their homes, and sometimes on their own schedule. Teachers might host a required virtual lecture, then give an assignment that students are to complete before the next in-person class meeting. This gives students the chance to organize their learning time and environment in a way that works best for them. Having this flexibility can make students feel more empowered and engaged with their education. 

Con: It Can Be More Work for Educators

We’ve already mentioned how hybrid learning can be more work for educators, and when comparing hybrid learning to in-person learning, that’s definitely true. Having to prepare learning materials for both in-person class sessions and virtual learning is simply going to take up more time than just preparing learning materials for in-person classes. Additionally, as technology upgrades, teachers will have to rework their online materials. That’s not the case for in-person classes, where teachers can reuse materials from one year to the next. 

That’s why it’s important for hybrid teachers to remember that they shouldn’t try to use both learning methods for every single thing. That’s double the work! For instance, you wouldn’t necessarily need to have students keep a journal during face-to-face class time and post in a virtual journal during distance learning time. It makes more sense to keep the journal confined to one learning context or the other. The same goes for quizzes: having all your quizzes in-person (or all online) will help you keep your prep time streamlined. 

Designating certain types of activities for in-person and online learning will help teachers stay organized...and it will keep students on track, too. 

Con: Technology Access Isn’t Consistent

One thing that students typically won’t have a problem with in a face-to-face classroom is access to learning materials. Textbooks are provided by the school, and as long as a student shows up, they can learn the material for the day. 

With hybrid learning, there’s no guarantee that students working online will have access to working technology or reliable Internet access. It’s important for teachers to realize that not all students have 24/7 access to the internet or computers, which impacts their ability to learn effectively. 

That means teachers need to be extra cognizant of the learning hurdles their students face in a hybrid class. Teachers should be ready and willing to step in to accommodate struggling students. 

If you're taking a hybrid class, you'll need to adapt to a new way of learning. Here are three expert tips to help you succeed!

3 Tips for Students Taking Hybrid Classes

Getting used to hybrid learning can be a bit of an adjustment for students, but we’re here to help. Keep reading for three tips on how to have a great experience with hybrid learning as a student.  

Tip 1: Get Acquainted With Course Policies

There’s a strong chance that your teachers will have clear-cut policies for how the hybrid learning process will shake out. These policies will likely be covered in your course syllabus or handbook. 

If you want to have a good experience in hybrid learning as a student, the first thing you need to do is read these policies cover to cover . Understanding these policies will help you know what to expect—and what’s expected from you!—during your hybrid learning experience. It will also help you stay on top of assignment deadlines, class schedules, and how to communicate with your teacher and classmates. 

Tip 2: Get a Planner

This advice pretty much applies in any learning environment, but it’s worth repeating here: to be successful in a hybrid learning course, get a planner and know how to use it . Since you’ll probably be learning in more than one environment, you’ll have to juggle your normal assignment due dates along with knowing where to find those assignments...and where to submit them.

To stay on top of these expectations, consider color coordinating your planner, with one color assigned to your in-person class assignments, activities, and deadlines, and another color for everything you need to accomplish via distance learning. This will help ensure you won’t get confused or fall behind. 

Tip 3: Communicate With Your Instructor and Administrators

Hybrid learning can be implemented in many different ways depending on a school’s needs and goals. I f you’re feeling nervous and wondering, “What are hybrid classes like my school,” start by reaching out to your teachers and other school administrators. 

These experts can explain how your school will handle hybrid learning and what it will mean for you. You can also ask your teachers what their expectations for hybrid learning will be. For example, will you be expected to learn some concepts on your own? Or will all the material be covered in-person? That way you’ll know how to prepare yourself for success in your courses and adopt a positive mindset toward this new learning experience. 

Tips For Getting the Most Out of Hybrid Learning For Teachers

There are many ways that teachers can make hybrid learning work for them and their students. Here are three easy tips for succeeding in hybrid learning environments. 

Tip 1: Set Attainable Goals

While hybrid learning offers amazing learning opportunities for students of all ages, it’s important to remember that a hybrid learning model will only be as effective as the goals that you set for yourself and your students. 

Plus, maintaining an in-person classroom environment and a virtual classroom at the same time is a huge undertaking for teachers. So, set some clear goals for the semester that you feel confident you and your students can meet. Not only will that keep you on track, it will minimize your students’ frustrations, too. 

Tip 2: Make a Clear Curriculum Plan

In-person and distance learning each have their own advantages and challenges. Before you start setting assignments for distance learning and planning in-person class activities, take some time to really consider which of your goals can best be met through an in-person learning format and a distance learning format. Not all lessons are suited for all formats! 

Once you’ve considered the best possible ways to use in-person and distance learning to meet your goals for your classes, plan your course activities accordingly . For instance, it probably makes more sense to schedule group presentations during in-person class time, and use distance learning tools to keep up with a class blog. 

Tip 3: Be Patient and Flexible

Implementing hybrid teaching strategies can be a lot-- but that doesn’t mean it isn’t rewarding! To have a positive experience with a hybrid learning model, it’s crucial to be flexible and patient with yourself and your students. 

There are going to be instances when a student gets confused about which day they are supposed to be in-person and which day they are supposed to be distance learning. There will probably be times when students have technical difficulties and miss a virtual learning session. Responding to these scenarios with kindness and curiosity will help you and your students feel connected and comfortable , and it will help keep students’ learning on track. 

What’s Next?

If you’re new to online learning, be sure to check out our tips for getting the most out of your virtual experience.

Did you know that you can go to high school totally online? Click here to learn more.

Hybrid and eLearning classes are most common at the college level. While online classes can be super convenient, it can be hard to figure out which courses are right for you. Check out this article for lots of expert advice for picking online college classes! 

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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APA Style for beginners

Then check out some frequently asked questions:

What is APA Style?

Why use apa style in high school, how do i get started with apa style, what apa style products are available, your help wanted.

APA Style is the most common writing style used in college and career. Its purpose is to promote excellence in communication by helping writers create clear, precise, and inclusive sentences with a straightforward scholarly tone. It addresses areas of writing such as how to

• format a paper so it looks professional;
• credit other people’s words and ideas via citations and references to avoid plagiarism; and
• describe other people with dignity and respect using inclusive, bias-free language.

APA Style is primarily used in the behavioral sciences, which are subjects related to people, such as psychology, education, and nursing. It is also used by students in business, engineering, communications, and other classes. Students use it to write academic essays and research papers in high school and college, and professionals use it to conduct, report, and publish scientific research .

High school students need to learn how to write concisely, precisely, and inclusively so that they are best prepared for college and career. Here are some of the reasons educators have chosen APA Style:

• APA Style is the style of choice for the AP Capstone program, the fastest growing AP course, which requires students to conduct and report independent research.
• APA Style helps students craft written responses on standardized tests such as the SAT and ACT because it teaches students to use a direct and professional tone while avoiding redundancy and flowery language.
• Most college students choose majors that require APA Style or allow APA Style as an option. It can be overwhelming to learn APA Style all at once during the first years of college; starting APA Style instruction in high school sets students up for success.

High school students may also be interested in the TOPSS Competition for High School Psychology Students , an annual competition from the APA Teachers of Psychology in Secondary Schools for high school students to create a short video demonstrating how a psychological topic has the potential to benefit their school and/or local community and improve people’s lives.

Most people are first introduced to APA Style by reading works written in APA Style. The following guides will help with that:

Many people also write research papers or academic essays in APA Style. The following resources will help with that:

Instructors will also benefit from using the following APA Style resources:

In addition to all the free resources on this website, APA publishes several products that provide comprehensive information about APA Style:

The APA Style team is interested in developing additional resources appropriate for a beginner audience. If you have resources you would like to share, or feedback on this topic, please contact the APA Style team . 

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This website is dedicated to English Literature, Literary Criticism, Literary Theory, English Language and its teaching and learning.

Hybridity in Literature & Literary Theory

Hybridity is a theoretical concept that signifies the blending, intermixing, or convergence of distinct cultural, social, or linguistic elements, resulting in the formation of novel, multifaceted identities or cultural expressions.

Etymology of Hybridity

Table of Contents

The term “hybridity” derives from the Greek word “hybris,” which originally denoted an act of violence, excess, or outrage.

Its etymological journey evolved to include the notion of mixing or crossbreeding different elements or species. In contemporary usage, “hybridity” has broadened its scope beyond biology to describe the blending or intermingling of diverse cultural, social, or technological components, reflecting the interconnected and diverse nature of the modern world.

This concept is frequently applied to domains such as culture, identity, and technology to capture the intricate interactions and amalgamations that arise when different elements converge, resulting in novel and distinctive phenomena.

Meanings of Hybridity

Definition of Hybridity as a Theoretical Term

Hybridity is a theoretical concept that signifies the blending, intermixing, or convergence of distinct cultural, social, or linguistic elements, resulting in the formation of novel, multifaceted identities or cultural expressions. It often arises within postcolonial, cultural, and identity studies, illuminating the dynamic and transformative nature of interactions between diverse cultural and social contexts.

Hybridity: Theorists, Works, and Arguments

Theorists on hybridity:.

• Homi K. Bhabha : Bhabha’s concept as articulated in his work The Location of Culture (1994), explores the cultural and identity intersections in postcolonial contexts. He argues that hybridity challenges traditional notions of fixed identities and highlights the dynamic interplay of cultures.
• Stuart Hall : Hall, in his writings on cultural identity, particularly in Cultural Identity and Diaspora (1990), discusses how hybridity emerges in multicultural societies, emphasizing the fluid and shifting nature of identities as people navigate multiple cultural influences.
• Gloria Anzaldúa : Anzaldúa, in Borderlands/La Frontera: The New Mestiza (1987), examines the concept of the “new mestiza” and the hybrid identity of individuals living on the U.S.-Mexico border. She contends that hybrid identities emerge from the collision of different cultural worlds.

Key Works on Hybridity:

• The Location of Cultur e (1994) by Homi K. Bhabha : This influential work explores the concept of hybridity and its implications for postcolonial identities and cultural representation.
• Cultural Identity and Diaspora (1990) by Stuart Hall : Hall’s essay investigates how hybrid identities are formed in diasporic contexts and the role of cultural diversity in shaping identities.
• Borderlands/La Frontera: The New Mestiza (1987) by Gloria Anzaldúa : Anzaldúa’s book delves into the complex experience of living on the border and the hybrid identities that emerge in this liminal space.

Arguments Surrounding Hybridity:

• Hybridity as Resistance : Scholars argue that hybridity serves as a form of resistance to dominant cultural norms and power structures. By blending and remixing elements from different cultures, individuals and communities challenge hegemonic forces.
• Fluidity of Identity : Hybridity challenges the notion of fixed identities, highlighting the fluid and dynamic nature of identity formation. This argument emphasizes the ability of individuals to adopt multiple cultural facets.
• Cultural Appropriation vs. Cultural Hybridity : There is an ongoing debate about the distinction between cultural appropriation and cultural hybridity. Critics argue that hybridity can sometimes be misinterpreted as appropriation, emphasizing the need for nuanced discussions.
• Globalization and Hybridity : Globalization is seen as a catalyst for hybridity, as it facilitates the flow of ideas, cultures, and people across borders. Some argue that globalization has led to both cultural homogenization and hybridization.
• Postcolonial Hybridities : In postcolonial contexts, hybridity is often examined as a response to colonialism’s cultural imposition. Scholars explore how colonized societies have adapted and transformed their cultures through hybridization processes.

Hybridity and Literary Theories

Hybridity in Literary Criticism

• Midnight’s Children by Salman Rushdie: Salman Rushdie’s Midnight’s Children is a seminal work of postcolonial literature that explores the complexities of India’s post-independence identity. Critics have highlighted how the novel exemplifies hybridity in both its narrative style and thematic content. Rushdie’s blending of magical realism with historical events and his portrayal of characters with mixed cultural backgrounds reflect the hybrid nature of postcolonial identities. The novel underscores how colonialism and the subsequent struggle for independence have led to a hybrid Indian identity, shaped by a fusion of various cultures, languages, and histories.
• The House of the Spirits by Isabel Allende: Isabel Allende’s The House of the Spirits is a Chilean novel that intertwines the personal and political histories of a family over generations. Critics have examined the novel through the lens of hybridity, emphasizing how Allende blends elements of magical realism with historical and political themes. The novel’s narrative structure, which merges familial tales with political allegory, reflects the hybrid nature of Latin American literature. The characters in the novel also embody hybrid identities, reflecting the cultural mixing that occurs in a postcolonial context.
• The God of Small Things by Arundhati Roy: Arundhati Roy’s The God of Small Things explores the lives of a family in India, particularly the twins Estha and Rahel, in the context of a changing society. Critics have analyzed the novel as a representation of hybridity in postcolonial India. The narrative style, which blends English and Malayalam languages, reflects the linguistic hybridity of the characters. Additionally, the novel delves into the clash between traditional Indian customs and Western modernity, highlighting the hybrid cultural landscape in which the characters must navigate.
• The Wind-Up Bird Chronicle by Haruki Murakami: Haruki Murakami’s The Wind-Up Bird Chronicle is a Japanese novel known for its surreal and multifaceted narrative. Critics have examined the novel through the lens of hybridity in Japanese literature. Murakami’s blending of Western literary influences with Japanese cultural elements demonstrates a hybrid literary style. Moreover, the protagonist’s journey through a dreamlike world filled with diverse characters and experiences reflects a hybrid sense of reality and identity, challenging traditional notions of Japanese literature and culture.

Suggested Readings

• Bhabha, Homi K. The Location of Culture . Routledge, 1994.
• Clifford, James. Routes: Travel and Translation in the Late Twentieth Century . Harvard University Press, 1997.
• Gilroy, Paul. The Black Atlantic: Modernity and Double Consciousness . Harvard University Press, 1993.
• Hall, Stuart. “ Cultural Identity and Diaspora .” In Identity: Community, Culture, Difference , edited by Jonathan Rutherford, Lawrence & Wishart, 1990.
• Haraway, Donna J. Simians, Cyborgs, and Women: The Reinvention of Nature . Routledge, 1991.
• Puar, Jasbir K. The Right to Maim: Debility, Capacity, Disability . Duke University Press, 2017.
• Spivak, Gayatri Chakravorty. A Critique of Postcolonial Reason: Toward a History of the Vanishing Present . Harvard University Press, 1999.
• Young, Robert J. C. Postcolonialism: An Historical Introduction . Wiley-Blackwell, 2001.
• Zizek, Slavoj. The Plague of Fantasies . Verso, 1997.

Related posts:

• Agency in Literary Theory
• Differance in Literature & Literary Theory
• Dialectical Materialism in Literature & Theory
• Demystification in Literature & Literary Theory

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Chase Bank says it is aware of viral 'glitch' inviting people to commit check fraud

Chase Bank is urging its customers not to commit check fraud.

The bank’s plea comes after this weekend a viral trend took over TikTok and X, with users being told that there was a systemwide glitch and that, if they deposited false checks in an ATM and withdrew that money soon afterward, they would be able to cheat the system and take out a large sum of cash before the check bounced.

The only problem? This is not a “glitch” — it’s a check fraud scheme and those who participate will be on the hook for all the money they withdrew once the check bounces.

Although some on TikTok called the scheme a “glitch,” Chase reminded its customers that this “glitch” is actually an invitation to commit fraud. 

“We are aware of this incident, and it has been addressed,” a spokesperson for Chase said in a statement to NBC News. “Regardless of what you see online, depositing a fraudulent check and withdrawing the funds from your account is fraud, plain and simple.”

NBC News has not verified if anyone actually committed the crime as part of the viral trend. However, videos online purported to show people successfully withdrawing cash from an ATM after depositing a fraudulent check into their own bank account — before others quickly pointed out that what they were doing was a crime.

While conversation about the “glitch” has taken over TikTok, it appears the first mention of it was on X , when a user shared an excessive balance of more than $80,000 in his account on Thursday, according to meme database Know Your Meme . 

One video appeared to show lines forming outside of a Chase branch in New York suggesting people were flocking to the bank to “get free money.” Just as quickly as the trend took off, however, people were soon posting screenshots of massive negative balances and holds on their Chase accounts as a result of allegedly trying to withdraw the money. 

“I don’t know what these people think writing bad checks is, but I don’t know why they thought this was a glitch,” one TikTok user said . “Definitely don’t do it.” 

Fake check deposits are a common form of check fraud and are not new, although the chaos of this weekend saw many online discover the tactic for the first time — and mistaking it for a money hack.

Large checks deposited digitally are often placed on hold while the bank reviews their authenticity, but some ATMs allow customers to access a portion of the newly deposited funds immediately. This allows users to quickly withdraw the money before their check clears or bounces.

Fraudsters often approach this by opening bank accounts with fake identities, creating and depositing counterfeit checks from seemingly legitimate sources, then abandoning the account and leaving it with a negative balance.

Another common trick involves a scammer pretending that they sent a check for a greater amount than they meant to, hoping that the recipient is willing to deposit the check and transfer the excess money, which would ultimately leave the victim out of their own funds after the check bounces.

But in this case, people online seem to be simply committing check fraud against themselves — making it relatively easy for a bank to catch on and hold them accountable.

In the days after the Chase “glitch” gained traction, other TikTokers began dunking on those who had tried it, with some joking about waking up with enormous negative balances and others warning users that they had no chance of outsmarting the multinational banking institution.

“Chase Bank glitch? No, that’s called fraud,” one TikTok user said in a video that accrued more than 1 million likes in one day. “You went to the bank and took $50,000 that didn’t belong to you. That’s not a life hack, that’s called robbery. You’re going to jail. Prison actually.”

Angela Yang is a culture and trends reporter for NBC News.

Kalhan Rosenblatt is a reporter covering youth and internet culture for NBC News, based in New York.

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Why A.I. Isn’t Going to Make Art

In 1953, Roald Dahl published “ The Great Automatic Grammatizator ,” a short story about an electrical engineer who secretly desires to be a writer. One day, after completing construction of the world’s fastest calculating machine, the engineer realizes that “English grammar is governed by rules that are almost mathematical in their strictness.” He constructs a fiction-writing machine that can produce a five-thousand-word short story in thirty seconds; a novel takes fifteen minutes and requires the operator to manipulate handles and foot pedals, as if he were driving a car or playing an organ, to regulate the levels of humor and pathos. The resulting novels are so popular that, within a year, half the fiction published in English is a product of the engineer’s invention.

Is there anything about art that makes us think it can’t be created by pushing a button, as in Dahl’s imagination? Right now, the fiction generated by large language models like ChatGPT is terrible, but one can imagine that such programs might improve in the future. How good could they get? Could they get better than humans at writing fiction—or making paintings or movies—in the same way that calculators are better at addition and subtraction?

Art is notoriously hard to define, and so are the differences between good art and bad art. But let me offer a generalization: art is something that results from making a lot of choices. This might be easiest to explain if we use fiction writing as an example. When you are writing fiction, you are—consciously or unconsciously—making a choice about almost every word you type; to oversimplify, we can imagine that a ten-thousand-word short story requires something on the order of ten thousand choices. When you give a generative-A.I. program a prompt, you are making very few choices; if you supply a hundred-word prompt, you have made on the order of a hundred choices.

If an A.I. generates a ten-thousand-word story based on your prompt, it has to fill in for all of the choices that you are not making. There are various ways it can do this. One is to take an average of the choices that other writers have made, as represented by text found on the Internet; that average is equivalent to the least interesting choices possible, which is why A.I.-generated text is often really bland. Another is to instruct the program to engage in style mimicry, emulating the choices made by a specific writer, which produces a highly derivative story. In neither case is it creating interesting art.

I think the same underlying principle applies to visual art, although it’s harder to quantify the choices that a painter might make. Real paintings bear the mark of an enormous number of decisions. By comparison, a person using a text-to-image program like DALL-E enters a prompt such as “A knight in a suit of armor fights a fire-breathing dragon,” and lets the program do the rest. (The newest version of DALL-E accepts prompts of up to four thousand characters—hundreds of words, but not enough to describe every detail of a scene.) Most of the choices in the resulting image have to be borrowed from similar paintings found online; the image might be exquisitely rendered, but the person entering the prompt can’t claim credit for that.

Some commentators imagine that image generators will affect visual culture as much as the advent of photography once did. Although this might seem superficially plausible, the idea that photography is similar to generative A.I. deserves closer examination. When photography was first developed, I suspect it didn’t seem like an artistic medium because it wasn’t apparent that there were a lot of choices to be made; you just set up the camera and start the exposure. But over time people realized that there were a vast number of things you could do with cameras, and the artistry lies in the many choices that a photographer makes. It might not always be easy to articulate what the choices are, but when you compare an amateur’s photos to a professional’s, you can see the difference. So then the question becomes: Is there a similar opportunity to make a vast number of choices using a text-to-image generator? I think the answer is no. An artist—whether working digitally or with paint—implicitly makes far more decisions during the process of making a painting than would fit into a text prompt of a few hundred words.

We can imagine a text-to-image generator that, over the course of many sessions, lets you enter tens of thousands of words into its text box to enable extremely fine-grained control over the image you’re producing; this would be something analogous to Photoshop with a purely textual interface. I’d say that a person could use such a program and still deserve to be called an artist. The film director Bennett Miller has used DALL-E 2 to generate some very striking images that have been exhibited at the Gagosian gallery; to create them, he crafted detailed text prompts and then instructed DALL-E to revise and manipulate the generated images again and again. He generated more than a hundred thousand images to arrive at the twenty images in the exhibit. But he has said that he hasn’t been able to obtain comparable results on later releases of DALL-E . I suspect this might be because Miller was using DALL-E for something it’s not intended to do; it’s as if he hacked Microsoft Paint to make it behave like Photoshop, but as soon as a new version of Paint was released, his hacks stopped working. OpenAI probably isn’t trying to build a product to serve users like Miller, because a product that requires a user to work for months to create an image isn’t appealing to a wide audience. The company wants to offer a product that generates images with little effort.

It’s harder to imagine a program that, over many sessions, helps you write a good novel. This hypothetical writing program might require you to enter a hundred thousand words of prompts in order for it to generate an entirely different hundred thousand words that make up the novel you’re envisioning. It’s not clear to me what such a program would look like. Theoretically, if such a program existed, the user could perhaps deserve to be called the author. But, again, I don’t think companies like OpenAI want to create versions of ChatGPT that require just as much effort from users as writing a novel from scratch. The selling point of generative A.I. is that these programs generate vastly more than you put into them, and that is precisely what prevents them from being effective tools for artists.

The companies promoting generative-A.I. programs claim that they will unleash creativity. In essence, they are saying that art can be all inspiration and no perspiration—but these things cannot be easily separated. I’m not saying that art has to involve tedium. What I’m saying is that art requires making choices at every scale; the countless small-scale choices made during implementation are just as important to the final product as the few large-scale choices made during the conception. It is a mistake to equate “large-scale” with “important” when it comes to the choices made when creating art; the interrelationship between the large scale and the small scale is where the artistry lies.

Believing that inspiration outweighs everything else is, I suspect, a sign that someone is unfamiliar with the medium. I contend that this is true even if one’s goal is to create entertainment rather than high art. People often underestimate the effort required to entertain; a thriller novel may not live up to Kafka’s ideal of a book—an “axe for the frozen sea within us”—but it can still be as finely crafted as a Swiss watch. And an effective thriller is more than its premise or its plot. I doubt you could replace every sentence in a thriller with one that is semantically equivalent and have the resulting novel be as entertaining. This means that its sentences—and the small-scale choices they represent—help to determine the thriller’s effectiveness.

Many novelists have had the experience of being approached by someone convinced that they have a great idea for a novel, which they are willing to share in exchange for a fifty-fifty split of the proceeds. Such a person inadvertently reveals that they think formulating sentences is a nuisance rather than a fundamental part of storytelling in prose. Generative A.I. appeals to people who think they can express themselves in a medium without actually working in that medium. But the creators of traditional novels, paintings, and films are drawn to those art forms because they see the unique expressive potential that each medium affords. It is their eagerness to take full advantage of those potentialities that makes their work satisfying, whether as entertainment or as art.

Of course, most pieces of writing, whether articles or reports or e-mails, do not come with the expectation that they embody thousands of choices. In such cases, is there any harm in automating the task? Let me offer another generalization: any writing that deserves your attention as a reader is the result of effort expended by the person who wrote it. Effort during the writing process doesn’t guarantee the end product is worth reading, but worthwhile work cannot be made without it. The type of attention you pay when reading a personal e-mail is different from the type you pay when reading a business report, but in both cases it is only warranted when the writer put some thought into it.

Recently, Google aired a commercial during the Paris Olympics for Gemini, its competitor to OpenAI’s GPT-4 . The ad shows a father using Gemini to compose a fan letter, which his daughter will send to an Olympic athlete who inspires her. Google pulled the commercial after widespread backlash from viewers; a media professor called it “one of the most disturbing commercials I’ve ever seen.” It’s notable that people reacted this way, even though artistic creativity wasn’t the attribute being supplanted. No one expects a child’s fan letter to an athlete to be extraordinary; if the young girl had written the letter herself, it would likely have been indistinguishable from countless others. The significance of a child’s fan letter—both to the child who writes it and to the athlete who receives it—comes from its being heartfelt rather than from its being eloquent.

Many of us have sent store-bought greeting cards, knowing that it will be clear to the recipient that we didn’t compose the words ourselves. We don’t copy the words from a Hallmark card in our own handwriting, because that would feel dishonest. The programmer Simon Willison has described the training for large language models as “money laundering for copyrighted data,” which I find a useful way to think about the appeal of generative-A.I. programs: they let you engage in something like plagiarism, but there’s no guilt associated with it because it’s not clear even to you that you’re copying.

Some have claimed that large language models are not laundering the texts they’re trained on but, rather, learning from them, in the same way that human writers learn from the books they’ve read. But a large language model is not a writer; it’s not even a user of language. Language is, by definition, a system of communication, and it requires an intention to communicate. Your phone’s auto-complete may offer good suggestions or bad ones, but in neither case is it trying to say anything to you or the person you’re texting. The fact that ChatGPT can generate coherent sentences invites us to imagine that it understands language in a way that your phone’s auto-complete does not, but it has no more intention to communicate.

It is very easy to get ChatGPT to emit a series of words such as “I am happy to see you.” There are many things we don’t understand about how large language models work, but one thing we can be sure of is that ChatGPT is not happy to see you. A dog can communicate that it is happy to see you, and so can a prelinguistic child, even though both lack the capability to use words. ChatGPT feels nothing and desires nothing, and this lack of intention is why ChatGPT is not actually using language. What makes the words “I’m happy to see you” a linguistic utterance is not that the sequence of text tokens that it is made up of are well formed; what makes it a linguistic utterance is the intention to communicate something.

Because language comes so easily to us, it’s easy to forget that it lies on top of these other experiences of subjective feeling and of wanting to communicate that feeling. We’re tempted to project those experiences onto a large language model when it emits coherent sentences, but to do so is to fall prey to mimicry; it’s the same phenomenon as when butterflies evolve large dark spots on their wings that can fool birds into thinking they’re predators with big eyes. There is a context in which the dark spots are sufficient; birds are less likely to eat a butterfly that has them, and the butterfly doesn’t really care why it’s not being eaten, as long as it gets to live. But there is a big difference between a butterfly and a predator that poses a threat to a bird.

A person using generative A.I. to help them write might claim that they are drawing inspiration from the texts the model was trained on, but I would again argue that this differs from what we usually mean when we say one writer draws inspiration from another. Consider a college student who turns in a paper that consists solely of a five-page quotation from a book, stating that this quotation conveys exactly what she wanted to say, better than she could say it herself. Even if the student is completely candid with the instructor about what she’s done, it’s not accurate to say that she is drawing inspiration from the book she’s citing. The fact that a large language model can reword the quotation enough that the source is unidentifiable doesn’t change the fundamental nature of what’s going on.

As the linguist Emily M. Bender has noted, teachers don’t ask students to write essays because the world needs more student essays. The point of writing essays is to strengthen students’ critical-thinking skills; in the same way that lifting weights is useful no matter what sport an athlete plays, writing essays develops skills necessary for whatever job a college student will eventually get. Using ChatGPT to complete assignments is like bringing a forklift into the weight room; you will never improve your cognitive fitness that way.

Not all writing needs to be creative, or heartfelt, or even particularly good; sometimes it simply needs to exist. Such writing might support other goals, such as attracting views for advertising or satisfying bureaucratic requirements. When people are required to produce such text, we can hardly blame them for using whatever tools are available to accelerate the process. But is the world better off with more documents that have had minimal effort expended on them? It would be unrealistic to claim that if we refuse to use large language models, then the requirements to create low-quality text will disappear. However, I think it is inevitable that the more we use large language models to fulfill those requirements, the greater those requirements will eventually become. We are entering an era where someone might use a large language model to generate a document out of a bulleted list, and send it to a person who will use a large language model to condense that document into a bulleted list. Can anyone seriously argue that this is an improvement?

It’s not impossible that one day we will have computer programs that can do anything a human being can do, but, contrary to the claims of the companies promoting A.I., that is not something we’ll see in the next few years. Even in domains that have absolutely nothing to do with creativity, current A.I. programs have profound limitations that give us legitimate reasons to question whether they deserve to be called intelligent at all.

The computer scientist François Chollet has proposed the following distinction: skill is how well you perform at a task, while intelligence is how efficiently you gain new skills. I think this reflects our intuitions about human beings pretty well. Most people can learn a new skill given sufficient practice, but the faster the person picks up the skill, the more intelligent we think the person is. What’s interesting about this definition is that—unlike I.Q. tests—it’s also applicable to nonhuman entities; when a dog learns a new trick quickly, we consider that a sign of intelligence.

In 2019, researchers conducted an experiment in which they taught rats how to drive. They put the rats in little plastic containers with three copper-wire bars; when the mice put their paws on one of these bars, the container would either go forward, or turn left or turn right. The rats could see a plate of food on the other side of the room and tried to get their vehicles to go toward it. The researchers trained the rats for five minutes at a time, and after twenty-four practice sessions, the rats had become proficient at driving. Twenty-four trials were enough to master a task that no rat had likely ever encountered before in the evolutionary history of the species. I think that’s a good demonstration of intelligence.

Now consider the current A.I. programs that are widely acclaimed for their performance. AlphaZero, a program developed by Google’s DeepMind, plays chess better than any human player, but during its training it played forty-four million games, far more than any human can play in a lifetime. For it to master a new game, it will have to undergo a similarly enormous amount of training. By Chollet’s definition, programs like AlphaZero are highly skilled, but they aren’t particularly intelligent, because they aren’t efficient at gaining new skills. It is currently impossible to write a computer program capable of learning even a simple task in only twenty-four trials, if the programmer is not given information about the task beforehand.

Self-driving cars trained on millions of miles of driving can still crash into an overturned trailer truck, because such things are not commonly found in their training data, whereas humans taking their first driving class will know to stop. More than our ability to solve algebraic equations, our ability to cope with unfamiliar situations is a fundamental part of why we consider humans intelligent. Computers will not be able to replace humans until they acquire that type of competence, and that is still a long way off; for the time being, we’re just looking for jobs that can be done with turbocharged auto-complete.

Despite years of hype, the ability of generative A.I. to dramatically increase economic productivity remains theoretical. (Earlier this year, Goldman Sachs released a report titled “Gen AI: Too Much Spend, Too Little Benefit?”) The task that generative A.I. has been most successful at is lowering our expectations, both of the things we read and of ourselves when we write anything for others to read. It is a fundamentally dehumanizing technology because it treats us as less than what we are: creators and apprehenders of meaning. It reduces the amount of intention in the world.

Some individuals have defended large language models by saying that most of what human beings say or write isn’t particularly original. That is true, but it’s also irrelevant. When someone says “I’m sorry” to you, it doesn’t matter that other people have said sorry in the past; it doesn’t matter that “I’m sorry” is a string of text that is statistically unremarkable. If someone is being sincere, their apology is valuable and meaningful, even though apologies have previously been uttered. Likewise, when you tell someone that you’re happy to see them, you are saying something meaningful, even if it lacks novelty.

Something similar holds true for art. Whether you are creating a novel or a painting or a film, you are engaged in an act of communication between you and your audience. What you create doesn’t have to be utterly unlike every prior piece of art in human history to be valuable; the fact that you’re the one who is saying it, the fact that it derives from your unique life experience and arrives at a particular moment in the life of whoever is seeing your work, is what makes it new. We are all products of what has come before us, but it’s by living our lives in interaction with others that we bring meaning into the world. That is something that an auto-complete algorithm can never do, and don’t let anyone tell you otherwise. ♦

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