how to write a level 2 essay

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• What is an essay? 

What makes a good essay?

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

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

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

What is an essay?

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

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

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

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

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

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

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

#1 Introduction

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

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

#3 Conclusion

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

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

#1 Make sure you understand the question

#2 complete background reading.

#3 Make a detailed plan 

#4 Write your opening sentences 

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

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

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

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

#3 Make a detailed plan

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

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

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

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

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

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

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• How to Write a Great Essay for Different A-Level Subjects

In previous articles, we’ve given you lots of advice on how to write the perfect essay.

You should also read…

• 6 Practical Tips for Writing Better Essays
• How to Do Research for an Excellent Essay

However, the skills we’ve discussed up to now have been generic, and have not taken into account the fact that different subjects require different skills when it comes to writing excellent essays for them. In this article, we look at the particular skills needed to write great essays for individual A-level subjects, so that you can familiarise yourself with what you need to do to excel in whatever A-levels you happen to be studying.

Good English literature essays revolve around intelligent interpretation. The problem many students have with this is organising their interpretations into a tightly structured essay that flows well; many simply let their ideas run wild and flit aimlessly between one point and the next. To combat this problem, you need to consider the writer’s overall aims and then show how they have conveyed those aims, paragraph by paragraph, with each paragraph devoted to a particular technique or focus. A good structure to use is as follows:

• Point – make a statement, such as “Brontë uses the bleakness of the moorland setting to reflect Heathcliff’s temperament.”
• Explanation – elaborate on the statement in more detail. In this example, your explanation would involve explaining the parallels between Heathcliff and the moors – their unpredictability and wildness, for instance, and the violence of the weather mirroring Heathcliff’s violent personality.
• Evidence – now provide quotes from the text to back up what you mean. In the Heathcliff example, you could quote specific words and phrases that show similarities in the way Heathcliff is described and the way in which the moorland landscape and weather are described.
• Reiterate – close off the paragraph by reiterating the point, and perhaps developing it a little further or introducing the idea you’re going to carry into the next paragraph. For example, “This ties in with a wider theme running through the book as a whole, which is that nature parallels human emotions.”

Good English essays pay close attention to detail, noting specific words, phrases and literary devices a writer has used, and to what effect. They quote liberally from the text in order to support each point, deconstructing the writing and analysing the use of language; they look at different interpretations, seeing beyond the surface and picking up on possible deeper meanings and connotations. But they also consider the meaning of the piece as a whole, and the overall effect created by the specific details noted. All this should be considered within the framework of the genre and context of the piece of writing. For instance, a poem by William Wordsworth would be considered within the context of the Romantic poets, and might be compared with work by contemporary poets such as Shelley or Keats; the historical background might also be touched upon where relevant (such as the Industrial Revolution when discussing the poetry of William Blake).

Though it’s also a humanities subject, History requires its own very particular set of skills that differ to an appreciable degree from those expected of you in English. A history essay is unequivocal about its writer’s opinion, but this opinion must be based on a solid analysis of evidence that very often can’t be taken as fact. Evidence must be discussed in terms of its reliability, or lack thereof. The good historian considers what biases may be inherent in a source, what vested interest the source might have, and what viewpoint that source was written from. For instance, you might analyse a source by discussing whether or not the person was present at the events they are describing; how long after the events they were writing (and therefore whether they are remembering it accurately if they were there, or whether they are getting their information second or third hand from someone else; and if so, how reliable the original source is); whether they are trying to show evidence to support a particular political view; and so on. So, each time you make a point, back it up with evidence, and consider the strengths and weaknesses of that evidence. A good history essay makes connections between what’s been written about, considering how issues interrelate, so think about how what you’re writing about ties in with other things; what was the impact of the event you’re discussing, did it happen in isolation, and what were the events that led to it ?

It’s vital to look at both sides of the argument – or, where many possible viewpoints exist, to acknowledge these nuances. It’s fine to contradict yourself, provided you do so consciously; that is, you can build up an argument and then turn it on its head, observing that you are doing so (for example, “So far, so compelling; but what about the less well-known evidence from such and such?”). You can use quotes from historians you’ve read, but use these in the context of discussing scholarly opinion. Don’t quote a historian’s words as evidence of something, because this is only someone’s opinion – it’s not proof. Finally, where possible, use specialist terms to show that you know your stuff (“proletariat” instead of “workers”, for example).

The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French. Focus on using as wide a variety of vocabulary and tenses as you can. It will help your essay if you can learn how to say more sophisticated phrases in French, of the sort you would use if you were writing an essay in English. This useful document from RealFrench.net, Writing Essays in French, will give you numerous useful French phrases to help you put together an impressive essay, including the vocabulary you need to present a balanced argument.

Geography is a subject that crosses the divide between the sciences and the humanities , considering both physical processes and human activities (and their effects on the world around us). Essays for Geography may differ depending on which of these focuses the essay is discussing, and the evidence you might include in your essay could vary from phenomena observed and data gathered in the natural world to the results of population censuses. To write a good Geography essay, you’ll need to include both theory and detailed, real-world case studies to support your answer. Mention specific places by name, and communicate the facts accurately. Your teacher will be assessing not just your knowledge, but your ability to support what you say with relevant information that proves it. You shouldn’t just rattle off everything you know about a particular case study; you should deploy relevant facts from the case study to support a specific point you’re trying to make. Keep linking each point back to the question, so that you’re always working towards answering it; this also helps you ensure that everything you include is actually relevant to the question. Showing that you’ve thought about an issue from multiple perspectives, and that you appreciate how they interrelate, is important in Geography. You can do this by organising the content of your essay into categories, considering different factors in turn, such as the scale of the issue, and the timeframe and environment involved. Discuss the various factors involved logically, one by one, such as the environmental impact of climate change or a natural disaster (such as a tsunami or volcanic eruption), followed by its physical, economic, social and political implications. Acknowledging the numerous nuances of the situation will demonstrate your appreciation of its complexity and show that you are thinking at a high level.

Classical Civilisations

As the study of the ancient world (primarily ancient Rome and Greece), Classical Civilisations combines archaeology and history, looking both at what survives materially (from small finds, to art and sculpture, to temples) and what survives in the way of texts by ancient authors. A good essay for this subject analyses, evaluates and interprets. The historical elements of the subject will require the same set of skills we discussed for History earlier, while the archaeological components of this subject require slightly different skills. With your archaeologist hat on, your job becomes similar to that of a detective, piecing together clues. Archaeology crosses over into science, and with that comes scientific considerations such as how archaeological evidence has been gathered – the methods used, their reliability, whether or not they could have been tampered with, how accurately they were recorded, and so on. You’ll look at a variety of different types of evidence, too, from the finds themselves to maps of the local topography. As with Geography, for which you’re required to learn lots of detailed case studies and names, you’ll need to learn plenty of examples of sites and finds to use as sources of evidence in building up a picture of the ancient world. And, as with any subject, looking at both sides of any argument is crucial to good grades. If the evidence you’re discussing could show one thing, but it could also show another, don’t just present one possibility – show that you’ve thought in depth about it and consider all the possible interpretations.

Science subjects

The sciences – Biology, Chemistry, Physics and Mathematics – are generally less essay-focused, so we’re grouping them together here because the essay skills required for each of these subjects are very similar. While the fundamentals of scientific essay writing are the same as any other subject – having a logical structure, well-developed argument, and so on – there are a few subject-specific considerations to bear in mind, and some common pitfalls to watch out for. The first is that there is no room for opinion in a scientific essay; unless you’re specifically asked for it, leave your own thoughts out of it and focus instead on a completely objective discussion of the evidence gathered through scientific research, which will most probably be quantitative data. Avoid vague language such as “it is thought that…”; be as precise as possible. Start with a hypothesis, and then discuss the research that supports or disproves it. Back up every statement you make with solid data; it’s not enough simply to drop in the name of the research, so briefly describe what the findings were and why they prove the statement you’ve just made. Another mistake many students make is to confuse cause and effect; this arises because of the tendency to assume that correlation implies causation, which is a common logical fallacy. Just because two things appear to be related, it doesn’t mean that one caused the other, and committing this error in an essay is a major faux pas that will lose you marks. It’s also a good idea to ensure that you’ve included every piece of research that could be relevant; if you don’t, you could be leaving out a crucial piece of evidence. Finally, mention any limitations there may have been with the methodology used to gather the data you discuss.

Psychology essays are best approached with a scientific mindset, but it’s far more difficult to prove anything in this subject – and this should be acknowledged in your essay. The task becomes one of assessing which theory is the more probable one, based on an analysis of the data from various studies. Make liberal reference to named and dated psychological experiments and research, but acknowledge the fact that there may be more than one theory that could account for the same set of results. When these experiments are quoted as evidence, this should be done with reference to any possible limitations of how the experiment was conducted (such as a small sample size). If you’ve reached the end of this article, you’re now equipped with the knowledge to write fantastic essays guaranteed to impress your teachers. You’re also well on the way to thinking in the right way for university-level essays, so keep working on these skills now and you’ll find it much easier to make the leap from sixth former to undergraduate.

Image credits: banner ; Wuthering Heights ; Diet of Worms ; factory workers ; Charioteer ; Hubble Space Telescope ; Psychology . 

How to write an essay? | C2 Proficient (CPE)

FCE, CAE, CPE

Practice tests online.

An essay is the first part of the writing and it is obligatory. The question always has a discursive focus. Discursive writing is a style used in academic writing and it requires the high level of language competence.

You are required to base your essay on input material which will take the form of two texts, each approximately 100 words long . The texts will be based on a variety of authentic, contemporary sources

How many words?

You need to answer the question with between 240-280 words.

C2 Proficient (CPE) Essay: Structure

Practice, write & improve, c2 proficient (cpe) essay: writing guide.

Here is a straightforward way to write a perfect essay .

We will use the example extracts below in our writing guide advice. The texts are either contradictory or complementary.

Step 1: Read the topic and find two key points of each extract.

Examinations are not fair. Making judgments about the ability of students based on examinations that take place just once or perhaps twice a year is simply not fair. So many students fail to show their true ability due to anxiety, stress and a number of other factors. Many students who do well in exams do so simply by cramming facts into their heads the week before the exam, to be forgotten by the following weekend. Surely assessment of the work done in class and at home throughout the school year would be a fairer system?

Classroom assessment is idealistic. It’s all very well to talk about teachers judging their students work in the classroom, and students working alone at home on their projects, but everyone knows that continuous assessment doesn’t work like that. Teachers are only human, and tend to be softer on their students than an examiner would be (or, in a worse scenario, harder on a student they don’t like). Parents or older siblings help students with the projects they have to do at home, even if it’s just coming up with ideas for them . Exams may not be fun, but at least we get to see what each individual student is capable of.

Extract 1. Key points: 1) Unfair to judge a year’s performance just once or twice a year. 2) This unfair system forces students to temporary parrot-fashion learning

Extract 2. Key points: 3) Continuous assessment depends too much on the teacher who may be too lenient or too strict. 4) Parents and siblings may give an unfair advantage to students over others who don’t have help at home.

Step 2: Introduction : Make a plain reference to the topic of the two texts.

The introduction should inform the reader about the subject of the essay .

Introduction: The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

Remember that this is not the best time to express your opinion , it should be at the very end in the conclusion.

Step 3: Body paragraphs (1 & 2) = Main Body

Here we have to prove to the examiners that we have fully understood the text.  In the second and third paragraphs, we paraphrase 4 key points and comment briefly on them.

Body paragraph (1) = Topic sentence + Point 1 + Point 2

Paragraph 1: [Topic sentence] The first author considers the annual assessment of students’ performance as inadequate .  [Paraphrase the first (1) point] Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. [Paraphrase the second (2) point] To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information. 

Body paragraph (2) = Topic sentence + Point 3 + Point4

Paragraph 2:   [Topic sentence] Conversely, the second text sees the exams as the only reliable means of school assessment. [Paraphrase the third (3) point:] If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment. [Paraphrase the fourth (4) point] Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

Step 4: Body paragraph (3) = Your opinion

Opinion: [Topic sentence] While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

Step 5: Conclusion : Closing remark – No new ideas.

In summary, what you really want is to show the examiners that you understand the text and the key points, so it should be a balanced analysis of the text you have just read.  Do not give any new information , tell them what you have already told.

Conclusion: All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

See full essay…

The methodology for assessing students’ knowledge is crucial and is reflected in their performance and future in education. Such an issue is analyzed in the two contrasting passages that this essay touches upon.

The first author considers the annual assessment of students’ performance as inadequate.  Knowing that your only chance to prove your competence relies on a couple of questions that need to be answered within a suffocating time limit cannot but fill you with anxiety. To make matters worse, even when the students manage to cope with the stress it is doubtful whether they gain any academic benefit. All they do is switch off their critical thinking and employ their parrot fashion learning. When the exams are over they ‘delete’ all this array of incongruent information.

Conversely, the second text sees the exams as the only reliable means of school assessment. If the students were continually evaluated throughout the year they would be at the mercy of the bias of their teachers. If the professors are positively predisposed they will inflate the marks and if they have any sort of conflict with their pupils they could use the marks as a form of punishment.  Moreover, the project work that has often been hailed as the creative alternative of barren exams may prove to be a hoax. More often than not it is other family members that do the work and the students undeservingly reap the rewards.

While I agree that the exams entail counterproductive stress that may spoil the true meaning of education, I cannot overlook the fact that they are an objective and trustworthy method of evaluation. If the written tests accounted for a proportion of the pupils’ overall mark and the rest was completed with projects and class participation we could successfully combine the profits of these too seemingly contrasting methods.

All things considered, the examinations can contribute to an objective assessment of school performance as long as they are combined with elements of continuous assessment.

A final checklist…

Get Your (CPE) Essay Checked!

C2 proficient (cpe) essay: paraphrasing key words.

As you already know, your task is to find four keywords that you have to analyze and comment on. A common problem is that students often are literally copying the text . As you can imagine, you won’t get a good grade for making shortcuts and examiners expect you to paraphrase these points.

Let see a few examples of real-life paraphrasing so that you know what it is supposed to look like and what to avoid:

Original text:

..as are vehicle exclusion zones or parking restrictions in busy pedestrian areas. However, it – also makes sense to encourage motorists to become less reliant on their car. This can | be achieved by making public transport more efficient and promoting the benefits of car- sharing with work colleagues, thus reducing weekly fuel bills.

Example (incorrect):

The first argument makes particular mention of creating vehicle exclusion zones…

The second argument points out that travelling by car can be reduced if the government makes public transport more efficient…

as you can see the students repeated the words vehicle exclusion zones and then later makes public transport more efficient – this is clearly not a terrible mistake but it could be done better.

Example (correct):

The first argument makes particular mention of creating vehicle exclusion zones…  areas where motorists are prohibited from driving

The second argument  points out that travelling by car can be reduced if the government makes public transport more efficient… improves the efficiency of public transport

hopefully, you can see how these changes have made the sentence the students own and how this would definitely impress the examiner.

C2 Proficient (CPE) Essay: Sample Answers

Cpe essay sample 1.

Read the two texts below. Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Teenagers as consumers It is virtually impossible to escape the influence of the media these days, and particularly if you are a teenager with access not just to television and radio, but also the internet at all times of the day and night. Advertisers look upon teenagers as a blank canvas whose tastes and needs are there to be moulded by them through their advertisements. Advertisers and marketing people have become adept at reading the teenage mind, making young people believe that they need to own certain items in order to be accepted by their peer group, or simply to look cool.

Teenagers: a driving force Advertising responds to young people’s delight in what is new by developing sophisticated and innovative, often humorous advertisements which can be seen on television and cinema screens and on billboards around our towns and cities. The tastes of this generation of young people have had an impact on advertisers worldwide. However, it is the energy of the young, above all, that has influenced the world of marketing and has kept it on its toes, pushing the creative boundaries to become almost an art form. That is the power of young people.

Model answer

These texts both deal with the relationship between teenagers and advertising.

The first one focuses on how advertisers exploit young people, taking advantage both of teenage preoccupation with the media and of their susceptibility to peer pressure combined with a wish to appear ‘cool’. The second text is less critical of the relationship between marketing and young people. It presents the young as having a very positive influence on the quality of modern adverts, helping to make them much wittier and more original than ever before. This text maintains that teenagers’ impact on advertising derives partly from their predilection for what is intriguingly new but also, more particularly, from their own creative energy. This energy has been channelled into advertising, raising it arguably to the level of an art form.

While I appreciate the arguments put forward in both texts, I tend to feel more in sympathy with the approach of the first one. I suspect that advertisers are quite cold-heartedly prepared to exploit the youth market, keen to capture the attention – and the cash – of the new generation and well aware of how young people are perhaps more easily influenced than their more cynical elders.

I would accept that advertising can be very creative and I personally often find an advert in a magazine or a TV commercial attractive to look at or enjoyably humorous. It does not seem unreasonable to suggest that many people with artistic talents are attracted to the advertising profession. However, I do not see that as having any direct connection with teenagers. Those who create the most original adverts are certainly likely to be young but in their twenties or early thirties rather than their teens. Moreover, the appeal of the more sophisticated advert is surely just as powerful for the older generation as for teenagers.

CPE Essay Sample 2

Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Killing for nothing Under no circumstances should capital punishment be condoned. It is a barbaric form of punishment, which serves no useful purpose as it obviously does not act as a deterrent. In the USA, for example, the use of capital punishment increased greatly during the eighties and the nineties but with no corresponding effect on the crime rate. Another argument says that it effectively deals with people who are a danger to society. But in any case, they spend years, even decades, on death row while their appeals are used up, and might as well just be sentenced to life imprisonment with no possibility of parole.

Innocents die The system by which people are convicted is simply not as foolproof as some people would have us believe, and the odds against an innocent person being killled are just too high. While the risk of this happening remains a very real possibility, the death sentence is unacceptable. In this age of DNA evidence, many people in American prisons awaiting execution have been found to be innocent. The other problem is prejudice. Even if a person is found guilty and convicted of a crime, they are likely to get a worse sentence if they are from an ethnic minority, and disproportionately large numbers of these people are executed every year in the States.

Both extracts above take a negative stance on the hotly debated issue of death penalty.

The first author tries to dispel the myth of the death sentence “acting as a deterrent”. He claims that the long standing use of this harsh punishment in the USA has not proven its effectiveness in curbing crime rates. However, his argument is unconvincing because criminality could have been worse if death penalty was not in effect. Nevertheless, the writer correctly remarks that there is no need to take someone’s life in order to protect society since we can achieve the same result by simply giving them a life sentence.

The second extract persuasively strengthens the argument against this irreversible penalty by citing the numerous incidents of innocent people who have been wrongly convicted and sometimes even executed, only to find out that more recent genetic material proves that they were innocent. The author also claims that the well-documented “prejudice against ethnic minorities” is a reason to abolish the death sentence. Even if we accept the latter argument as a fact, we can not so easily jump to the conclusion that the suspicion of some judges having preconceived ideas should strip our legal system of one of its most powerful weapons.

Personally, I feel that the death penalty should remain in effect for extreme cases of serial killers or insane criminals who show no remorse for their actions. Since, nowadays, we have at our disposal the invaluable assistance of genetic evidence we can reach verdicts that are beyond any shadow of a doubt while at the same time, we retain a strong disincentive in the ammunition of our legal system.

C2 Proficient (CPE) Essay: Writing Topics

Cpe example topic 1.

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answers.

Shifting sands

Nowadays, in some cultures, there may often be confusion between generations about what is acceptable behaviour in certain situations. Older people sometimes complain, for example, about the real or imagined rudeness of others, such as in the use of electronic devices in public places. However, the younger generation does not regard electronic communication as intrusive, but rather as fundamental to their way of life. Only increased mutual understanding is likely to resolve potential conflict or confusion in any society. In this case, as in all others, it pays to be aware of other people’s points of view.

Follow my leader?

Should we always aim to do what society expects of us? No, what society needs is individuality. Worrying about what other people think inhibits enthusiasm and creativity. Nothing new is ever achieved by conforming to expected social norms. This is not only true for society’s innovators: everybody needs a strong sense of their own worth as an individual. This is essential for psychological well-being and the ability to function effectively in one’s personal and professional life. Paying too much attention to society’s conventions can be counter-productive in these and other ways.

CPE Example topic 2

Write an essay summarising and evaluating the key points from both texts. Use your own words throughout as far as possible and include your own ideas in your answers.

The Financial Costs of Stress

Research carried out by the Health and Safety Council estimates that stress and mental illness continues to be neglected by many businesses, both small and large. And the economic impact of this is huge, costing employers around £26bn a year. Stress at work can lead to a lack of concentration, fatigue and low motivation, all of which will cost the company in terms of low productivity, customer satisfaction and the very reputation of the company itself. Employers are being urged to become more “emotionally intelligent” and to improve the way they deal with stress and mental illness.

Speak up about Stress

Many people find it difficult to talk about their feelings, particularly if we’re feeling weak or vulnerable. However, when suffering from stress it’s vital you seek help. It’s important to feel you can talk honestly with a close friend, a loved one, a work colleague or a doctor about what’s going on. Stress is easily diagnosed and there is plenty you can do to successfully treat and manage stress. One of the most effective of these is to share your feelings with those you trust. Remember that accepting help and support is not a sign of weakness. Close relationships are vital to helping you get through this tough time.

C2 Proficient (CPE) Essay: Writing Checklist

After writing your text, you can check it yourself using the writing checklist below.

How to do that? Simply check your text/email by answering the questions one by one:

• Have I covered all the key information required by the task?
• Have I written only information which is relevant to the task?
• Have I developed the basic points in the task with my own ideas?
• Have I included references or examples where necessary to support any ideas or information?

Communicative Achievement

• Have I achieved the main purpose(s) of the text (for example, explaining, persuading, suggesting, apologising, comparing, etc.)?
• Have I used a suitable mix of fact and opinion according to the requirements of the task and my communicative purpose(s)?
• Have I used a suitable style and register for the task and genre?
• Have I followed writing conventions which are particularly relevant to the task and genre?

Organisation

• Have I organised my ideas clearly and coherently, using the most appropriate and effective structure for the task?
• Have I used other organisational features appropriately for the genre (for example, titles, headings, openings, closings, etc.)?
• Is the connection between my ideas clear and easy for the reader to follow? (For example, have I used appropriate linking words and other cohesive devices?)
• Are the ideas balanced appropriately, with suitable attention and space given to each one?
• Have I used a wide range of vocabulary, appropriate to the topic and genre?
• Have I avoided repeating the same words and phrases?
• Have I used a range of simple and more complex grammatical structures appropriately?
• Have I correctly used any common phrases which are relevant to the specific task or topic?
• Is my use of grammar accurate?
• Is my spelling accurate?

More than Practice Tests

C2 proficient (cpe) essay: tips.

• Summarise the key points in your own words
• Use an academic writing style (formal or neutral register).
• You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
• You need to draw conclusions based on the information given throughout the whole of your answer

C2 Proficient (CPE) Essay: Marking Criteria

C2 proficient (cpe) essay: useful phrases & expressions.

We will finish it with some useful vocabulary mostly used to organize information. Although it is taking a shortcut, if you learn several expressions for each paragraph in each type of text that could be on your exam, you will certainly be able to create a very consistent and well-organized text.

Sentence openers

The first text suggests that….. The second text raises the issue of …..  The writer is of the opinion that….  Additionally, it is argued that….. The two texts contrast differing views of….. According to the first passage……. Personally, i ……………. The second text put forward…… I believe that……… In conclusion, it is my opinion that……

Linking points and arguments

As opposed to In the sense that….. For this reason……..

Making generalisations

On the whole…. In general….. For the most part…. As a rule…… It is often that…. It is usually the case that….. People to regard….. The reality is that…..

Being specific

With respect to… In the case of… As regards… In terms of…. With the exception of….. From the ….. point of view…. They are seen as….. As far as ……are / is concerned……

Raising an argument

Considering….. On the question of…. No one would dispute…….

Giving one side

One argument in favour of this is …. In support of….. It is true that……

Giving the other side

At the same time…. In actual fact….. On the other hand…. In contrast to…. Set/ weighed against this is…. .

Personally… Unfortunately… Obviously… Evidently… Presumably… Naturally… fortunately..

Would you pass C2 Proficient (CPE)?

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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• Guide to the Cambridge C2 Proficiency Writing Exam – Part 1: Essay

• Posted on 19/04/2023
• Categories: Blog

Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If so, you may be feeling a little nervous and concerned about what lies ahead . Let us help put that fear and anxiety to bed and get started on how your academic writing can leave a positive impression on the examiner.

By the end of this blog post, you’ll know exactly what you need to do, how to prepare and how you can use your knowledge of other parts of the exam to help you.

Although you’ll find the advanced writing skills you’ve mastered at C1 will stand you in good stead for C2 writing, there are clear differences in the exam format in CPE. As in Cambridge C1, there are two parts in the writing exam, and understanding what you need to do before you’ve even put a pen to paper is incredibly important. So, let’s go!

What’s in Part 1?

First, let’s look at the format of Part 1:

• Task: essay.
• Word count: 240–280 words.
• Register: formal.
• Overview: a summary of two texts and an evaluation of the ideas.
• Suggested structure: introduction, paragraph 1, paragraph 2, conclusion.
• Time: 1 hour 30 minutes for Part 1 and 2.

Before we look at an example task, let’s look at how your paper will be assessed. The examiner will mark your paper using four separate assessment scales:

• Content – this demonstrates your ability to complete the task, including only relevant information.
• Communicative achievement – this shows how well you’ve completed the task, having followed the conventions of the task, used the correct register and maintained the reader’s attention throughout.
• Organisation – the overall structure of your essay, the paragraphs and the sentences.
• Language – your ability to use a wide range of C2 grammar and vocabulary in a fluent and accurate way.

How can I write a fantastic essay?

Let’s look at an example task:

The key things you’re being asked to do here are summarise, evaluate and include your own ideas, using your own words as far as possible. So, in short, you have to paraphrase. As a Cambridge exams expert, you’ll know that this is a skill you already use throughout the exam.

In Reading and Use of English Part 4, the techniques you are using to make the keyword transformations (active to passive, comparative structures, negative inversions, common word patterns, etc) will show you that you already know how you can say the same thing in other words.

Your ability to do word formation in Reading and Use of English Part 3 is useful here, as you look for verbs that you can change into nouns, and vice versa. This enables you to say reword sentences without losing the original meaning.

You are already adept at identifying the correct options in Reading and Use of English Part 5 and Listening Parts 1 and 3, although the words given are different to the information in the text or audio.

So, be aware of the skills you have already practised, and use them to your advantage!

How should I plan and structure my essay?

Before you even consider writing, read both texts thoroughly . Highlight the key points in each text and make notes about how you can express this in your own words. Look for contrasting opinions and think about how you can connect the ideas together. These contrasting ideas will usually form the basis of paragraphs 2 and 3.

Although there are multiple ways you can organise your essay, here is a tried and tested structure:

Paragraph 1: Introduction

Paragraph 2: Idea 1 with support

Paragraph 3: Idea 2 with support

Paragraph 4: Conclusion

Introduction

Use your introduction as a way to present the general theme. Don’t give anything away in terms of your own opinion, but instead give an overview of what you will discuss. Imagine this as a global comment, talking about how society as a whole may feel about the topic.

Start with a strong sentence. Make your intentions clear, then back up your idea with a supporting sentence and elaborate on it. Use linkers to show how this idea has different stances, paraphrased from the key points you highlighted in the texts.

Follow the same structure as Idea 1, but focus on a different element from the two texts. Introduce it clearly, then provide more support to the idea. Keep emotional distance from the topic – save your opinion for the conclusion!

Here is the opportunity for you to introduce your personal opinion. There shouldn’t be anything new included here other than how you personally feel about the topics discussed. Use your conclusion to refer back to the main point and round up how your opinion differs or is similar.

This is just one example of how you can structure your essay. However, we recommend trying different formats. The more you practise, the more feedback you’ll get from your teacher. Once you’ve settled on the structure that suits you, your planning will be a lot quicker and easier.

What can I do to prepare?

According to the Cambridge English website, ‘A C2 Proficiency qualification shows the world that you have mastered English to an exceptional level. It proves you can communicate with the fluency and sophistication of a highly competent English speaker.’

This means that being a proficient writer in your own language is not enough. So, what can you do to really convince the examiner that you truly are smarter than the average Joe ?

Prepare! Prepare! Prepare!

✔ Read academic texts regularly.

✔ Pay attention to model essay answers and highlight things that stand out.

✔ Always try to upgrade your vocabulary. Challenge yourself to think of synonyms.

✔ Write frequently and study the feedback your teacher gives you.

✔ Study C2 grammar and include it in your writing.

What do I need to avoid?

Don’t overuse the same linkers. Practise using different ones and not only in essays. You can write something much shorter and ask your teacher to check for correct usage.

• Don’t constantly repeat the same sentence length and punctuation. Long sentences may seem the most sophisticated, but you should consider adding shorter ones from time to time. This adds variety and a dramatic effect. Try it!
• Don’t be discouraged by your mistakes – learn from them! If you struggle with a grammar point, master it. If you spell something incorrectly, write it again and again.
• Don’t limit your English studying time. Do as much as possible in English – watch TV, read, listen to podcasts, or meet with English speaking friends. English time should not only be reserved for the classroom.

What websites can help me?

The Official Cambridge English page, where you can find a link to sample papers.

BBC Learning English has a range of activities geared towards advanced level learners.

Flo-joe has very useful writing practice exercises that allow you to see other students’ writing.

Writing apps and tools like Grammarly can improve your writing style with their feedback and suggestions.

Don’t forget about our fantastic C2 blogs too!

Passing Cambridge C2 Proficiency: Part 3 Reading and Use of English

Passing C2 Proficiency: A Guide to Reading Part 5

Passing C2 Proficiency: A Guide to Reading Part 6

Guide to the Cambridge C2 Proficiency Listening Test

Guide to the Cambridge C2 Proficiency Speaking Test

Looking for further support?

If you’re interested in preparing for the C2 Proficiency exam but don’t know where to start, get in touch with us here at Oxford House today! We offer specific courses that are designed especially to help you get ready for the exam. Let our fully qualified teachers use their exam experience to guide you through your learning journey. Sign up now and receive your free mock test!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

lie ahead (pv): be in the future.

stand you in good stead (id): be of great use to you.

adept at (adj): have a good ability to do something.

thoroughly (adv): completely.

tried and tested (adj): used many times before and proved to be successful.

back up (pv): give support to.

round up (pv): summarise.

settle on (pv): choose after careful consideration

average Joe (n): normal person.

discouraged (adj): having lost your enthusiasm or confidence.

pv = phrasal verb

adj = adjective

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Improve your English pronunciation by mastering these 10 tricky words

• Posted on 05/04/2023

5 Spelling Rules For Comparative And Superlative Adjectives

• Posted on 03/05/2023

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Writing an essay- guidance

As and a level french, essay writing.

As a rough guide you should spend about 10 minutes planning your essay, 45 minutes writing it and 5 minutes checking it.

I. Planning your essay:

It is important to plan your essay well. Make points clearly and logically so that the examiner can follow your argument. Take time to devise a plan before you start writing. This avoids rambling account and allow a structure which is easy to follow. You might find that the following points help you to plan your essay well:

· Read the question carefully. Make sure you have understood what you are being asked to do (the question may be in two parts)

· If you are completing an AS examination, the question will also have a list of bullet points to help you focus on the question. Make sure you engage with this guidance points BUT be aware that they do not in themselves give you the structure of the essay!

· It is sensible to plan your essay in French. This will prevent you writing ideas you are not able to express in the target language.

· Focus on the key words. For example, you may be asked to analyse, evaluate, explore or explain.

· Select the main point you want to make in your essay and then break this down into 3 or 4 sub-sections. They will become your paragraphs.

· Choose relevant information only!

· Decide on the order of your paragraphs. It might be a good idea to keep your strongest idea for your last paragraph. Note down linking words or phrases you can use between paragraphs to make your essay flow as a coherent and logical argument.

· Select one or two relevant and concise quotations which you can use to illustrate some of the points you make.

· Think about the suggested word count for the essay. It should always be possible to write a meaningful essay within the allocated number of words. So try to answer concisely.

· Think about how to introduce and conclude your essay, ensuring that you have answered the question set.

You might find the following template helpful to plan your essay:

II. Writing the essay:

· Remember that you are writing for a person who is reading your essay: the content should be interesting and should communicate your meaning with clarity and coherence.

· Stick to your plan and do not get side tracked into developing an argument or a point that is not relevant to the question set.

Introduction:

· It should be a single paragraph (approx. 5 lines)

· You can use a short sentence to introduce the film or the text you have studied.

· Show your understanding of the question: you should explain to your reader what you understand the question to mean, identify the issue it raises and how you are going to tackle them.

Question: Examinez le personnage de Saïd dans le film La Haine.

Introduction :

Development :

· This part will be divided into a number of interconnected paragraphs, each of which will pick up and develop the points raised in your introduction.

· Each paragraph should be introduced with a sentence stating what the paragraph is about.

· Make sure you are following a clear pathway through your paragraphs leading to your conclusion. You should move from one facet of your argument to the next, linking them conceptually by, for example, contrast, addition or comparison.

· Each paragraph must have an internal logic whereby you examine a separate point, making your argument, supporting it with evidence and possibly quotations and drawing conclusions.

· Try to have balanced paragraphs (with about the same amount of content).

Example (last paragraph):

Conclusion :

· Read through what you have written again and THEN write your conclusion.

· It should summarise your arguments succinctly

· Be careful not to simply lift passages from your development!

III. Check your work :

· Review your essay carefully and check for errors of: grammar, punctuation, accents and spelling.

· Check especially: verb endings, tenses and moods, and adjectival agreements.

· You should employ a good range of vocabulary and include terminology related to film and literature.

• UCAS Guide Home >
• A-Level English Literature

How to Write an A-Level English Literature Essay

Writing an A-level English Literature essay is like creating a masterpiece. It’s a skill that can make a big difference in your academic adventure. 

In this article, we will explore the world of literary analysis in an easy-to-follow way. We’ll show you how to organise your thoughts, analyse texts, and make strong arguments. 

The Basics of Crafting A-Level English Literature Essays

Understanding the Assignment: Decoding Essay Prompts

Writing begins with understanding. When faced with an essay prompt, dissect it carefully. Identify keywords and phrases to grasp what’s expected. Pay attention to verbs like “analyse,” “discuss,” or “evaluate.” These guide your approach. For instance, if asked to analyse, delve into the how and why of a literary element.

Essay Structure: Building a Solid Foundation

The structure is the backbone of a great essay. Start with a clear introduction that introduces your topic and thesis. The body paragraphs should each focus on a specific aspect, supporting your thesis. Don’t forget topic sentences—they guide readers. Finally, wrap it up with a concise conclusion that reinforces your main points.

Thesis Statements: Crafting Clear and Powerful Arguments

Your thesis is your essay’s compass. Craft a brief statement conveying your main argument. It should be specific, not vague. Use it as a roadmap for your essay, ensuring every paragraph aligns with and supports it. A strong thesis sets the tone for an impactful essay, giving your reader a clear sense of what to expect.

Exploring PEDAL for Better A-Level English Essays

Going beyond PEE to PEDAL ensures a holistic approach, hitting the additional elements crucial for A-Level success. This structure delves into close analysis, explains both the device and the quote, and concludes with a contextual link. 

Below are some examples to illustrate how PEDAL can enhance your essay:

Clearly state your main idea.

Example: “In this paragraph, we explore the central theme of love in Shakespeare’s ‘Romeo and Juliet.'”

Pull relevant quotes from the text.

Example: “Citing Juliet’s line, ‘My only love sprung from my only hate,’ highlights the conflict between love and family loyalty.”

Identify a literary technique in the evidence.

Example: “Analysing the metaphor of ‘love sprung from hate,’ we unveil Shakespeare’s use of contrast to emphasise the intensity of emotions.”

Break down the meaning of the evidence.

Example: “Zooming in on the words ‘love’ and ‘hate,’ we dissect their individual meanings, emphasising the emotional complexity of the characters.”

Link to Context:

Connect your point to broader contexts.

Example: “Linking this theme to the societal norms of the Elizabethan era adds depth, revealing how Shakespeare challenges prevailing beliefs about love and family.”

Navigating the World of Literary Analysis

Breaking Down Literary Elements: Characters, Plot, and Themes

Literary analysis is about dissecting a text’s components. Characters, plot, and themes are key players. Explore how characters develop, influence the narrative, and represent broader ideas. Map out the plot’s structure—introduction, rising action, climax, and resolution. Themes, the underlying messages, offer insight into the author’s intent. Pinpointing these elements enriches your analysis.

Effective Text Analysis: Uncovering Hidden Meanings

Go beyond the surface. Effective analysis uncovers hidden layers. Consider symbolism, metaphors, and imagery. Ask questions: What does a symbol represent? How does a metaphor enhance meaning? Why was a particular image chosen? Context is crucial. Connect these literary devices to the broader narrative, revealing the author’s nuanced intentions.

Incorporating Critical Perspectives: Adding Depth to Your Essays

Elevate your analysis by considering various perspectives. Literary criticism opens new doors. Explore historical, cultural, or feminist viewpoints. Delve into how different critics interpret the text. This depth showcases a nuanced understanding, demonstrating your engagement with broader conversations in the literary realm. Incorporating these perspectives enriches your analysis, setting your essay apart.

Secrets to Compelling Essays

Structuring your ideas: creating coherent and flowing essays.

Structure is the roadmap readers follow. Start with a captivating introduction that sets the stage. Each paragraph should have a clear focus, connected by smooth transitions. Use topic sentences to guide readers through your ideas. Aim for coherence—each sentence should logically follow the previous one. This ensures your essay flows seamlessly, making it engaging and easy to follow.

Presenting Compelling Arguments: Backing Up Your Points

Compelling arguments rest on solid evidence. Support your ideas with examples from the text. Quote relevant passages to reinforce your points. Be specific—show how the evidence directly relates to your argument. Avoid generalisations. Strong arguments convince the reader of your perspective, making your essay persuasive and impactful.

The Power of Language: Writing with Clarity and Precision

Clarity is key in essay writing. Choose words carefully to convey your ideas precisely. Avoid unnecessary complexity—simple language is often more effective. Proofread to eliminate ambiguity and ensure clarity. Precision in language enhances the reader’s understanding and allows your ideas to shine. Crafting your essay with care elevates the overall quality, leaving a lasting impression.

Mastering A-level English Literature essays unlocks academic success. Armed with a solid structure, nuanced literary analysis, and compelling arguments, your essays will stand out. Transform your writing from good to exceptional. 

For personalised guidance, join Study Mind’s A-Level English Literature tutors . Elevate your understanding and excel in your literary pursuits. Enrich your learning journey today!

How long should my A-level English Literature essay be, and does word count matter?

While word count can vary, aim for quality over quantity. Typically, essays range from 1,200 to 1,500 words. Focus on expressing your ideas coherently rather than meeting a specific word count. Ensure each word contributes meaningfully to your analysis for a concise and impactful essay.

Is it acceptable to include personal opinions in my literature essay?

While it’s essential to express your viewpoint, prioritise textual evidence over personal opinions. Support your arguments with examples from the text to maintain objectivity. Balance your insights with the author’s intent, ensuring a nuanced and well-supported analysis.

Can I use quotes from literary critics in my essay, and how do I integrate them effectively?

Yes, incorporating quotes from critics can add depth. Introduce the critic’s perspective and relate it to your argument. Analyse the quote’s relevance and discuss its impact on your interpretation. This demonstrates a broader engagement with literary conversations.

How do I avoid sounding repetitive in my essay?

Vary your language and sentence structure. Instead of repeating phrases, use synonyms and explore different ways to express the same idea. Ensure each paragraph introduces new insights, contributing to the overall development of your analysis. This keeps your essay engaging and avoids monotony.

Is it necessary to memorise quotes, or can I refer to the text during exams?

While memorising key quotes is beneficial for a closed text exam, you can refer to the text during open text exams. However, it’s crucial to be selective. Memorise quotes that align with common themes and characters, allowing you to recall them quickly and use them effectively in your essay under time constraints.

How can I improve my essay writing under time pressure during exams?

Practise timed writing regularly to enhance your speed and efficiency. Prioritise planning—allocate a few minutes to outline your essay before starting. Focus on concise yet impactful analysis. Develop a systematic approach to time management to ensure each section of your essay receives adequate attention within the given timeframe.

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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AQA A Level Paper 1 (25 Mark Essays) - Planning the Essay

Last updated 7 Jun 2017

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In the first in a series of short videos on Paper 1 (25 mark) essay technique, I've had a go at providing a worked example of how to plan the two PeCAn PiE paragraph points and AJIM conclusion for a 25 mark essay on AQA A Level Business Paper 1.

AQA PeCAn PiE AJIM Answer Planner

7th June 2017

Practice Exam Papers (Vol 1) for AQA A-Level Business for exams up to 2024

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Year 1 (AS) Practice Exam Papers for AQA A-Level Business for exams up to 2024

You might also like, how to answer a 10 mark question for edexcel a level business year 1 (as), aqa a level business paper 2 walk-through (2018), benefits of diversity in board directors (aqa paper 2 2018, q1.4), importance of price to an effective marketing mix (worked answer to aqa grade booster 2019: 16 mark question), new strategy and market capitalisation | aqa q2.1, paper 2 2019, decentralisation and leadership styles (aqa paper 1 2019, q20), efficiency ratios and cash levels (aqa paper 1 2020 q19), power culture & shareholders (aqa paper 2 2020 q3.2), our subjects.

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How to Learn a Language by Studying Smarter, Not Harder

Just like most things in life, if you know the tips, tricks and hacks for learning something, the process usually goes much smoother, and much more successfully.

So if you’re looking for tips on how to learn a language effectively, read on. We’ve got seven key tips for you to consider on your language learning journey.

1. Use Visual Elements to Memorize New Words

2. write something every day, 3. watch tv and listen to radio and podcasts in the target language, 4. read books at your actual level, 5. branch out from textbooks, 6. learn what interests you, 7. take initiative and personalize your learning style, and one more thing....

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

Summary: Using visual elements is the best method to learn new words, as they trigger associations in our head, making it easier to remember permanently, not just learn by rote.

To understand and speak a language, several thousand words will be enough to get by in conversation and while reading modern writing. You’ll need more if you’re going to tackle more specialized or academic writing, or perhaps if you’re going to become a translator or interpreter. But we all have to start somewhere.

How do you know which words to learn and remember?

We live in the digital era when the internet surrounds us everywhere. So, check the list of most widely used words in the language you’re learning or download some apps that show you popular words, helping you to remember them along the way.

Summary: Write blog posts, diary entries, shopping lists, notes to yourself or anything else that is already part of your daily life, but do it all in your target language. Using grammar in practice will improve your skills many times over.

Certainly, grammar is important, and no one is going to say that you shouldn’t learn it. But just writing sometimes, free of grammar concerns, is very helpful for language learning, too.

Regardless of the language, grammar is always tricky for non-native speakers (well, let’s be honest: it’s often tricky for native speakers, too). All those gerunds, tenses, infinitives and exceptions are useful when you write academic essays, do research or write professional emails. You need to build a foundation of great grammar in order to speak and write correctly.

However, if your primary goal is to communicate, prepare for a trip abroad or master just the basics, don’t stress about this too much. If you’re seriously turned off by the nitty gritty of grammar, don’t torture yourself trying to remember all the rules at once.

Many learners get discouraged by the idea of studying grammar and end up avoiding their daily practice. Don’t procrastinate. On days when grammar fills you with dread, treat yourself to some movies, games or music videos in your target language. Keep building familiarity with the language every day, and you’ll start learning grammar naturally.

Some educators recommend starting off with full immersion—constant exposure to the language through a diversity of authentic materials—and never cracking open a textbook or starting formal grammar study until you’ve developed basic proficiency in the language. You can always give this route a try!

Summary: To develop your listening skills, you can watch movies or TV shows with subtitles, listen to a radio show in your target language, play games , try to understand all words from your favorite songs and so on. Keep it fun and casual! Listening to  TED lectures  is always a good decision, too.

While learning a foreign language, we usually pay lots of undue attention to vocabulary and grammar. Our goal is to learn how to read, write and speak.

That’s all well and good, but we often forget about listening to a target language despite the fact that it’s key to understanding and communication.

Learners too often discover the hard way that speaking a language and understanding it aren’t the same thing.

Sometimes one can speak but can hardly understand native speakers at all while listening to songs or watching a movie in the target language. Never underestimate the importance of listening skills; you need to practice them on a daily basis.

Summary: If you’re at the beginner level of learning, children’s books would be the best option for you. Intermediate and advanced learners can always try reading simplified versions of classics to learn some new words and grammar rules. If you’re pretty advanced, you can start tiptoeing towards the classics. Start with modern classics.

I bet your past or current language teachers have assigned you the task to read a book in the language you’re learning, make a vocabulary list of unknown words from it, learn them and discuss the book in the classroom afterward.

Such exercises are great unless your teacher asks you to read classic literature in the target language. They often don’t, and instead opt for abridged and otherwise simplified reading material.

First of all, it can be difficult to understand a plot and get pleasure from reading a book if you don’t know the meaning of most words. The “extensive reading” method encourages learners to choose texts where they know 95% of the words on any given page .

Secondly, books of classics may contain lots of archaic vocabulary (let’s take Shakespeare, for example). There’s no real need to learn all words from classics, as no one uses them in everyday language anymore.

However, many language learners make the mistake that teachers strive so hard to avoid—they dive into deep, complex literature and other texts that are well outside their reading level. They want to read what they want to read, even if they can’t read it! As you may already know, it can be very discouraging when you don’t understand most of what you’re reading.

You’re not giving yourself the chance to develop good reading habits. You won’t learn how to get into the flow of a native text if you’re constantly stopping to use your dictionary. You also won’t be able to pick up words via context if most of the language is way above your head (for the time being), and this kind of deductive work is critical for learning a language effectively.

Summary: Use all sorts of resources for learning your target language: newspapers, vlogs, novels, short stories, comments sections, advertisements, grocery lists—anything!

Going by the book is one of the biggest mistakes you can make while learning a foreign language.

The textbook can give you all the essential building blocks, but it can’t take you much farther.

Have you ever heard the people speaking in the audio files accompanying English textbooks? They’re speaking perfectly correct English, but they sound a bit forced and awkward at times. That’s because they’re reading a script designed for learners. It’s easy on the ears, and great for becoming familiar with the basics of language, but you’ll probably never hear a native speaker who talks quite like that.

Slang, idioms, jokes, regional dialects, pop culture references…they usually can’t be learned from standard textbooks. To really understand native speakers, you must learn casual language.

This doesn’t mean that you shouldn’t use textbooks at all. Some of them are worth trying, and one can find many reasons to use modern textbooks : They’re well-designed, they provide useful content and a road map for learning, they give lots of practice opportunities and they usually offer audio components.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

You can try FluentU for free for 2 weeks. Check out the website or download the iOS app or Android app.

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Summary: Find materials about subjects that interest you. If you’re an accountant, that might be accounting statements from a large foreign company, or if you’re an art aficionado, read the latest museum exhibition guides in their original language.

Some learners aren’t super passionate about languages, and instead consider reaching fluency just another task to complete. It’s just another task on a life list, bucket list or resume building plan. There are a couple of noteworthy problems with this:

• It’s very difficult to pinpoint the exact moment you reach fluency, so you may never be able to check the “task complete” box.
• You don’t know a language just because you score all A’s and 100’s on your exams.
• You need to find some personal motivation coming from within to really master a language without ever losing focus.

You can’t just study for the test. Fluency doesn’t come until after you’ve put your language skills into action, spoken with natives for hours, listened to native speakers intently and followed their directions. You also need to learn the culture behind the language to a certain extent, or you’ll find a large gap between you and natives while communicating.

Not to mention, you have to constantly be updating your language knowledge. Languages change and develop all the time. Don’t miss a chance to learn the culture of those people whose language you learn, chat with your native speaker friends, watch movies, listen to songs, travel to countries and interact with locals.

Summary: Seek out teachers and fellow students who learn like you like to learn and build a learning community, in real life or online.

This may be the most common mistake made by language learners. They rely on whatever course they’re taking, whether they’re taking it through a college, university or institute online, at home or abroad. This “reliance” comes in two forms:

• Relying on the course to give you all the material and exposure you need to learn.
• Holding the course or teacher responsible for your successes and failures.

When you learn a language, it’s good to have a teacher who will help and support you, but it doesn’t mean he or she can do everything for you. Teachers guide you—they can’t inject the language straight into your brain. It’s only you who’s responsible for your learning.

If you feel like the books and materials your school gives you aren’t effective or sufficient on their own, find a different textbook or other language learning materials to accompany the coursework. If the coursework doesn’t target your preferred learning style, learn how you learn best on your own time. If you learn best through music or visual cues, but simply don’t get enough of that in class, take care of yourself at home later.

Don’t only do your homework, study for tests and call it a day. Read and listen to your target language every day, communicate in it, go to language exchange clubs, make friends with native speakers and seek out new articles, blog posts, YouTube videos and more in that language. Become ravenous. Consume as much of the target language as you can on a daily basis.

Ask your school to assist you where needed, manage your emotions and try to stay motivated and optimistic.

If you don’t study properly and perform poorly on tests, take responsibility for this. If you ace all the reading and writing assignments but can’t speak without a heavy accent, then take responsibility for this and double up on speaking practice. The teacher and coursework can only get you so far.

Take these tips to heart and I think you’ll find your language learning journey moves faster than you ever thought it could. It’ll also be more fun!

If you dig the idea of learning on your own time from the comfort of your smart device with real-life authentic language content, you'll love using FluentU .

With FluentU, you'll learn real languages—as they're spoken by native speakers. FluentU has a wide variety of videos as you can see here:

FluentU App Browse Screen.

FluentU has interactive captions that let you tap on any word to see an image, definition, audio and useful examples. Now native language content is within reach with interactive transcripts.

Didn't catch something? Go back and listen again. Missed a word? Hover your mouse over the subtitles to instantly view definitions.

Interactive, dual-language subtitles.

You can learn all the vocabulary in any video with FluentU's "learn mode." Swipe left or right to see more examples for the word you’re learning.

FluentU Has Quizzes for Every Video

And FluentU always keeps track of vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You get a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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Strong geomagnetic storm reaches Earth, continues through weekend

NOAA space weather forecasters have observed at least seven coronal mass ejections (CMEs) from the sun, with impacts expected to arrive on Earth as early as midday Friday, May 10, and persist through Sunday, May 12, 2024. 

NOAA’s Space Weather Prediction Center (SWPC) has issued a Geomagnetic Storm Warning for Friday, May 10. Additional solar eruptions could cause geomagnetic storm conditions to persist through the weekend.

• The First of Several CMEs reached Earth on Friday, May 10 at 12:37 pm EDT.  The CME was very strong and SWPC quickly issued a series of geomagnetic storm warnings. SWPC observed G4 conditions at 1:39 pm EDT (G3 at 1:08 pm EDT).
• This storm is ongoing and SWPC will continue to monitor the situation and provide additional warnings as necessary.

This is an unusual and potentially historic event. Clinton Wallace , Director, NOAA’s Space Weather Prediction Center

CMEs are explosions of plasma and magnetic fields from the sun’s corona. They cause geomagnetic storms when they are directed at Earth. Geomagnetic storms can impact infrastructure in near-Earth orbit and on Earth’s surface , potentially disrupting communications, the electric power grid, navigation, radio and satellite operations. SWPC has notified the operators of these systems so they can take protective action.

Geomagnetic storms can also trigger spectacular displays of aurora on Earth . A severe geomagnetic storm includes the potential for aurora to be seen as far south as Alabama and Northern California.

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