teaching how to write an essay

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

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●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

• Share article

(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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How to Teach Essay Writing

Last Updated: June 26, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 89,670 times.

Teaching students how to write an essay is a big undertaking, but this is a crucial process for any high school or college student to learn. Start by assigning essays to read and then encourage students to choose an essay topic of their own. Spend class time helping students understand what makes a good essay. Then, use your assignments to guide students through writing their essays.

Choosing Genres and Topics

• Narrative, which is a non-fiction account of a personal experience. This is a good option if you want your students to share a story about something they did, such as a challenge they overcame or a favorite vacation they took. [2] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• Expository , which is when you investigate an idea, discuss it at length, and make an argument about it. This might be a good option if you want students to explore a specific concept or a controversial subject. [3] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• Descriptive , which is when you describe a person, place, object, emotion, experience, or situation. This can be a good way to allow your students to express themselves creatively through writing. [4] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
• Argumentative or persuasive essays require students to take a stance on a topic and make an argument to support that stance. This is different from an expository essay in that students won't be discussing a concept at length and then taking a position. The goal of an argumentative essay is to take a position right away and defend it with evidence. [5] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• Make sure to select essays that are well-structured and interesting so that your students can model their own essays after these examples. Include essays written by former students, if you can, as well as professionally written essays.

Tip : Readers come in many forms. You can find readers that focus on a specific topic, such as food or pop culture. You can also find reader/handbook combos that will provide general information on writing along with the model essays.

• For example, for each of the essays you assign your students, you could ask them to identify the author's main point or focus, the structure of the essay, the author's use of sources, and the effect of the introduction and conclusion.
• Ask the students to create a reverse outline of the essay to help them understand how to construct a well-written essay. They'll identify the thesis, the main points of the body paragraphs, the supporting evidence, and the concluding statement. Then, they'll present this information in an outline. [8] X Research source

• For example, if you have assigned your students a narrative essay, then encourage them to choose a story that they love to tell or a story they have always wanted to tell but never have.
• If your students are writing argumentative essays, encourage them to select a topic that they feel strongly about or that they'd like to learn more about so that they can voice their opinion.

Explaining the Parts of an Essay

• For example, if you read an essay that begins with an interesting anecdote, highlight that in your class discussion of the essay. Ask students how they could integrate something like that into their own essays and have them write an anecdotal intro in class.
• Or, if you read an essay that starts with a shocking fact or statistic that grabs readers' attention, point this out to your students. Ask them to identify the most shocking fact or statistic related to their essay topic.

• For example, you could provide a few model thesis statements that students can use as templates and then ask them to write a thesis for their topic as an in-class activity or have them post it on an online discussion board.

Tip : Even though the thesis statement is only 1 sentence, this can be the most challenging part of writing an essay for some students. Plan to spend a full class session on writing thesis statements and review the information multiple times as well.

• For example, you could spend a class session going over topic sentences, and then look at how the authors of model essays have used topic sentences to introduce their claims. Then, identify where the author provides support for a claim and how they expand on the source.

• For example, you might direct students to a conclusion in a narrative essay that reflects on the significance of an author's experience. Ask students to write a paragraph where they reflect on the experience they are writing about and turn it in as homework or share it on class discussion board.
• For an expository or argumentative essay, you might show students conclusions that restate the most important aspect of a topic or that offer solutions for the future. Have students write their own conclusions that restate the most important parts of their subject or that outline some possible solutions to the problem.

Guiding Students Through the Writing Process

• Try giving students a sample timeline for how to work on their essays. For example, they might start brainstorming a topic, gathering sources (if required), and taking notes 4 weeks before the paper is due.
• Then, students might begin drafting 2 weeks before the paper is due with a goal of having a full draft 1 week before the essay's due date.
• Students could then plan to start revising their drafts 5 days before the essay is due. This will provide students with ample time to read through their papers a few times and make changes as needed.

• Freewriting, which is when you write freely about anything that comes to mind for a set amount of time, such as 10, 15, or 20 minutes.
• Clustering, which is when you write your topic or topic idea on a piece of paper and then use lines to connect that idea to others.
• Listing, which is when you make a list of any and all ideas related to a topic and ten read through it to find helpful information for your paper.
• Questioning, such as by answering the who, what, when, where, why, and how of their topic.
• Defining terms, such as identifying all of the key terms related to their topic and writing out definitions for each one.

• For example, if your students are writing narrative essays, then it might make the most sense for them to describe the events of a story chronologically.
• If students are writing expository or argumentative essays, then they might need to start by answering the most important questions about their topic and providing background information.
• For a descriptive essay, students might use spatial reasoning to describe something from top to bottom, or organize the descriptive paragraphs into categories for each of the 5 senses, such as sight, sound, smell, taste, and feel.

• For example, if you have just gone over different types of brainstorming strategies, you might ask students to choose 1 that they like and spend 10 minutes developing ideas for their essay.

• Try having students post a weekly response to a writing prompt or question that you assign.
• You may also want to create a separate discussion board where students can post ideas about their essay and get feedback from you and their classmates.

• You could also assign specific parts of the writing process as homework, such as requiring students to hand in a first draft as a homework assignment.

• For example, you might suggest reading the paper backward 1 sentence at a time or reading the paper out loud as a way to identify issues with organization and to weed out minor errors. [21] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
• Try peer-review workshops that ask students to review each others' work. Students can work in pairs or groups during the workshop. Provide them with a worksheet, graphic organizer, or copy of the assignment rubric to guide their peer-review.

Tip : Emphasize the importance of giving yourself at least a few hours away from the essay before you revise it. If possible, it is even better to wait a few days. After this time passes, it is often easier to spot errors and work out better ways of describing things.

Community Q&A

• Students often need to write essays as part of college applications, for assignments in other courses, and when applying for scholarships. Remind your students of all the ways that improving their essay writing skills can benefit them. Thanks Helpful 0 Not Helpful 0

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• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/index.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/narrative_essays.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/expository_essays.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/descriptive_essays.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html
• ↑ https://wac.colostate.edu/jbw/v1n2/petrie.pdf
• ↑ https://www.uww.edu/learn/restiptool/improve-student-writing
• ↑ https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/reverse-outline.original.pdf
• ↑ https://www.niu.edu/citl/resources/guides/instructional-guide/brainstorming.shtml
• ↑ https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/situating-student-writers/
• ↑ https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class-writing-exercises/
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/

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How to Write the Perfect Essay: A Step-By-Step Guide for Students

• June 2, 2022

• What is an essay? 

What makes a good essay?

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

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

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

What is an essay?

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

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

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

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

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

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

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

#1 Introduction

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

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

#3 Conclusion

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

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

#1 Make sure you understand the question

#2 complete background reading.

#3 Make a detailed plan 

#4 Write your opening sentences 

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

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

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

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

#3 Make a detailed plan

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

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

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

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

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

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

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Planning a writing lesson

Writing, unlike speaking, is not an ability we acquire naturally, even in our first language - it has to be taught. Unless L2 learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking progresses.

But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language.

What is genre?

Generating ideas

Focusing ideas

Focus on a model text

Organising ideas

• Peer evaluation

A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agent's description of a house. Pieces of writing of the same genre share some features, in terms of layout, level of formality, and language. These features are more fixed in formal genre, for example letters of complaint and essays, than in more 'creative' writing, such as poems or descriptions. The more formal genre often feature in exams, and may also be relevant to learners' present or future 'real-world' needs, such as university study or business. However, genre vary considerably between cultures, and even adult learners familiar with a range of genre in their L1 need to learn to use the conventions of those genre in English.

Stages of a writing lesson

I don't necessarily include all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and / or the time available. Learners work in pairs or groups as much as possible, to share ideas and knowledge, and because this provides a good opportunity for practising the speaking, listening and reading skills.

This is often the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using learners' own ideas can make the writing more memorable and meaningful.

• Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service (or have felt like complaining), and tell a partner.
• As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class. It doesn't matter if the ideas aren't used in the final piece of writing, the important thing is to break through the barrier of ' I can't think of anything to write.'

This is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view.

• As part of the essay-writing process, students in groups put the ideas generated in the previous stage onto a 'mind map'. The teacher then draws a mind-map on the board, using ideas from the different groups. At this stage he / she can also feed in some useful collocations - this gives the learners the tools to better express their own ideas.
• I tell my students to write individually for about 10 minutes, without stopping and without worrying about grammar or punctuation. If they don't know a particular word, they write it in their L1. This often helps learners to further develop some of the ideas used during the 'Generating ideas' stage. Learners then compare together what they have written, and use a dictionary, the teacher or each other to find in English any words or phrases they wrote in their L1.

Once the students have generated their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. The examination of model texts is often prominent in product or genre approaches to writing, and will help raise learners' awareness of the conventions of typical texts of different genres in English.

• I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language 'chunks' they can use in their own writing. Genre analysis form 54k
• reason for writing
• how I found out about the job
• relevant experience, skills and abilities
• closing paragraph asking for an interview
• Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organisation of the essay and the importance of topic sentences.

Once learners have seen how the ideas are organised in typical examples of the genre, they can go about organising their own ideas in a similar way.

• Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison.
• When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.

In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible. Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. Those with access to a word processor can then use it, to facilitate the redrafting process. The writing itself can be done alone, at home or in class, or collaboratively in pairs or groups. Peer evaluation

Peer evaluation of writing helps learners to become aware of an audience other then the teacher. If students are to write a second draft, I ask other learners to comment on what they liked / didn't like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. The teacher can also respond at this stage by commenting on the content and the organisation of ideas, without yet giving a grade or correcting details of grammar and spelling.

When writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organisation in the previous stages. Instead of correcting writing myself, I use codes to help students correct their own writing and learn from their mistakes. Error correction code 43k

By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately and in so doing, they are asked to think about the audience's expectations of a piece of writing of a particular genre, and the impact of their writing on the reader.

If you have any ideas that you feel have successfully helped your students to develop their writing why not add them as a comment below and share them.

Further reading

A process genre approach to teaching writing by Badger, Richards and White. ELT Journal Volume 54(2), pp. 153-160 Writing by T Hedge. Oxford University Press. Writing by C Tribble. Oxford University Press Process writing by R White and V Arndt. Longman

Really innovative

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It was very informative and…

It was very informative and helpful

Interesting article.

Useful information

This is a very nice and…

This is a very nice and informative article.

Thanks for this amazing article

Planning a Writing Lesson Plan

I believe this will make the lesson not only productive but also interesting. Thank you.

Thanks for a very interesting

Thanks for a very interesting and useful article.

Ideas first, then language

 Thanks for sharing the plan~

I found in my class that it is always 'Ideas firt, then language follows', similar to L1 writing.

Dear Catherine,

I found your article very useful and I love the advice you give. When I ask my students to write an essay, I tend to correct their mistakes for them and after reading the article I realized that I should be doing it the way you suggested. I learned from my mistakes by finding them out and correcting them not having them corrected for me. 

Thank you for a wonderful article.

I am grateful for you for this great article

Research and insight

Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

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How To Teach Argumentative Essay Writing

Teaching argumentative essay writing can be a real challenge. In addition to teaching writing, you’re also teaching skills like research and refutation. Luckily, this post includes the tips you need for effectively teaching argumentative essay writing.

I have great news for any of you gearing up to teach argumentative essay writing. Those students of yours love to argue. (Don’t believe me? Just ask their parents!) Students love to stand up for their opinion, proving their view is correct. The challenge, then, is getting them to look at the whole picture, find supporting evidence and understand the opposing viewpoints. Only then can they craft an argument that is both factually strong and persuasive. Overall, it’s about moving them beyond the blinders of their opinions and taking a more sound evidence-based approach.

Teaching argumentative essay writing doesn’t have to be such a painful experience for both you and your students. Follow the steps and strategies below to learn how to approach the dreaded argumentative essay more easily.

The Challenge with Teaching Argumentative Essay Writing

Why is teaching argumentative essay writing so difficult, you ask? I’ve been there. The truth is, when teaching argumentative essay writing, you’re teaching more than writing . You’re also teaching research skills and encouraging critical thought and analysis. You also need to explain how to evaluate sources and evidence and the difference between fact and opinion. In many ways, you’re teaching tolerance and perspective. (The list goes on.)

Long story short, it makes sense that it’s a challenge. The key is to not rush into it. Take it step-by-step, building upon what students already know.

Moving Beyond Persuasion

The good news? Many of your students have a foundational knowledge of persuasive writing that you can use as a springboard for teaching argumentative essay writing. However, it’s important to note that, while many use the terms interchangeably, they’re not quite the same. The main difference? Factual evidence. Your students might be used to persuasive writing, meaning writing to convince the reader of a claim rooted in their personal opinion . While it’s likely that students will argue something they are in favor of, argumentative essay writing involves using claims supported by factual evidence. Additionally, a hallmark of the argumentative essay is addressing the opposing viewpoint, a step that many students are unfamiliar with– and find rather challenging.

Consider the following steps as you move from persuasion to argumentative essay writing:

Step 1: Start with Casual Augmentation

Engage your students in a low-stakes debate before formally teaching argumentative essay writing. This approach will help get students in the right mindset as you begin to lay the foundation for effective argumentation. Don’t even mention the word essay at this point. Keep it fun and casual to break the ice.

There are many ways to approach casual argumentation in class. You can begin with an anticipation guide of controversial yet appropriate statements. After students fill it out, foster a group discussion in which students share their thoughts regarding each statement. Encourage them to move beyond simple opinions by asking why to get them to dig deeper as they support their stance.

To get your students up and moving, consider playing a game like Four Corners to get them to take a stance on a topic. Regardless of which activity you choose, spend time discussing the students’ stances. Small debates are likely to unfold right then and there.

Step 2: Add In Evidence, But Still Keep It Casual

You’ve causally engaged students in basic argumentation. However, before moving into a full-blown argumentative essay, dip students’ toes into the world of supporting evidence. Use the same activity above or write a simple yet controversial topic on the board for them to take a stance on. This time, give students a chance to gather supporting evidence. It might be worth quickly reviewing what makes a sound piece of evidence (research, studies, statistics, expert quotes, etc.). Then, once they pick their stance, allow five to ten minutes to gather the best piece of supportive evidence they can find. After, give them another five to ten minutes to work with the others in their corner/on their side to determine the strongest two or three pieces of evidence to share with the class. Once each team does this, have them take turns sharing their stance and supporting evidence. I like to leave room at the end for “final words” where they can respond to a point made by the other side.

During this simple activity, begin to unpack the importance of solid and relevant supporting evidence.

Step 3: Bring in the Opposing Viewpoints

Don’t stop there. One of the most challenging aspects of argumentative writing for students to grasp is acknowledging and responding to the opposition. They are often blinded by their experiences, perspectives, and opinions that they neglect the opposing side altogether.

Here’s what you can do: Repeat either activity above with a slight twist. Once students pick their side, switch it up. Instead of supporting the side they chose, ask them to research the other side and find the best supporting evidence to bring back to the class. Therefore, students will engage in a casual debate, supporting an opposing viewpoint. (For a simpler, more independent version of this, write a controversial statement on the board, have students take a stance, and then find evidence for the opposing side, putting it all into a written response.) While many students might complain at first, you’d be surprised how quickly they get into the task. Activities like these lay the groundwork for making evidence-based claims. Additionally, students will begin to recognize the role of perspective in argumentation.  

Step 4: Introduce the Argumentative Essay

Now it’s time to introduce the argumentative essay. Many students will be tempted to jump right into writing. Therefore, make it clear that argumentative essay writing involves deeply investigating a topic before writing.

Next, explain how argumentative writing aims to take a stance on a topic and back it up with substantial supporting evidence. Additionally, include how argumentative essay writing requires acknowledging the opposing viewpoint. As for persuasion, explain that it must work in coordination with collected evidence rather than being rooted solely in one’s opinion.

When introducing the argumentative essay, it helps to outline the essay structure, showing students where it is both similar and different from the essays they are used to:

• Begin with an introductory paragraph. This is where the students will hook their readers and provide a summary of the issue, any relative background information, and a well-defined claim. (This is a great place to explain that claim is another word for a thesis statement used in argumentative writing.)
• Then comes the logically organized body paragraphs, each unpacking evidential support of the claim. While students are used to using body paragraphs to support their claim, remind them one body paragraph must reference and refute the opposing side.
• Finally comes the conclusion. Students are no strangers to writing conclusions. However, they should be moving beyond simply restating the thesis at the secondary level. Guide them through readdressing it in a way that acknowledges the presented evidence and leaves the author with something to think about.

Students will likely recognize the similarity between this and the traditional five-paragraph essay. Therefore, focus your teaching on the newer elements thrown into the mix that truly make it an argumentative essay.

Teacher Tip.

Incorporate various mentor texts to help students grasp the elements of argumentative essay writing. There are tons you can pull offline written by students and experts alike. ( The New York Times Learning Network has some great mentor text resources!) The more interesting your students find the subject matter, the better. Controversial topics always stir up an engaging conversation as well.

Teaching the Argumentative Essay Writing Process

Remember, students can quickly fall into old habits, neglecting some of the most imperative aspects of argumentative writing. Take it slow, walking students through the following steps – trust me, you’ll be thankful you did when it comes time to read a pile of these essays:

• Choose a topic. I recommend providing a list of argumentative essay writing topics for students to choose from. This prevents students’ classic “I can’t think of anything” roadblock. However, encourage students to choose a topic they are interested in or feel passionate about. With that said, I always give the option of letting students convince me (ha!) to let them use a topic they came up with if not on the list.
• Start the research. This is where students begin gathering evidence and is an opportunity to review what constitutes strong evidence in the first place.
• Understand the opposing side: Students are always confused about why I have them start here. One reason? It’s more challenging for students to see the other side, so this gets it out of the way first. Another? Some students never took the time to understand the other side, and in some cases, they switch their stance before writing their argument. It’s better to do so now than after you’ve done all your research and drafting. Lastly, I explain how understanding the opposing side can help guide your research for your side.
• Make a claim. While students may have an idea of their claim, the strongest claims are driven by evidence . Therefore, remind students that a claim is a statement that can be supported with evidence and reasoning and debated. Playing a quick game of two truths and an opinion (a spin on two truths and a lie) can reinforce the notion of facts vs. opinions.
• Write the body paragraphs. Each body paragraph should focus on supporting the claim with specific evidence. However, don’t forget to rebut the opposition! While they find it challenging, students learn to love this part. (After all, they love being right.) However, their instinct tends to be just to prove the other side wrong without using evidence as to why.
• Round out the intro and the conclusion, put it all together, and voila! An argumentative essay is born.

More Tips for Teaching Argumentative Essay Writing

• Begin with what they know: Build on the well-known five-paragraph essay model. Start with something students know. Many are already familiar with the classic five-paragraph essay, right? Use that as a reference point, noting out where they will add new elements, such as opposing viewpoints and rebuttal.
• Use mentor texts: Mentor texts help give students a frame of reference when learning a new genre of writing. However, don’t stop at reading the texts. Instead, have students analyze them, looking for elements such as the authors’ claims, types of evidence, and mentions of the opposing side. Additionally, encourage students to discuss where the author made the most substantial arguments and why.
• In [ARTICLE NAME/STUDY], the author states…
• According to…,
• This shows/illustrates/explains…
• This means/confirms/suggests…
• Opponents of this idea claim/maintain that…  however…
• Those who disagree/are against these ideas may say/ assert that…  yet…
• On the other hand…
• This is not to say that…
• Provide clear guidelines: I love using rubrics, graphic organizers, and checklists to help students stay on track throughout the argumentative essay writing process. Use these structured resources to help them stay on track every step of the way– and makes grading much easier for you .

The bottom line? Teaching argumentative essay writing is a skill that transcends the walls of our classrooms. The art of making and supporting a sound, evidence-based argument is a real-life skill. If our goal as teachers is to prepare students to be skilled, active, and engaged citizens of the 21st century, effectively teaching argumentative essay writing is a must. So, what are you waiting for? Teach those kids how to argue the write way.

1 thought on “How To Teach Argumentative Essay Writing”

This is very helpful. I am preparing to teach my student how to write an argumentative essay. This help me know that I am on the right path and to change how I organize some things in a different way. I really like how you recommended they pick out the elements of the writing. This will help them focus on the parts they dislike doing the most. Thanks for the writing.

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A Step-by-Step Plan for Teaching Argumentative Writing

February 7, 2016

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For seven years, I was a writing teacher.  Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.

Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.

So here’s how I teach argumentative essay writing.

Step 1: Watch How It’s Done

One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven (links to the book: Bookshop.org | Amazon ).

Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most  and David Bulley’s School Suspensions Don’t Work .

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Step 2: Informal Argument, Freestyle

Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.

Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.

Step 3: Informal Argument, Not so Freestyle

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Next, we’d have a Philosophical Chairs debate (learn about this in my  discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.

Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.

Step 4: Introduction of the Performance Assessment

Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.

Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.

Step 5: Building the Base

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.

Step 6: Writer’s Workshop

The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning ).

As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.

Step 7: Final Assessment

Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.

So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

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Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

58 Comments

This is useful information. In teaching persuasive speaking/writing I have found Monroe’s Motivated sequence very useful and productive. It is a classic model that immediately gives a solid structure for students.

Thanks for the recommendation, Bill. I will have to look into that! Here’s a link to more information on Monroe’s Motivated sequence, for anyone who wants to learn more: https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

Hey Jessica, in addition to the steps outlined here, you might want to check out Jenn’s post on graphic organizers . Graphic organizers are a great tool that you can use in any phase of a lesson. Using them as a prewrite can help students visualize the argument and organize their thoughts. There’s a link in that post to the Graphic Organizer Multi-Pack that Jenn has for sale on her Teachers Pay Teachers site, which includes two versions of a graphic organizer you can use specifically for argument organization. Otherwise, if there’s something else you had in mind, let us know and we can help you out. Thanks!

Dear Jennifer Gonzalez,

You are generous with your gift of lighting the path… I hardly ever write (never before) , but I must today… THANK YOU… THANK YOU….THANK YOU… mostly for reading your great teachings… So your valuable teachings will even be easy to benefit all the smart people facing challenge of having to deal with adhd…

I am not a teacher… but forever a student…someone who studied English as 2nd language, with a science degree & adhd…

You truly are making a difference in our World…

Thanks so much, Rita! I know Jenn will appreciate this — I’ll be sure to share with her!

Love it! Its simple and very fruitful . I can feel how dedicated you are! Thanks alot Jen

Great examples of resources that students would find interesting. I enjoyed reading your article. I’ve bookmarked it for future reference. Thanks!

You’re welcome, Sheryl!

Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

This is really helpful! I used it today and put the recess article in a Google Doc and had the kids identify anecdotal, statistic, and ‘other’ types of evidence by highlighting them in three different colors. It worked well! Tomorrow we’ll discuss which of the different types of evidence are most convincing and why.

Love that, Shanna! Thanks for sharing that extra layer.

Greetings Ms. Gonzales. I was wondering if you had any ideas to help students develop the cons/against side of their argument within their writing? Please advise. Thanks.

Hi Michael,

Considering audience and counterarguments are an important part of the argumentative writing process. In the Argumentative Writing unit Jenn includes specific mini-lessons that teach kids how, when and where to include opposing views in their writing. In the meantime, here’s a video that might also be helpful.

Hi, Thank you very much for sharing your ideas. I want to share also the ideas in the article ‘Already Experts: Showing Students How Much They Know about Writing and Reading Arguments’ by Angela Petit and Edna Soto…they explain a really nice activity to introduce argumentative writing. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it.

Lorena Perez

I’d like to thank you you for this excellence resource. It’s a wonderful addition to the informative content that Jennifer has shared.

What do you use for a prize?

I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? We start argument in 5th grade, and I want to make sure the topics are different from those they’ve done the last 5 years before purchasing. Thanks!

Hi Carrie! If you go to the product page on TPT and open up the preview, you’ll see the four topics on the 4th page in more detail, but here they are: Social Networking in School (should social media sites be blocked in school?), Cell Phones in Class, Junk Food in School, and Single-Sex Education (i.e., genders separated). Does that help?

I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

Glad to hear it, Madelyn!

I’m not a writing teacher and honestly haven’t been taught on how to teach writing. I’m a history teacher. I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? I’m trying to figure out how to balance teaching a content class while also teaching the common core skills. Thank you for any consideration to my questions.

Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. Obviously you’d need to be more diligent about rotating students in and out of these stations, but it’s an option at least. You might also give students access to the videos through computers in other locations at school (like the library) and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support (as you might find with low readers or non-readers), they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. Does that help?

My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? My students often struggle to listen to one another, so I’m wondering if I should start with the more formal, structured version. Or, am I overthinking the management? Thanks so much for input.

Yikes! So sorry your question slipped through, and we’re just now getting to this, Sarah. The main advantage of having kids first engage in informal debate is that it helps them get into an argumentative mindset and begin to appreciate the value of using research to support their claims. If you’ve purchased the unit, you can read more about this in the Overview.

My 6th graders are progressing through their argumentative essay. I’m providing mini lessons along the way that target where most students are in their essay. Your suggestions will be used. I’ve chosen to keep most writing in class and was happy to read that you scheduled a lot of class time for the writing. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write. Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make.

Debbi! I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink .

thanks v much for all this information

Love this! What do you take as grades in the meantime? Throughout this 2 week stretch?

Ideally, you wouldn’t need to take grades at all, waiting until the final paper is done to give one grade. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 (when students have to write a paragraph stating their point of view) you could take points for that. During the writer’s workshop phase, you might give points for completion of a rough draft and participation points for peer review (ideally, they’d get some kind of feedback on the quality of feedback they give to one another). Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work–are they staying on task? Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough. But again, the assessment (grades) should really come from that final written product, and if everyone is doing what they’re supposed to be doing during the workshop phase, most students should have pretty good scores on that final product. Does that help?

Awesome Step 2! Teaching mostly teenagers in Northern Australia I find students’ verbal arguments are much more finely honed than their written work.

To assist with “building the base” I’ve always found sentence starters an essential entry point for struggling students. We have started using the ‘PEARL’ method for analytical and persuasive writing.

If it helps here a free scaffold for the method:

https://www.teacherspayteachers.com/Product/FREE-Paragraph-Scaffold-PEEL-to-PEARL-3370676

Thanks again,

Thank you for sharing this additional resource! It’s excellent!

I’ve been scouring the interwebs looking for some real advice on how I can help my struggling 9th grader write better. I can write. Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. My son is a fabulous arguer. I need to help him use those powers for the good of his writing skills. Do you have a suggestion on what I else I can be using for my homeschooled son? Or what you may have that could work well for home use?

Hi Melinda,

You might be interested in taking a look at Jenn’s Argumentative Writing unit which she mentions at the end of the post . Hope this helps!

Mam it would be good if you could post some steps of different writing and some samples as well so it can be useful for the students.

Hi Aalia! My name is Holly, and I work as a Customer Experience Manager for Cult of Pedagogy. It just so happens that in the near future, Jenn is going to release a narrative writing unit, so keep an eye out for that! As far as samples, the argumentative writing unit has example essays included, and I’m sure the narrative unit will as well. But, to find the examples, you have to purchase the unit from Teachers Pay Teachers.

I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

-Josee` Vaughn

I’m so glad to hear it, Josee!!

Love your blog! It is one of the best ones.

I am petrified of writing. I am teaching grade 8 in September and would love some suggestions as I start planning for the year. Thanks!

This is genius! I can’t wait to get started tomorrow teaching argument. It’s always something that I have struggled with, and I’ve been teaching for 18 years. I have a class of 31 students, mostly boys, several with IEPs. The self-paced mini-lessons will help tremendously.

So glad you liked it, Britney!

My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

I use your rubrics often to outline task expectations for my students and the feedback from them is how useful breaking every task into steps can be as they are learning new concepts.

Additionally, we made the leap into blogging as a grade at https://mrsdsroadrunners.edublogs.org/2019/01/04/your-future/ It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience. Thank You! Trish

I love reading and listening to your always helpful tips, tricks, and advice! I was wondering if you had any thoughts on creative and engaging ways to have students share their persuasive writing? My 6th students are just finishing up our persuasive writing where we read the book “Oh, Rats” by Albert Marrin and used the information gathered to craft a persuasive piece to either eliminate or protect rats and other than just reading their pieces to one another, I have been trying to think of more creative ways to share. I thought about having a debate but (un)fortunately all my kids are so sweet and are on the same side of the argument – Protect the Rats! Any ideas?

Hi Kiley! Thanks for the positive feedback! So glad to hear that you are finding value in Cult of Pedagogy! Here are a few suggestions that you may be interested in trying with your students:

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid . You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I hope this helps!

I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

Hi Maureen,

Here are some great resources that you may find helpful:

Craft Lessons Second Edition: Teaching Writing K-8 Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts and Mentor Texts, 2nd edition: Teaching Writing Through Children’s Literature, K-6

Thanks so much! I’ll definitely look into these.

I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

So glad to hear this, Gwen. Thanks for letting us know!

Great orientation, dear Jennifer. The step-by-step carefully planned pedagogical perspectives have surely added in the information repository of many.

Hi Jennifer,

I hope you are well. I apologise for the incorrect spelling in the previous post.

Thank you very much for introducing this effective instruction for teaching argumentative writing. I am the first year PhD student at Newcastle University, UK. My PhD research project aims to investigate teaching argumentative writing to Chinese university students. I am interested in the Argumentative Writing unit you have designed and would like to buy it. I would like to see the preview of this book before deciding to purchase it. I clicked on the image BUT the font of the preview is so small and cannot see the content clearly. I am wondering whether it could be possible for you to email me a detailed preview of what’s included. I would highly appreciate if you could help me with this.

Thank you very much in advance. Looking forward to your reply.

Take care and all the very best, Chang

Hi Chang! Jenn’s Argumentative Writing Unit is actually a teaching unit geared toward grades 7-12 with lessons, activities, etc. If you click here click here to view the actual product, you can click on the green ‘View Preview’ button to see a pretty detailed preview of what’s offered. Once you open the preview, there is the option to zoom in so you can see what the actual pages of the unit are like. I hope this helps!

Great Content!

Another teacher showed me one of your posts, and now I’ve read a dozen of them. With teaching students to argue, have you ever used the “What’s going on in this picture?” https://www.nytimes.com/column/learning-whats-going-on-in-this-picture?module=inline I used it last year and thought it was a non-threatening way to introduce learners to using evidence to be persuasive since there was no text.

I used to do something like this to help kids learn how to make inferences. Hadn’t thought of it from a persuasive standpoint. Interesting.

this is a very interesting topic, thanks!

Hi! I’m a teacher too! I was looking for inspiration and I found your article and thought you might find this online free tool interesting that helps make all students participate meaningfully and engage in a topic. https://www.kialo-edu.com/

This tool is great for student collaboration and to teach argumentative writing in an innovative way. I hope this helps!

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5 Tips for Teaching Essay Writing to ESL Students

So your ESL (English as a Secondary Language) students have become more fluent in their new language. That’s great! Now, it’s time to learn and focus on more advanced forms of writing. But how can you get started?

One way would be to teach them to practice writing essays . This way, they can learn to conduct research, organize relevant information, and present their thoughts and ideas clearly and concisely.

But writing an essay in their second language isn’t as easy and your students will need some help. Following are 5 easy steps for teaching essay writing to your ESL students.

1). Get Down to Basics

Before teaching essay writing to your ESL students, make sure that you’ve already covered the fundamentals of sentence structuring. Start by teaching them how to write simple sentences, move on to compound, and then to complex sentences. Once they’ve mastered sentence formation, only then can you move on to teaching prepositions, conjunctions, and adverbs.

Next, have you r students focus on linking their language , as well as sequencing. For instance, you can ask them to come up with a process or guide , and then use language linking to connect the dots. One idea is to have them use bullets or numberings in a series of steps and link them by using time connectives .

2). Choose A Topic

Once your ESL students are ready to move on to essay writing , it’s time to come up with an engaging topic. This is an effective way to help a student maintain their interest throughout th e essay writing process.

I f they’re struggling to come up with a topic, feel free to give suggestions and then pick one that will get their creative juices flowing. If they choose a topic you think is too broad, help them narrow down their focus.

Once a student has picked a topic, it’s time to help them shape it into an actual stance . Have them form the topic into an argument, something that they can explain and justify in their essay. To encourage brainstorming, have your students think up ideas and draft them in a rough outline.

3). Writing the Introduction

Next, teach your ESL students to write a proper , attention-grabbing introduction. Show them how to get their readers hooked and interested in reading on, and share some examples or ideas. Some good essay writing prompts include a relevant quote or information from one of their sources, a fascinating fact or trivia, an adage, or even a joke, depending on their chosen topic.

Explain how this part of the essay should inform and prepare their readers to the central argument, as well as the main points that will be presented to defend their stance or argument.

Essay writing involves several steps and requires a number of skills. If your students are still struggling to work on more complex forms of writing, have them use resources that can help improve their writing. There are plenty of online tools and services they can use. For instance, they can visit IHateWritingEssays to find great insights and reviews on services that aim to assist students in their essay writing needs.

4). Working on the Main Argument

Since your students are new to writing essays in their second language, it’s best to have them stick to the traditional three-paragraph format of explanation. Teach them how e ach of these body paragraphs serve to explain and support one of their points of argument .

Have them start with a sentence that will explain each point, and then back it up with evidence from their research , which will comprise the rest of the paragraph. To improve clarity and con sistency , i nstruct them to explain complex point s by breaking them down to shorter and simpler sentences .

Teach your students the rule of three : The idea that readers will be more engaged and remember something better if they hear it reiterated in a set of three. Some examples are “blood, sweat, and tears” and “stop, look, and listen.”

5). Writing the Conclusion

Wrap it up with a conclusion that will sum up all the main points your students have written in the body of their essay.

This is the ir final opportunity to drive home their argument , so make sure they know they should no longer be adding new points in the conclusion. However, they can still include a quote or a thought for the future. Adding quotes or interesting facts is always useful in an essay because they add authority and credibility to one’s argument – not to mention they’re a great way to wrap things up.

Final Words

For ESL students, writing an essay in their second language can be challenging , but not with proper guidance and instruction from their teacher . Make sure your students have mastered the basics of writing . By following this guide, you’ll serve your ESL students wel l when putting together a written piece in the future.

Choosing the right TEFL course provider can be a tough one. Take a look at  Gallery Teachers TEFL Courses  and find the most suitable course for yourself. Never stop learning! Do you already have your TEFL qualification? Check  our available jobs here !

• How to Teach Essay Writing

Don't just throw your homeschooled-student intoformal essay crafting. Focus on sentence structure and basic paragraph composition before movingto more complicated formal essay composition.

Are you a competent essay writer? Even if you know how to write an essay , chances are you are dreading the coming years of teaching homeschool writing just as much as your novice writer could be dreading learning how to write . Writing comes naturally for very few, but most view writing as an insurmountable abstract mountain. The Write Foundation writing curriculum is a divide and conquer method of teaching writing. Focusing on small portions of writing paragraphs and later five-paragraph college level essays, eventually you and your students will be able to use all the necessary writing skills to easily compose wonderfully crafted formal essays .

Start with a good foundation

That is, of course, what The Write Foundation teaches. Don’t just throw your homeschooled-child into the middle of essay crafting. Focus on sentence structure and basic paragraph composition before moving to more complicated formal essay composition . Learn to write essays one bite at a time. This helps students develop writing skills by using writing tools which helps them gain confidence and enables parents who are insecure about their own writing skills learn with their students.

Hold their hand as much as they need you hold their hand.

An abstract assignment with limited instructions can appear quite daunting to a reluctant, struggling, or new writer; tiny decisions can become writing blocks in a new writer’s mind.

Share the experience with your homeschooler. Discuss writing blocks and ways to overcome them. Discuss the planning process and experience how it helps flesh out an essay. Walk them through each lesson making sure they complete each step successfully before attempting to move on in the writing process. Working side by side with your student also helps you become a better instructor by solidifying the lesson for yourself. As students gain confidence with their new skills they will need your help less and less so they will shoo you away as they learn writing is much easier using the complete writing process.

Use concrete assignments

Creative writing is very subjective, and it is also very abstract for a new writer. You need a writing curriculum which focuses on concrete assignments and provides a variety of writing topics that fit the type of writing being taught in that assignment. Give your students a structure to work into a paragraph using their creative information. Leaving several factors to the unknown, such as type of writing, structure, and so on, leaves more decisions that the novice writer is not ready to determine. An abstract assignment with limited instructions can appear quite daunting to a reluctant, struggling, or just new writer; tiny decisions can become writing blocks in a new writer’s mind. Even experienced writers face writer’s block. Students need to be given tools and taught skills that overcome “But, what do I write about?”

Know your audience

Let your child select from a list of possible writing topics that may be interesting to them. Your child may enjoy the experience more if he is writing about his favorite pastime instead of writing about your favorite pastime. Choosing topics about things that directly influence your child, such as different views about their favorite sport, the influence of network TV or political topics that hit close to home may open the doors for lively discussion and insight into your child’s mind.

Writing is a necessary life skill. When teaching writing remember you are not alone. If you are worried about teaching formal writing to your homeschooler, use the support system of The Write Foundation for any questions you may have through the process, and know that you are not alone. Look into a homeschool writing co-op in your area to lighten the burden and give new perspective on your child’s essay writing development. Use The Write Foundation and use a proven writing system.

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How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

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How to approach essay writing

Introduction.

What approaches to teaching essay writing are there and what is useful to know when planning a writing lesson?

Process  and  product  approaches are two of the most well-known, but more recently the  genre  approach has also gained credence. The  product  approach focuses on linguistic knowledge such as vocabulary, syntax and cohesive devices (Badger & White 2000). In other words, ‘ what ’ goes into an essay. The  process  approach is more concerned with facilitating the stages a writer must go through (Badger & White 2000). This could be referred to as the ‘ how’  of essay writing. The third approach –  genre –  is similar to the  product  approach but also incorporates social aspects such as the purpose of writing or the ‘ why ’.

As these approaches have their own distinct features there is an argument for the synthesis of all three (Badger & White 2000). Raising awareness of the ‘ what ’,   ‘ how ’ and ‘ why ’   of essay writing are all useful in developing ability and confidence in tackling what is a challenging yet vital skill for second language learners.

Product: What goes into an essay?

Let’s imagine how these three approaches might look in terms of an essay title, for example,  ‘Which has greater influence on a person’s personality: nature or nurture?’.  A typical product approach has four stages: familiarization, controlled writing, guided writing and free writing. Familiarization might involve categorizing words or phrases or noticing linguistic features of a model text. At the controlled stage, learners can attempt to produce their own sentences using some of the language highlighted. A guided task could involve ordering ideas or producing one of the arguments in groups. The idea is that the learners are then sufficiently equipped with enough knowledge of the language features to attempt the free writing stage.

Process: How do you write an essay?

Exposure to the typical linguistic features of an essay could be helpful, particularly to learners who lack a range of vocabulary or awareness of the features of a particular essay type (in this case a compare and contrast essay). But what about the process of writing the essay? A typical process approach consists of four stages: pre-writing, drafting, revising and editing (Badger & White 2000). Learners can begin by brainstorming ideas for and against nature or nurture. They can then create a plan using their ideas, which would be used as the basis for producing a first draft. Learners can work in pairs or groups to improve the draft which they then edit. It is a non-linear approach so that learners can return to any stage if necessary (Hyland 2003).

Genre: What is the purpose of writing an essay?

It is the purpose of the essay that is central to the genre approach. When arguing nature over nurture for example, the writer may wish to persuade their audience that nature has far more influence on personality. Learners are exposed to model compare and contrast essays and analyse them for their linguistic features, such as language that is used to persuade. Learners might perform a task using the phrases in order to become familiar with this particular genre. They can be encouraged to evaluate who the writer is trying to persuade and why. It imitates the product approach by using a model text but also raises awareness of the social purpose of writing (Badger & White 2000). Therefore, when approaching an essay type such as discursive, opinion, advantages v disadvantages or cause and effect, learners should know the purpose of what they are writing and reflect on who their audience is.

Classroom ideas

Is it possible to combine these three approaches in the classroom? Do they complement each other? Which input is needed is perhaps better judged by the teacher. Each group of learners has different needs, so the different approaches are available to be drawn upon if and when required. Do your learners need more knowledge about the language, the context or do they need more practice of the skills required to become successful essay writers? If your learners are not used to planning before they write, then they might find elements of brainstorming and planning activities useful, or if they seem unaware of how texts actually work as communication, then a discussion about the purpose of writing could be incorporated. If further exposure to language or grammar is required, then noticing the features of a model text may prove more worthwhile.

1.  An argumentative essay: A process approach

Novice writers often have difficulty selecting and generating ideas for arguments to use in their essay writing (Couzjin, M. & Rilaarsdam, G. 2005). An argumentative statement such as ‘ Do   cats or dogs make better pets? Why?’  can be presented to learners to hone this skill. Choose a topic that doesn’t require any complex conceptual understanding so that they can focus solely on the experience of the process of preparing to write the essay.

Begin by asking for a show of hands so you can arrange learners into groups of those who agree and those who disagree with the statement. Facilitate a brainstorming activity whereby learners write reasons for their chosen argument on sticky notes. The groups can present their arguments to the class. Display the sticky notes and encourage learners to select the argument they believe is the most convincing. In smaller groups learners can practise discussing the sub-arguments of this main argument. Elicit an example of a main argument, e.g. ‘C ats are cleaner than dogs. ’ and a sub argument, ‘ They spend about 50% of their time grooming themselves. ’, then elicit a counter argument ‘ However, dogs can be easily hosed down after a walk. ’

Each group can prepare and present their sub arguments and counter arguments and the class can take notes in a table. Learners can select the most convincing arguments and evaluate why they chose them. This activity provides an opportunity to practise ‘ how ’ to write an essay and the learners can use their notes to prepare a first draft. They can then use the same process to attempt more challenging essay titles depending on their level and needs.

2. An opinion essay: A genre approach

Learners sometimes lack enthusiasm for writing because they are unclear what the purpose of writing is. Everything we write has a communicative purpose and raising awareness of this can lead to increasing confidence and enjoyment of writing. There are various ways of highlighting genre: matching essay titles or extracts of model texts and discussing the different features in style, language and syntax as well as reflecting on the different purposes of each genre. For example, the title ‘ There are more challenges than risks than benefits to new technology .’ is an opinion essay written to persuade and warn an audience of the dangers posed by modern technology rather than provide an unbiased or balanced view.

Another way to instill the concept of writing with a clear purpose, which also aids low level learners with greater fluency and reduces anxiety associated with writing, is by using learning logs. Learning logs are diaries where students write their reflections on what they are learning, how they are studying and any challenges they face. Linda Blanton recommends these are written at home on a weekly basis, the teacher is the sole audience and the topic is their writing class. This activity creates a purpose and highlights a specific audience to the writers (Blanton 1987). The teacher can limit the task to a paragraph or a page depending on the level of the learners. Blanton does not recommend correction of the writing but rather adding a comment either congratulating them on their progress or encouraging them with challenges they are facing. She also writes a weekly log to the whole class with observations regarding their writing and congratulating them on their achievements (Blanton 1987). This activity can also be very revealing for the teacher and any discoveries can be used to inform their teaching practice.

3. A compare and contrast essay: A product approach

If your learners need more help improving their linguistic writing ability, you can take a  product  approach focusing on topic related vocabulary, phrases relating to the specific genre as well as academic vocabulary. Using the example of a compare and contrast essay such as  ‘Which is more important, emotional intelligence or intellectual intelligence?’  you can use extracts from model texts and analyse them for their specific features. Encourage learners to notice generic phrases that are characteristic of that genre, for example,  on the contrary, similarly  and discuss changes in meaning. They can practise topic and academic vocabulary using matching exercises that test they have understood the meaning and gap fills that check they can use the language in context.

Even after a comprehensive analysis, discussion and practice of the language features, when it comes to the freer writing task learners may abandon this new found linguistic knowledge in favour of more familiar vocabulary. So how can we ensure they have the ability and confidence to use what they have learnt effectively?

Keeping a record of the new language is key and there are various methods you can employ.  Quizlet  is an online learning tool that can be used in class by the learners themselves if they have internet access and laptops, or if you want to encourage more autonomy you could set it as a homework task. You can also prepare a set of flashcards and share this with your class. They can practise matching definitions and testing themselves online and print sets of flashcards. You can also set your learners the challenge of selecting some of the new language to incorporate into their free writing essay task. Recording and further practice of the new language will enable your learners to assimilate it and make it more accessible when producing the final essay.

The three approaches discussed offer distinct features and an assortment of all three is at the teacher’s disposal depending on the learners’ needs and wants. The use of learning logs as well as a needs analysis can inform the teacher at which point during the course each approach could be best employed to unleash their learners’ full writing potential.

Bibliography

Badger, R. & White, G. 2000  A process genre approach to teaching writing . ELT Journal 54/2, p.153-160. Oxford University Press.

Blanton, L. 1987  Reshaping ESL students’ perceptions of writing . ELT Journal Volume 41/2, p. 112-118. Oxford University Press

Couzjin, M. & Rilaarsdam, G. 2005  Learning to Read and Write Argumentative Text by Observation of Peer Learners . Effective Learning and Teaching of Writing: A Handbook of Writing in Education. Second Edition. Kluwer Academic Publishers.

Hyland, K. 2003  Second Language Writing . Chapter 1. Cambridge University Press.

About the author

Kerry Boakes is a CELTA and DELTA qualified English Language teacher currently working for the British Council in Oman. Before becoming a teacher she worked for NGOs in a range of educational and campaign roles. She has experience of teaching in Kenya, South Korea and Japan and has taught academic English at Sheffield International College and Sheffield University. She has also worked as a teacher trainer in refugee camps on the Thai Burmese border and managed a literacy project in partnership with Save the Children.

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ESL Essay Writing: 7 Important Tips

“Every good story has a beginning, a middle and an end.”

This is true for a good essay, too.

An essay needs a coherent structure to successfully articulate its arguments. Strong preparation and planning is crucial to providing that structure.

Of course, essay writing can be challenging for ESL students. They must order their thoughts and construct their arguments—all in their second language.

So, here are seven ESL essay writing tips that will allow your students to weave together a coherent and persuasive essay, plus teacher resources for writing activities, prompts and lessons!

1. Build the Essay Around a Central Question

2. use the traditional 5-paragraph essay structure, 3. plan the essay carefully before writing, 4. encourage research and rewriting, 5. practice utilizing repetition, 6. aim to write a “full circle” essay, 7. edit the essay to the end, esl essay writing resources.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Encourage your students to build all their writing around one central question.

That central question is the engine of the writing—it should drive everything!

If a word or sentence is not assisting that forward motion toward the explication of that question and its possible answers, then it needs to be reworded, rephrased or just plain cut out and discarded.

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Lean writing is merciless. Focusing on a central question throughout the prewriting, writing and rewriting stages helps develop the critical faculties required to discern what to keep and what to throw away.

Providing a clear structure for the student to approach essay writing can do a lot to build their confidence. The 5-paragraph essay, or “hamburger” essay, provides that clear structure for ESL writers.

Generally, this structure employs five separate paragraphs for the entire essay. Each paragraph serves a specific purpose, melding together to form a coherent whole:

• Paragraph 1: The introductory paragraph. This includes the thesis statement, orientating the reader to the purpose of the essay.
• Paragraphs 2 to 4: The body paragraphs. These make individual points that are further backed up by various forms of evidence.
• Paragraph 5:  The conclusion paragraph. This provides a summation of the arguments and a final statement of the thesis.

While students do not need to rigidly follow this format forever, the simple structure outlined above can serve as excellent training wheels for your writers.

Using the 5-paragraph structure as outlined above makes planning clear cut.

Once they have their theses and are planning their paragraphs, share with the students the ridiculously useful acronym P.E.E. This stands for Point, Explanation and Evidence.

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Each body paragraph should make a point or argument in favor of the central thesis, followed by an explanation of this point and relevant evidence to back it up.

Students can make note of all their points, explanations and evidence before they start writing them in essay form. This helps take away some of the pressure ESL writers feel when faced with a blank page.

Extol the necessity for students to constantly refer to their planning. The mind-mapping techniques popularized by Tony Buzan can be useful at the planning stage and make for easy reference points to ensure focus is maintained throughout the essay.

Having a visual reference such as this can help ensure that your student-writers see each piece of the whole as well as that elusive “bigger picture,” so it becomes a case of seeing the forest and the trees!

Just as planning is crucial, so too is research.

Often ideas or connections do not occur until the writing process has begun. This is a good thing! Essay writing is a creative act, so students can have more ideas along the way and work them in as they go.

The key is to always be able to back up these ideas. Students who have done their research on their subject will be much more confident and articulate in expressing their arguments in their writing.

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One way you can help students with context and research is to show relevant video content via FluentU . This language learning program uses authentic videos made by and for native speakers to help students learn English.

You can watch videos as a class or assign them directly to students for individual viewing. Videos come equipped with interactive bilingual subtitles and other learning tools such as multimedia flashcards and personalized quizzes so you can see how each student is doing.

No matter how your students do their research, the important thing is that they explore and understand their topic area before beginning the big task of writing their essay.

Even with thorough planning and research, writing oneself into a linguistic cul-de-sac is a common error. Especially with higher-level students, unforeseen currents can pull the student-writer off course.

Sometimes abandoning such a sentence helps. Going back to the drawing board and rewriting it is often best.

Students can be creative with their sentence structures   when expressing simpler ideas and arguments. However, when it comes to more complex concepts, help them learn to use shorter sentences to break their arguments into smaller, more digestible chunks.

Essay writing falls firmly in the camp of non-fiction. However, that doesn’t mean that essay writers can’t use some of the techniques more traditionally associated with fiction, poetry and drama .

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One technique that’s particularly useful in essay writing is repetition. Just as poetry relies heavily on rhythm, so too does argument. Repetition can provide that sense of rhythm.

This is because written language has its origins in oral language. Think of the great orators and demagogues and their use of repetition. Speechwriters, too, are well aware of the power of repetition.

The writing principle of the “rule of 3” states that ideas expressed in these terms are more convincing and memorable. This is true of both spoken and written words and the ideas they express. Teach your students to use this method in their essay writing.

The very structure of the 5-paragraph essay lends itself to planning for this repetition, in fact. Each idea that is explored in a body paragraph should be outlined first in the introductory paragraph.

Then, the single body paragraph devoted to the idea will explore it at greater length, supported by evidence. And the third rap of the hammer occurs in the summation of the concluding paragraph, driving the point securely and convincingly home.

As mentioned at the start of this post, every good essay has a beginning, a middle and an end.

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Each point made, explained and supported by evidence is a step toward what the writing teacher Roy Peter Clark calls “closing the circle of meaning.”

In planning for the conclusion of the essay, the students should take the opportunity to reaffirm their position. By referring to the points outlined in the introduction and driving them home one last time, the student-writer is bringing the essay to a satisfying full circle.

This may be accomplished by employing various strategies: an apt quotation, referring to future consequences or attempting to inspire and mobilize the reader.

Ending with a succinct quotation has the double benefit of lending some authoritative weight to the argument while also allowing the student to select a well-written, distilled expression of their central thesis. This can make for a strong ending, particularly for ESL students.

Often the essay thesis will suggest its own ending. If the essay is structured around a problem, it’s frequently appropriate to end the essay by offering solutions to the problem and outlining potential consequences if those solutions are not followed.

In the more polemical type of essay, the student may end with a call to arms, a plea for action on the part of the reader.

The strategy chosen by the student will depend largely on what fits the central thesis of their essay best.

For the ESL student, the final edit is especially important.

It offers a final chance to check form and meaning. For all writers, this process can be daunting, but more so for language students.

Often, ESL students will use the same words over and over again due to a limited vocabulary. Encourage your students to employ a thesaurus in the final draft before submission. This will freshen up their work, making it more readable, and will also increase their active vocabulary in the long run!

Another useful strategy at this stage is to encourage students to read their work aloud before handing it in.

This can be good pronunciation practice , but it also provides an opportunity to listen for grammatical errors. Further, it helps students hear where punctuation is required in the text, helping the overall rhythm and readability of the writing.

To really help your students become master essay writers, you’ll want to provide them with plenty of opportunities to test and flex their skills.

Writing prompts and exercises are a good place to start:

Descriptive writing activities encourage students to get creative and use their five senses, literary devices and diverse vocabulary. Read on for eight descriptive writing…

Giving good ESL writing prompts is important because inspiring prompts inspire students to write more and writing more is how they improve. Read this post to learn 50…

You’ll likely also want to teach them more about the mechanics of writing :

Are you looking for ESL writing skills to share with your ESL students? In this guide, you’ll find different ESL writing techniques, such as helping students understand…

Would you like to introduce journal writing into your ESL classes? Fantastic idea! Here are 9 essential tips to make it creative, engaging and fun.

Essays are a great way not only for students to learn how the language works, but also to learn about themselves.

Formulating thoughts and arguments about various subjects is good exercise for not only the students’ linguistic faculties, but also for understanding who they are and how they see the world.

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Home » Articles » How to Write a Great Essay (Tips for Kids)

How to Write a Great Essay (Tips for Kids)

Writing a great essay can be fun and easy if kids follow some simple tips like brainstorming ideas, creating an outline, and writing clear and concise sentences. Academized services can be incredibly helpful for young writers, providing guidance and examples to ensure they understand the basics of essay writing. With the support of Academized.com essay writing service, kids can learn to organize their thoughts and present them effectively, making the writing process less daunting and more enjoyable.

With the right guidance and practice, anyone can become a skilled essay writer. In this post, we’ll explore some valuable tips to help kids write great essays.

The Essay Structure

Before you start writing, it’s essential to understand the basic structure of an essay. A well-structured essay consists of three main parts: the introduction, the body, and the conclusion.

1. The Introduction

The introduction is where you capture the reader’s attention and provide an overview of your essay’s main idea or thesis statement. It should be concise and engaging, leaving the reader eager to learn more.

2. The Body

The body is the meat of your essay, where you present your arguments, evidence, and supporting details. Each paragraph should focus on a single idea or point, supporting your thesis statement.

3. The Conclusion

The conclusion is your final opportunity to reinforce your main idea and leave a lasting impression on the reader. It should summarize your key points and provide a sense of closure.

Prewriting: Brainstorming and Planning

An Academized overview can show kids how professional writing services can assist in honing their essay-writing skills through expert tips and examples. Before you start writing, take some time to brainstorm and plan your essay. This step is crucial as it helps organize your thoughts and ideas, making the writing process smoother.

1. Brainstorming

Jot down any thoughts, ideas, or examples that come to mind related to your essay topic. Don’t worry about organizing them yet; just let your ideas flow freely.

2. Creating an Outline

Once you’ve brainstormed, organize your ideas into a logical outline. This will serve as a roadmap for your essay, ensuring that your thoughts are structured and coherent.

Creating an Engaging Introduction

The introduction is the first impression your reader will have of your essay, so it’s essential to make it captivating. Here are some tips for writing an engaging introduction:

1. Use a Hook

Start with an attention-grabbing statement, such as a quote, a rhetorical question, or an interesting fact related to your topic. This will pique the reader’s interest and encourage them to keep reading.

2. Provide Background Information

Give your reader some context by providing relevant background information about your topic. This will help them understand the importance and significance of your essay.

3. State Your Thesis

Clearly state your thesis statement, which is the main idea or argument of your essay. This will guide the reader through the rest of your essay and ensure that your writing stays focused.

Developing a Strong Body

The body of your essay is where you present your arguments, evidence, and supporting details. Here are some tips for developing a strong body:

1. Use Topic Sentences

Begin each body paragraph with a clear topic sentence that introduces the main idea or argument of that paragraph. This will help your reader follow your train of thought.

2. Provide Evidence and Examples

Support your arguments with relevant evidence, facts, examples, or quotes from reliable sources. This will strengthen your essay and make it more persuasive.

3. Analyze and Explain

Don’t just present information; analyze and explain it. Show your reader how the evidence supports your argument and why it’s important.

4. Transition Smoothly

Use transition words and phrases to guide your reader from one idea to the next, creating a smooth and logical flow throughout your essay.

Writing a Great Conclusion

The conclusion is your final opportunity to leave a lasting impression on your reader. Here are some tips for writing a compelling conclusion:

1. Restate Your Thesis

Briefly restate your thesis statement, but in different words than you used in the introduction. This will remind the reader of your main argument.

2. Summarize Key Points

Summarize the main points or arguments you’ve made throughout your essay. This will reinforce your ideas and leave a strong impression on the reader.

3. End with a Memorable Closing Statement

Conclude your essay with a memorable closing statement, such as a thought-provoking question, a call to action, or a powerful quote. This will leave the reader with something to ponder long after they’ve finished reading.

Revising and Editing

Once you’ve written your first draft, it’s time to revise and edit your essay. This step is crucial for improving the quality and clarity of your writing.

1. Read Your Essay Aloud

Reading your essay aloud can help you identify areas that need improvement, such as awkward phrasing, poor flow, or unclear explanations.

2. Check for Clarity and Coherence

Ensure that your ideas are clearly expressed and that your essay flows logically from one point to the next. If something is unclear or confusing, revise it.

3. Proofread for Errors

Carefully proofread your essay for spelling, grammar, and punctuation errors. These small mistakes can detract from the overall quality of your writing.

4. Get Feedback

Ask a trusted friend, family member, or teacher to read your essay and provide feedback. Fresh eyes can often spot areas for improvement that you may have missed.

Statistics and Facts

To support the importance of writing essays and the need for guidance, here’s a table with relevant statistics:

By following these tips and incorporating relevant statistics and facts, kids can develop the skills needed to write great essays. Remember, writing is a process that takes practice, but with dedication and guidance, anyone can become a skilled essay writer.

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The Best Student Writing Contests for 2023-2024

Help your students take their writing to the next level.

When students write for teachers, it can feel like an assignment. When they write for a real purpose, they are empowered! Student writing contests are a challenging and inspiring way to try writing for an authentic audience— a real panel of judges —and the possibility of prize money or other incentives. We’ve gathered a list of the best student writing contests, and there’s something for everyone. Prepare highly motivated kids in need of an authentic writing mentor, and watch the words flow.

1.  The Scholastic Art & Writing Awards

With a wide range of categories—from critical essays to science fiction and fantasy—The Scholastic Awards are a mainstay of student contests. Each category has its own rules and word counts, so be sure to check out the options  before you decide which one is best for your students.

How To Enter

Students in grades 7-12, ages 13 and up, may begin submitting work in September by uploading to an online account at Scholastic and connecting to their local region. There are entry fees, but those can be waived for students in need.

2.  YoungArts National Arts Competition

This ends soon, but if you have students who are ready to submit, it’s worth it. YoungArts offers a national competition in the categories of creative nonfiction, novel, play or script, poetry, short story, and spoken word. Student winners may receive awards of up to $10,000 as well as the chance to participate in artistic development with leaders in their fields.

YoungArts accepts submissions in each category through October 13. Students submit their work online and pay a $35 fee (there is a fee waiver option).

3. National Youth Foundation Programs

Each year, awards are given for Student Book Scholars, Amazing Women, and the “I Matter” Poetry & Art competition. This is a great chance for kids to express themselves with joy and strength.

The rules, prizes, and deadlines vary, so check out the website for more info.

4.  American Foreign Service National High School Essay Contest

If you’re looking to help students take a deep dive into international relations, history, and writing, look no further than this essay contest. Winners receive a voyage with the Semester at Sea program and a trip to Washington, DC.

Students fill out a registration form online, and a teacher or sponsor is required. The deadline to enter is the first week of April.

5.  John F. Kennedy Profile in Courage Essay Contest

This annual contest invites students to write about a political official’s act of political courage that occurred after Kennedy’s birth in 1917. The winner receives $10,000, and 16 runners-up also receive a variety of cash prizes.

Students may submit a 700- to 1,000-word essay through January 12. The essay must feature more than five sources and a full bibliography.

6. Bennington Young Writers Awards

Bennington College offers competitions in three categories: poetry (a group of three poems), fiction (a short story or one-act play), and nonfiction (a personal or academic essay). First-place winners receive $500. Grab a poster for your classroom here .

The contest runs from September 1 to November 1. The website links to a student registration form.

7. The Princeton Ten-Minute Play Contest

Looking for student writing contests for budding playwrights? This exclusive competition, which is open only to high school juniors, is judged by the theater faculty of Princeton University. Students submit short plays in an effort to win recognition and cash prizes of up to $500. ( Note: Only open to 11th graders. )

Students submit one 10-page play script online or by mail. The deadline is the end of March. Contest details will be published in early 2024.

8. Princeton University Poetry Contest for High School Students

The Leonard L. Milberg ’53 High School Poetry Prize recognizes outstanding work by student writers in 11th grade. Prizes range from $100 to $500.

Students in 11th grade can submit their poetry. Contest details will be published this fall.

9. The New York Times Tiny Memoir Contest

This contest is also a wonderful writing challenge, and the New York Times includes lots of resources and models for students to be able to do their best work. They’ve even made a classroom poster !

Submissions need to be made electronically by November 1.

10.  Nancy Thorp Poetry Contest

The deadline for this contest is the end of October. Sponsored by Hollins University, the Nancy Thorp Poetry Contest awards prizes for the best poems submitted by young women who are sophomores or juniors in high school or preparatory school. Prizes include cash and scholarships. Winners are chosen by students and faculty members in the creative writing program at Hollins.

Students may submit either one or two poems using the online form.

11.  The Patricia Grodd Poetry Prize for Young Writers

The Patricia Grodd Poetry Prize for Young Writers is open to high school sophomores and juniors, and the winner receives a full scholarship to a  Kenyon Review Young Writers Workshop .

Submissions for the prize are accepted electronically from November 1 through November 30.

12. Jane Austen Society Essay Contest

High school students can win up to $1,000 and publication by entering an essay on a topic specified by the Jane Austen Society related to a Jane Austen novel.

Details for the 2024 contest will be announced in November. Essay length is from six to eight pages, not including works cited.

13. Rattle Young Poets Anthology

Open to students from 15 to 18 years old who are interested in publication and exposure over monetary awards.

Teachers may choose five students for whom to submit up to four poems each on their behalf. The deadline is November 15.

14. The Black River Chapbook Competition

This is a chance for new and emerging writers to gain publication in their own professionally published chapbook, as well as $500 and free copies of the book.

There is an $18 entry fee, and submissions are made online.

15. YouthPlays New Voices

For students under 18, the YouthPlays one-act competition is designed for young writers to create new works for the stage. Winners receive cash awards and publication.

Scroll all the way down their web page for information on the contest, which accepts non-musical plays between 10 and 40 minutes long, submitted electronically. Entries open each year in January.

16. The Ocean Awareness Contest

The 2024 Ocean Awareness Contest, Tell Your Climate Story , encourages students to write their own unique climate story. They are asking for creative expressions of students’ personal experiences, insights, or perceptions about climate change. Students are eligible for a wide range of monetary prizes up to $1,000.

Students from 11 to 18 years old may submit work in the categories of art, creative writing, poetry and spoken word, film, interactive media and multimedia, or music and dance, accompanied by a reflection. The deadline is June 13.

17. EngineerGirl Annual Essay Contest

Each year, EngineerGirl sponsors an essay contest with topics centered on the impact of engineering on the world, and students can win up to $500 in prize money. This contest is a nice bridge between ELA and STEM and great for teachers interested in incorporating an interdisciplinary project into their curriculum. The new contest asks for pieces describing the life cycle of an everyday object. Check out these tips for integrating the content into your classroom .

Students submit their work electronically by February 1. Check out the full list of rules and requirements here .

18. NCTE Student Writing Awards

The National Council of Teachers of English offers several student writing awards, including Achievement Awards in Writing (for 10th- and 11th-grade students), Promising Young Writers (for 8th-grade students), and an award to recognize Excellence in Art and Literary Magazines.

Deadlines range from October 28 to February 15. Check out NCTE.org for more details.

19. See Us, Support Us Art Contest

Children of incarcerated parents can submit artwork, poetry, photos, videos, and more. Submissions are free and the website has a great collection of past winners.

Students can submit their entries via social media or email by October 25.

20. The Adroit Prizes for Poetry & Prose

The Adroit Journal, an education-minded nonprofit publication, awards annual prizes for poetry and prose to exceptional high school and college students. Adroit charges an entry fee but also provides a form for financial assistance.

Sign up at the website for updates for the next round of submissions.

21. National PTA Reflections Awards

The National PTA offers a variety of awards, including one for literature, in their annual Reflections Contest. Students of all ages can submit entries on the specified topic to their local PTA Reflections program. From there, winners move to the local area, state, and national levels. National-level awards include an $800 prize and a trip to the National PTA Convention.

This program requires submitting to PTAs who participate in the program. Check your school’s PTA for their deadlines.

22. World Historian Student Essay Competition

The World Historian Student Essay Competition is an international contest open to students enrolled in grades K–12 in public, private, and parochial schools, as well as those in home-study programs. The $500 prize is based on an essay that addresses one of this year’s two prompts.

Students can submit entries via email or regular mail before May 1.

23. NSHSS Creative Writing Scholarship

The National Society of High School Scholars awards three $2,000 scholarships for both poetry and fiction. They accept poetry, short stories, and graphic novel writing.

Apply online by October 31.

Whether you let your students blog, start a podcast or video channel, or enter student writing contests, giving them an authentic audience for their work is always a powerful classroom choice.

If you like this list of student writing contests and want more articles like it, subscribe to our newsletters to find out when they’re posted!

Plus, check out our favorite anchor charts for teaching writing..

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IELTS test format explained

Test takers who understand the format of IELTS are at an advantage. Make sure you’re familiar with how IELTS testing works.

There are two IELTS tests available, IELTS Academic and IELTS General Training . Both tests are graded in exactly the same way. 

You’ll take the first three parts of the test on the same day, in the following order: Listening, Reading and Writing (there are no breaks between these tests). Your Speaking test will be held either on the same day or seven days before or after that, depending on local arrangements.

The IELTS Listening test is designed to assess a wide range of listening skills, including how well you:

• understand main ideas and specific factual information
• recognise the opinions, attitudes and purpose of a speaker
• follow the development of an argument.

Take a free listening practice test.

You will need to read quickly and efficiently, and manage your time. You will be asked to read three different passages and respond to related questions in your IELTS Reading test. The content of the Reading test is different for IELTS Academic and IELTS General Training tests.

The IELTS Reading test is designed to assess a wide range of reading skills, including how well you:

• read for the general sense of a passage
• read for the main ideas
• read for detail
• understand inferences and implied meaning
• recognise a writer’s opinions, attitudes and purpose

Academic Reading

 general training reading.

Take a free reading practice test.

The IELTS Writing test is designed to assess a wide range of writing skills, including how well you:

• write a response appropriately
• organise ideas
• use a range of vocabulary and grammar accurately.

Academic Writing

General training writing.

Take a free writing practice test.

You will talk to a certified examiner in the IELTS Speaking test. The test is interactive and as close to a real-life situation as a test can get. A variety of accents may be used, and the test will be recorded.

The content of the IELTS Speaking test is the same for both the IELTS Academic and IELTS General Training tests.

The IELTS Speaking test is designed to assess a wide range of skills.

The examiner will want to see how well you can:

• communicate opinions and information on everyday topics and common experiences; to do this you will need to answer a range of questions
• speak at length on a given topic using appropriate language
• organise your ideas coherently
• express and justify your opinions
• analyse, discuss and speculate about issues.

Make sure that you relax and talk fluently. You will need to speak naturally.

Take a free speaking practice test.

Video call Speaking test

Many IELTS test centres will start delivering the IELTS Speaking test via video calls. This means more flexibility and more availability of IELTS Speaking tests.

You will take the video call Speaking test at an official IELTS test centre with the same high standard of identity verification. The test will be exactly the same as the in-person Speaking test in terms of content, scoring, timing, level of difficulty, question format and security arrangements.  Delivered by an IELTS Speaking Examiner, the video call Speaking test will maintain the face-to-face feature of the in-person Speaking test.

For more information, please contact us .