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Writing Survey Questions

Perhaps the most important part of the survey process is the creation of questions that accurately measure the opinions, experiences and behaviors of the public. Accurate random sampling will be wasted if the information gathered is built on a shaky foundation of ambiguous or biased questions. Creating good measures involves both writing good questions and organizing them to form the questionnaire.

Questionnaire design is a multistage process that requires attention to many details at once. Designing the questionnaire is complicated because surveys can ask about topics in varying degrees of detail, questions can be asked in different ways, and questions asked earlier in a survey may influence how people respond to later questions. Researchers are also often interested in measuring change over time and therefore must be attentive to how opinions or behaviors have been measured in prior surveys.

Surveyors may conduct pilot tests or focus groups in the early stages of questionnaire development in order to better understand how people think about an issue or comprehend a question. Pretesting a survey is an essential step in the questionnaire design process to evaluate how people respond to the overall questionnaire and specific questions, especially when questions are being introduced for the first time.

For many years, surveyors approached questionnaire design as an art, but substantial research over the past forty years has demonstrated that there is a lot of science involved in crafting a good survey questionnaire. Here, we discuss the pitfalls and best practices of designing questionnaires.

Question development

There are several steps involved in developing a survey questionnaire. The first is identifying what topics will be covered in the survey. For Pew Research Center surveys, this involves thinking about what is happening in our nation and the world and what will be relevant to the public, policymakers and the media. We also track opinion on a variety of issues over time so we often ensure that we update these trends on a regular basis to better understand whether people’s opinions are changing.

At Pew Research Center, questionnaire development is a collaborative and iterative process where staff meet to discuss drafts of the questionnaire several times over the course of its development. We frequently test new survey questions ahead of time through qualitative research methods such as  focus groups , cognitive interviews, pretesting (often using an  online, opt-in sample ), or a combination of these approaches. Researchers use insights from this testing to refine questions before they are asked in a production survey, such as on the ATP.

Measuring change over time

Many surveyors want to track changes over time in people’s attitudes, opinions and behaviors. To measure change, questions are asked at two or more points in time. A cross-sectional design surveys different people in the same population at multiple points in time. A panel, such as the ATP, surveys the same people over time. However, it is common for the set of people in survey panels to change over time as new panelists are added and some prior panelists drop out. Many of the questions in Pew Research Center surveys have been asked in prior polls. Asking the same questions at different points in time allows us to report on changes in the overall views of the general public (or a subset of the public, such as registered voters, men or Black Americans), or what we call “trending the data”.

When measuring change over time, it is important to use the same question wording and to be sensitive to where the question is asked in the questionnaire to maintain a similar context as when the question was asked previously (see  question wording  and  question order  for further information). All of our survey reports include a topline questionnaire that provides the exact question wording and sequencing, along with results from the current survey and previous surveys in which we asked the question.

The Center’s transition from conducting U.S. surveys by live telephone interviewing to an online panel (around 2014 to 2020) complicated some opinion trends, but not others. Opinion trends that ask about sensitive topics (e.g., personal finances or attending religious services ) or that elicited volunteered answers (e.g., “neither” or “don’t know”) over the phone tended to show larger differences than other trends when shifting from phone polls to the online ATP. The Center adopted several strategies for coping with changes to data trends that may be related to this change in methodology. If there is evidence suggesting that a change in a trend stems from switching from phone to online measurement, Center reports flag that possibility for readers to try to head off confusion or erroneous conclusions.

Open- and closed-ended questions

One of the most significant decisions that can affect how people answer questions is whether the question is posed as an open-ended question, where respondents provide a response in their own words, or a closed-ended question, where they are asked to choose from a list of answer choices.

For example, in a poll conducted after the 2008 presidential election, people responded very differently to two versions of the question: “What one issue mattered most to you in deciding how you voted for president?” One was closed-ended and the other open-ended. In the closed-ended version, respondents were provided five options and could volunteer an option not on the list.

When explicitly offered the economy as a response, more than half of respondents (58%) chose this answer; only 35% of those who responded to the open-ended version volunteered the economy. Moreover, among those asked the closed-ended version, fewer than one-in-ten (8%) provided a response other than the five they were read. By contrast, fully 43% of those asked the open-ended version provided a response not listed in the closed-ended version of the question. All of the other issues were chosen at least slightly more often when explicitly offered in the closed-ended version than in the open-ended version. (Also see  “High Marks for the Campaign, a High Bar for Obama”  for more information.)

Researchers will sometimes conduct a pilot study using open-ended questions to discover which answers are most common. They will then develop closed-ended questions based off that pilot study that include the most common responses as answer choices. In this way, the questions may better reflect what the public is thinking, how they view a particular issue, or bring certain issues to light that the researchers may not have been aware of.

When asking closed-ended questions, the choice of options provided, how each option is described, the number of response options offered, and the order in which options are read can all influence how people respond. One example of the impact of how categories are defined can be found in a Pew Research Center poll conducted in January 2002. When half of the sample was asked whether it was “more important for President Bush to focus on domestic policy or foreign policy,” 52% chose domestic policy while only 34% said foreign policy. When the category “foreign policy” was narrowed to a specific aspect – “the war on terrorism” – far more people chose it; only 33% chose domestic policy while 52% chose the war on terrorism.

In most circumstances, the number of answer choices should be kept to a relatively small number – just four or perhaps five at most – especially in telephone surveys. Psychological research indicates that people have a hard time keeping more than this number of choices in mind at one time. When the question is asking about an objective fact and/or demographics, such as the religious affiliation of the respondent, more categories can be used. In fact, they are encouraged to ensure inclusivity. For example, Pew Research Center’s standard religion questions include more than 12 different categories, beginning with the most common affiliations (Protestant and Catholic). Most respondents have no trouble with this question because they can expect to see their religious group within that list in a self-administered survey.

In addition to the number and choice of response options offered, the order of answer categories can influence how people respond to closed-ended questions. Research suggests that in telephone surveys respondents more frequently choose items heard later in a list (a “recency effect”), and in self-administered surveys, they tend to choose items at the top of the list (a “primacy” effect).

Because of concerns about the effects of category order on responses to closed-ended questions, many sets of response options in Pew Research Center’s surveys are programmed to be randomized to ensure that the options are not asked in the same order for each respondent. Rotating or randomizing means that questions or items in a list are not asked in the same order to each respondent. Answers to questions are sometimes affected by questions that precede them. By presenting questions in a different order to each respondent, we ensure that each question gets asked in the same context as every other question the same number of times (e.g., first, last or any position in between). This does not eliminate the potential impact of previous questions on the current question, but it does ensure that this bias is spread randomly across all of the questions or items in the list. For instance, in the example discussed above about what issue mattered most in people’s vote, the order of the five issues in the closed-ended version of the question was randomized so that no one issue appeared early or late in the list for all respondents. Randomization of response items does not eliminate order effects, but it does ensure that this type of bias is spread randomly.

Questions with ordinal response categories – those with an underlying order (e.g., excellent, good, only fair, poor OR very favorable, mostly favorable, mostly unfavorable, very unfavorable) – are generally not randomized because the order of the categories conveys important information to help respondents answer the question. Generally, these types of scales should be presented in order so respondents can easily place their responses along the continuum, but the order can be reversed for some respondents. For example, in one of Pew Research Center’s questions about abortion, half of the sample is asked whether abortion should be “legal in all cases, legal in most cases, illegal in most cases, illegal in all cases,” while the other half of the sample is asked the same question with the response categories read in reverse order, starting with “illegal in all cases.” Again, reversing the order does not eliminate the recency effect but distributes it randomly across the population.

Question wording

The choice of words and phrases in a question is critical in expressing the meaning and intent of the question to the respondent and ensuring that all respondents interpret the question the same way. Even small wording differences can substantially affect the answers people provide.

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An example of a wording difference that had a significant impact on responses comes from a January 2003 Pew Research Center survey. When people were asked whether they would “favor or oppose taking military action in Iraq to end Saddam Hussein’s rule,” 68% said they favored military action while 25% said they opposed military action. However, when asked whether they would “favor or oppose taking military action in Iraq to end Saddam Hussein’s rule  even if it meant that U.S. forces might suffer thousands of casualties, ” responses were dramatically different; only 43% said they favored military action, while 48% said they opposed it. The introduction of U.S. casualties altered the context of the question and influenced whether people favored or opposed military action in Iraq.

There has been a substantial amount of research to gauge the impact of different ways of asking questions and how to minimize differences in the way respondents interpret what is being asked. The issues related to question wording are more numerous than can be treated adequately in this short space, but below are a few of the important things to consider:

First, it is important to ask questions that are clear and specific and that each respondent will be able to answer. If a question is open-ended, it should be evident to respondents that they can answer in their own words and what type of response they should provide (an issue or problem, a month, number of days, etc.). Closed-ended questions should include all reasonable responses (i.e., the list of options is exhaustive) and the response categories should not overlap (i.e., response options should be mutually exclusive). Further, it is important to discern when it is best to use forced-choice close-ended questions (often denoted with a radio button in online surveys) versus “select-all-that-apply” lists (or check-all boxes). A 2019 Center study found that forced-choice questions tend to yield more accurate responses, especially for sensitive questions.  Based on that research, the Center generally avoids using select-all-that-apply questions.

It is also important to ask only one question at a time. Questions that ask respondents to evaluate more than one concept (known as double-barreled questions) – such as “How much confidence do you have in President Obama to handle domestic and foreign policy?” – are difficult for respondents to answer and often lead to responses that are difficult to interpret. In this example, it would be more effective to ask two separate questions, one about domestic policy and another about foreign policy.

In general, questions that use simple and concrete language are more easily understood by respondents. It is especially important to consider the education level of the survey population when thinking about how easy it will be for respondents to interpret and answer a question. Double negatives (e.g., do you favor or oppose  not  allowing gays and lesbians to legally marry) or unfamiliar abbreviations or jargon (e.g., ANWR instead of Arctic National Wildlife Refuge) can result in respondent confusion and should be avoided.

Similarly, it is important to consider whether certain words may be viewed as biased or potentially offensive to some respondents, as well as the emotional reaction that some words may provoke. For example, in a 2005 Pew Research Center survey, 51% of respondents said they favored “making it legal for doctors to give terminally ill patients the means to end their lives,” but only 44% said they favored “making it legal for doctors to assist terminally ill patients in committing suicide.” Although both versions of the question are asking about the same thing, the reaction of respondents was different. In another example, respondents have reacted differently to questions using the word “welfare” as opposed to the more generic “assistance to the poor.” Several experiments have shown that there is much greater public support for expanding “assistance to the poor” than for expanding “welfare.”

We often write two versions of a question and ask half of the survey sample one version of the question and the other half the second version. Thus, we say we have two  forms  of the questionnaire. Respondents are assigned randomly to receive either form, so we can assume that the two groups of respondents are essentially identical. On questions where two versions are used, significant differences in the answers between the two forms tell us that the difference is a result of the way we worded the two versions.

One of the most common formats used in survey questions is the “agree-disagree” format. In this type of question, respondents are asked whether they agree or disagree with a particular statement. Research has shown that, compared with the better educated and better informed, less educated and less informed respondents have a greater tendency to agree with such statements. This is sometimes called an “acquiescence bias” (since some kinds of respondents are more likely to acquiesce to the assertion than are others). This behavior is even more pronounced when there’s an interviewer present, rather than when the survey is self-administered. A better practice is to offer respondents a choice between alternative statements. A Pew Research Center experiment with one of its routinely asked values questions illustrates the difference that question format can make. Not only does the forced choice format yield a very different result overall from the agree-disagree format, but the pattern of answers between respondents with more or less formal education also tends to be very different.

One other challenge in developing questionnaires is what is called “social desirability bias.” People have a natural tendency to want to be accepted and liked, and this may lead people to provide inaccurate answers to questions that deal with sensitive subjects. Research has shown that respondents understate alcohol and drug use, tax evasion and racial bias. They also may overstate church attendance, charitable contributions and the likelihood that they will vote in an election. Researchers attempt to account for this potential bias in crafting questions about these topics. For instance, when Pew Research Center surveys ask about past voting behavior, it is important to note that circumstances may have prevented the respondent from voting: “In the 2012 presidential election between Barack Obama and Mitt Romney, did things come up that kept you from voting, or did you happen to vote?” The choice of response options can also make it easier for people to be honest. For example, a question about church attendance might include three of six response options that indicate infrequent attendance. Research has also shown that social desirability bias can be greater when an interviewer is present (e.g., telephone and face-to-face surveys) than when respondents complete the survey themselves (e.g., paper and web surveys).

Lastly, because slight modifications in question wording can affect responses, identical question wording should be used when the intention is to compare results to those from earlier surveys. Similarly, because question wording and responses can vary based on the mode used to survey respondents, researchers should carefully evaluate the likely effects on trend measurements if a different survey mode will be used to assess change in opinion over time.

Question order

Once the survey questions are developed, particular attention should be paid to how they are ordered in the questionnaire. Surveyors must be attentive to how questions early in a questionnaire may have unintended effects on how respondents answer subsequent questions. Researchers have demonstrated that the order in which questions are asked can influence how people respond; earlier questions can unintentionally provide context for the questions that follow (these effects are called “order effects”).

One kind of order effect can be seen in responses to open-ended questions. Pew Research Center surveys generally ask open-ended questions about national problems, opinions about leaders and similar topics near the beginning of the questionnaire. If closed-ended questions that relate to the topic are placed before the open-ended question, respondents are much more likely to mention concepts or considerations raised in those earlier questions when responding to the open-ended question.

For closed-ended opinion questions, there are two main types of order effects: contrast effects ( where the order results in greater differences in responses), and assimilation effects (where responses are more similar as a result of their order).

An example of a contrast effect can be seen in a Pew Research Center poll conducted in October 2003, a dozen years before same-sex marriage was legalized in the U.S. That poll found that people were more likely to favor allowing gays and lesbians to enter into legal agreements that give them the same rights as married couples when this question was asked after one about whether they favored or opposed allowing gays and lesbians to marry (45% favored legal agreements when asked after the marriage question, but 37% favored legal agreements without the immediate preceding context of a question about same-sex marriage). Responses to the question about same-sex marriage, meanwhile, were not significantly affected by its placement before or after the legal agreements question.

Another experiment embedded in a December 2008 Pew Research Center poll also resulted in a contrast effect. When people were asked “All in all, are you satisfied or dissatisfied with the way things are going in this country today?” immediately after having been asked “Do you approve or disapprove of the way George W. Bush is handling his job as president?”; 88% said they were dissatisfied, compared with only 78% without the context of the prior question.

Responses to presidential approval remained relatively unchanged whether national satisfaction was asked before or after it. A similar finding occurred in December 2004 when both satisfaction and presidential approval were much higher (57% were dissatisfied when Bush approval was asked first vs. 51% when general satisfaction was asked first).

Several studies also have shown that asking a more specific question before a more general question (e.g., asking about happiness with one’s marriage before asking about one’s overall happiness) can result in a contrast effect. Although some exceptions have been found, people tend to avoid redundancy by excluding the more specific question from the general rating.

Assimilation effects occur when responses to two questions are more consistent or closer together because of their placement in the questionnaire. We found an example of an assimilation effect in a Pew Research Center poll conducted in November 2008 when we asked whether Republican leaders should work with Obama or stand up to him on important issues and whether Democratic leaders should work with Republican leaders or stand up to them on important issues. People were more likely to say that Republican leaders should work with Obama when the question was preceded by the one asking what Democratic leaders should do in working with Republican leaders (81% vs. 66%). However, when people were first asked about Republican leaders working with Obama, fewer said that Democratic leaders should work with Republican leaders (71% vs. 82%).

The order questions are asked is of particular importance when tracking trends over time. As a result, care should be taken to ensure that the context is similar each time a question is asked. Modifying the context of the question could call into question any observed changes over time (see  measuring change over time  for more information).

A questionnaire, like a conversation, should be grouped by topic and unfold in a logical order. It is often helpful to begin the survey with simple questions that respondents will find interesting and engaging. Throughout the survey, an effort should be made to keep the survey interesting and not overburden respondents with several difficult questions right after one another. Demographic questions such as income, education or age should not be asked near the beginning of a survey unless they are needed to determine eligibility for the survey or for routing respondents through particular sections of the questionnaire. Even then, it is best to precede such items with more interesting and engaging questions. One virtue of survey panels like the ATP is that demographic questions usually only need to be asked once a year, not in each survey.

U.S. Surveys

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A strong analytical question

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

How to come up with an analytical question  

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

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

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

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

Essay writing: Analysing questions

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“It is well worth the time to break down the question into its different elements.” Kathleen McMillan & Jonathan Weyers,  How to Write Essays & Assignments

When you get an essay question, how do you make sure you are answering it how your tutor wants? There is a hidden code in most questions that gives you a clue about the approach you should be taking...

Decoding the question

Here is a typical essay question:

Analyse the impact of the employability agenda on the undergraduate student experience.

Let's decode it...

Understanding the instruction words

Did you know that analyse  means something different to discuss  or evaluate ?  In academic writing these have very specific and unique meanings - which you need to make sure you are aware of before you start your essay planning. For example:

Examine critically so as to bring out the essential elements; describe in detail; describe the various parts of something and explain how they work together, or whether they work together.

It is almost impossible to remember the different meanings, so download our Glossary of Instruction Words for Essay Questions to keep your own reminder of the most common ones.

Redundant phrases

Don't get thrown by other regularly used phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse").   All  your writing should refer to relevant literature and all  writing should have an element of criticality at university level. These are just redundant phrases/words and only there as a gentle reminder.

Recognise the subject of the question

Many students think this is the easy bit - but you can easily mistake the focus for the subject and vice versa.  The subject is the general topic of the essay and the instruction word is usually referring to something you must do to that topic .

Usually, the subject is something you have had a lecture about or there are chapters about in your key texts.

There will be many aspects of the subject/topic that you will not need to include in your essay, which is why it is important to recognise and stick to the focus as shown in the next box.

Identify the focus/constraint

Every essay has and needs a  focus .  If you were to write everything about a topic, even about a particular aspect of a topic, you could write a book and not an essay!  The focus gives you direction about the scope of the essay.  It usually does one of two things:

• Gives context (focus on the topic within a particular situation, time frame etc).

This could be something there were a few slides about in your lecture or a subheading in your key text.

I don't have an essay question - what do I do?

I have to make up my own title.

If you have been asked to come up with your own title, write one like the ones described here. Include at least an instruction, a subject and a focus and it will make planning and writing the essay so much easier. The main difference would be that you write it as a description rather than a question i.e.:

An analysis of the impact of the employability agenda on the undergraduate student experience.

I have only been given assignment criteria

If you have been given assignment criteria, the question often still contains the information you need to break it down into the components on this page. For example, look at the criteria below. There are still instruction words, subjects and focus/constraints.

Aims of the assignment (3000 words):

An understanding of learning theories is important to being an effective teacher. In this assignment you will select two learning theories and explain why they would help you in your own teaching context. You will then reflect on an experience from your teaching practice when this was, or could have been, put into practice.

Assignment criteria

Select two learning theories , referring to published literature, explain why they are relevant to your own teaching context.

Reflect on an experience from your teaching practice .

Explain why a knowledge of a learning theory was or would have been useful in the circumstances .

• Instructions words = explain (twice); reflect on.
• Subjects = two learning theories; an experience from your teaching practice; knowledge of a learning theory.
• Focus/constraints = your own teaching context; in the circumstances

Think of each criterion therefore as a mini essay. 

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Harvard University Program on Survey Research

• How to Frame and Explain the Survey Data Used in a Thesis

Surveys are a special research tool with strengths, weaknesses, and a language all of their own. There are many different steps to designing and conducting a survey, and survey researchers have specific ways of describing what they do.

This handout, based on an annual workshop offered by the Program on Survey Research at Harvard, is geared toward undergraduate honors thesis writers using survey data.

PSR Resources

• Managing and Manipulating Survey Data: A Beginners Guide
• Finding and Hiring Survey Contractors
• Overview of Cognitive Testing and Questionnaire Evaluation
• Questionnaire Design Tip Sheet
• Sampling, Coverage, and Nonresponse Tip Sheet
• Introduction to Surveys for Honors Thesis Writers
• PSR Introduction to the Survey Process
• Related Centers/Programs at Harvard
• General Survey Reference
• Institutional Review Boards
• Select Funding Opportunities
• Survey Analysis Software
• Professional Standards
• Professional Organizations
• Major Public Polls
• Survey Data Collections
• Major Longitudinal Surveys
• Other Links

• Educational Assessment

Good Questions for Better Essay Prompts (and Papers)

• April 8, 2020
• Jessica McCaughey

Most professors would admit that they’ve found themselves frustrated when grading papers. Yes, sometimes those frustrations might stem from students ignoring your clear, strategic, and explicit instructions, but more often, I’d argue, “bad” papers are a result of how and what we’re asking of students, and how well we really understand our goals for them. Further, we often struggle to strike a balance between providing too much information and too little, and placing ourselves in a novice’s shoes is difficult. In an effort to combat these challenges, I present a series of questions to ask yourself as you begin developing or revising prompts.

1. What do you want your students to learn or demonstrate through this writing assignment? Is an essay the best way reach these goals? If so, do they understand those learning goals? Assigning an essay is, for many instructors, our go-to. But paper writing isn’t always the best assessment tool. Think hard about what it is you’re hoping for your students to take away from an assignment. Are there other, better forms the assignment might take? And if the answer is a resounding, “This paper is the right venue!” you should consider whether you are explicitly conveying to your students why you’re asking them to do certain work. Transparency benefits them tremendously. Transparent assignment design—being explicit about how and why you are facilitating their learning in the ways that you are—helps all students, but it particularly helps those students who may not have the experience, networks, or models in college that other students have, such as first-generation college students, minorities, or students with disabilities. Whether in class discussion or in the written prompt itself, strive to follow these transparent assignment design principles .       2. Who is the audience (real or imagined) for the assignment, and what is the purpose of the text? For most writing assignments, the “audience” is, of course, the instructor, and students strive to meet that instructor’s expectations, even if they’re guessing about what this instructor knows, wants, and expects.Even assignments as specific as “Write a letter to the Editor on X topic” beg for more detail. (Is this for my hometown paper or the New York Times ? Those letters will of course read very differently.) And when it comes to purpose or goals, while it might seem obvious to you what the purpose of this paper is, it might not be to your students. Work to be as explicit as possible as you can in what you’d like them to achieve in their paper. You might use language such as, “In this paper you are writing to an audience of scholars in X field, who are/are not familiar with your topic,” or “Your overarching purpose in this paper is to persuade your reader towards a specific, implementable solution to the problem at hand, and support your argument with scholarship in the field.”

3. Do you want to read their papers? This question may seem silly, but it’s not. In every field, professors have the capacity to set students up for authentic, engaging assignments. If you don’t feel excited to read the paper, you can likely imagine how difficult it will be for students to engage in the much more substantial process of writing it. So, consider retooling the assignment into something you look forward to spending time reading. Might you consider new genres, audiences, or purposes for their writing? Develop a traditional essay into a problem-solving task ?

4. What does good writing look like in your field? How can you convey this to students? We all know what good writing looks like in our fields, but students sometimes don’t even understand that writing forms, expectations, and conventions vary from discipline to discipline. Whether we like it or not, and whether we think we have time for it or not, it is our job to teach students about texts in our specific disciplines. Maybe that includes offering them annotated sample papers. Maybe this happens over a series of beginning-of-class conversations as they’re drafting. Maybe it’s showing them some of your own work or looking closely at the writing in a flagship journal. Regardless of how you do it, be sure that a part of the writing process for your students includes exposure and at least an introductory understanding to what “good” writing is to you and your field.

5. Are your grading criteria clear—and thoughtful and reasonable? We know that clear grading criteria—whether in the form of a rubric or a narrative—is key to student writer success, but it’s not as simple as assignment weights to columns such as “Grammar” and “Thesis.” In order to think deeply about how we’re grading, we also have to interrogate what assumptions we have about our student writers? What do we think they already know? Why do we think this? What do we prioritize in an essay, and more importantly, why is that the priority? Do our priorities align with our learning goals for students? These answers to these questions too should be transparent to students as they embark on your writing assignments.

6. What support and structure are you able to provide? Traci Gardner’s Designing Writing Assignments illustrates that the kinds of prompts that allow students to write strong papers share certain characteristics, and among the most important is providing support, both materially and in their process (35). How are you going to facilitate the writing that you want to see your students develop and showcase it in your prompt? Can the assignment be broken down into smaller, scaffolded steps? Or, if you want the students to practice managing projects and figure this out themselves, how can you serve as a guide as they work through time and resource management in order to do so? As scholars, we are not expected to create excellent work without feedback, and we shouldn’t expect it of our students either. We’re not only teaching content and, as noted above, what writing looks like in our discipline, but we’re also working to instill a writing process. Before assigning a paper, be clear about how you’ll build in steps, support, and this process of feedback and revision into your assignment.

7. Does it make sense for this particular assignment and your particular class to include a reflective element? Research shows that metacognition and reflection aid in the transfer of knowledge and skills , so building in some way for students to reflect on the writing and learning they’ve done through your assignment is a valuable way to help them take that knowledge forward, into other classrooms and, later, the workplace. 8. How can you go through the writing process yourself to create the most productive possible prompt? Ask for feedback from colleagues—or your students! There’s no shame in showing students a prompt and revising it based on their questions, perceptions, and, after the semester ends to benefit your next class, their writing.

Bio: Jessica McCaughey is an assistant professor in the University Writing Program at  George Washington University , where she teaches academic and professional writing. In this role, Professor McCaughey has developed a growing professional writing program consisting of workshops, assessment, and coaching that helps organizations improve the quality of their employees’ professional and technical writing. In 2016, she was nominated for the Columbian College’s Robert W. Kenny Prize for Innovation in Teaching of Introductory Courses, and in 2017, she won the Conference on College Composition and Communication’s Emergent Researcher Award.

References:

Elon Statement on Writing Transfer. (29 July 2013). Retrieved from http://www.elon.edu/ e-web/academics/teaching/ers/writing_transfer/statement.xhtml  

Gardner, Traci. (2008).  Designing Writing Assignments . National Council of Teachers of English.  https://wac.colostate.edu/books/gardner/  

• Jessica McCaughey is an assistant professor in the University Writing Program at George Washington University, where she teaches academic and professional writing. In this role, Professor McCaughey has developed a growing professional writing program consisting of workshops, assessment, and coaching that helps organizations improve the quality of their employees’ professional and technical writing. In 2016, she was nominated for the Columbian College’s Robert W. Kenny Prize for Innovation in Teaching of Introductory Courses, and in 2017, she won the Conference on College Composition and Communication’s Emergent Researcher Award.

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100 Writing Practice Lessons & Exercises

by Joe Bunting | 50 comments

Want to become a better writer? How much time do you spend on your writing practice? Perhaps you want to write novels, or maybe you just want to get better grades in your essay writing assignments , or maybe you'd like to start a popular blog .

If you want to write better, you need practice. But what does a writing practice actually look like? In this post, I'm going to give you everything you need to kick off your writing practice and become a better writer faster.

What Is Writing Practice?

Writing practice is a method of becoming a better writer that usually involves reading lessons about the writing process, using writing prompts, doing creative writing exercises , or finishing writing pieces, like essays, short stories , novels , or books . The best writing practice is deliberate, timed, and involves feedback.

How Do You Practice Writing?

This was the question I had when I first started The Write Practice in 2011. I knew how to practice a sport and how to practice playing an instrument. But for some reason, even after studying it in college, I wasn't sure how to practice writing.

I set out to create the best writing practice I could. The Write Practice is the result.

I found that the best writing practice has three aspects:

Deliberate . Writing whatever you feel like may be cathartic, but it's not an effective way to become a better writer or build your writing skills. You'll get better faster by practicing a specific technique or aspect of the writing process each time you sit down to write.

This is why we have a new lesson about the writing process each day on The Write Practice, followed by a practice prompt at the end so you can put what you learned to use immediately.

Timed . It's no secret writers struggle with focus. There are just too many interesting distractions—Facebook, email, Kim Kardashian's Instagram feed (just kidding about that last one, sort of)—and writing is just too hard sometimes.

Setting a timer, even for just fifteen minutes, is an easy and effective way to stay focused on what's important.

This is why in our writing practice prompt at the end of each post we have a time limit, usually with a link to an online tool egg timer , so you can focus on deliberate practice without getting distracted.

Feedback . Getting feedback is one of the requirements to deliberately practice writing or any other craft. Feedback can look like listening to the reactions of your readers or asking for constructive criticism from editors and other writers.

This is why we ask you to post your writing practice after each lesson, so that you can get feedback from other writers in The Write Practice community. It's also why we set up The Write Practice Pro community , to provide critique groups for writers to get feedback on each finished piece of writing.

Our 100+ Best Creative Writing Practice Exercises and Lessons

Now that you know how we practice writing at The Write Practice, here are our best writing practice lessons to jumpstart your writing skills with some daily writing exercises, for beginner writers to even the most expert writers:

All-Time, Top 10 Writing Lessons and Exercises

These ten posts are our most viewed articles to boost your writing practice:

1. What is Plot? The 6 Elements of Plot and How to Use Them . Great stories use similar elements in wildly different ways to build page-turning stories. Click here to read what they are and learn how to start using them !

2. Top 100 Short Story Ideas . Here are over a hundred writing prompts in a variety of genres. If you need ideas for your next story, check this out!

3. How To Use Neither, Nor, Or, and Nor Correctly . Even good writers struggle figuring out when to use neither/nor and either/or. In this post, our copy-queen Liz Bureman settles the confusion once and for all. Click to continue to the writing exercise

4. Ten Secrets To Write Better Stories . How does Pixar manage to create such great stories, year after year? And how do you write a good story? In this post, I distill everything I've learned about how to write a good story into ten tips. Click to continue to the writing exercise

5. 35 Questions To Ask Your Characters From Marcel Proust . To get to know my characters better, I use a list of questions known as the Proust Questionnaire, made famous by French author, Marcel Proust. Click to continue to the writing exercise

6. How a Scene List Can Change Your Novel-Writing Life . Creating a scene list changed my novel-writing life, and doing the same will change yours too. Includes examples of the scene lists from famous authors. Click to continue to the writing exercise

7. Why You Need to be Using the Oxford Comma . Most people I've met have no idea what the Oxford comma is, but it's probably something that you have used frequently in your writing. Click to continue to the writing exercise

8. Six Surprising Ways to Write Better Interview Questions.  The interview is the most-used tool in a journalist's bag. But that doesn't mean novelists, bloggers, and even students can't and don't interview people. Here's how to conduct a great interview. Click to continue to the writing exercise

9. Why You Should Try Writing in Second Person . You've probably used first person and third person point-of-view already. But what about second person? This post explains three reasons why you should try writing from this point-of-view. Click to continue to the writing exercise

10. The Secret to Show, Don't Tell . You've heard the classic writing rule, “Show. Don't Tell.” Every writing blog ever has talked about it, and for good reason. Showing, for some reason, is really difficult. Click to continue to the writing exercise.

12 Exercises and Lessons To Become a Better Writer

How do you become a better writer? These posts share our best advice:

• Want to Be a Better Writer? Cut These 7 Words
• What I Mean When I Say I Am A Writer
• How to Become a Writer: 3 Simple Steps
• 72% of Writers Struggle With THIS
• 7 Lies About Becoming a Writer That You Probably Believe
• 10 Questions to Find Your Unique Writing Voice
• The Best Writing Book I’ve Ever Read
• The Best Way to Become a Better Writer
• The Creative Writer’s Toolkit: 6 Tools You Can’t Write Without
• Should You Write More or Write Better: Quantity vs Quality
• How to Become a Better Writer in One, Simple Step
• 11 Writing Tips That Will Change Your Life

6 Lessons and Exercises from Great Writers

If you want to be a writer, learn from the great writers who have gone before you:

• 23 Essential Quotes from Ernest Hemingway About Writing
• 29 Quotes that Explain How to Become a Better Writer
• 10 Lessons Dr. Seuss Can Teach Writers
• 10 Writing Tips from Ursula Le Guin
• Once Upon a Time: Pixar Prompt
• All the Pretty Words: Writing In the Style of Cormac McCarthy

12 Genre and Format Specific Writing Lessons and Exercises

Here are our best writing lessons for specific types of writing, including essays, screenplays, memoir, short stories, children's books, and humor writing:

• Writing an Essay? Here Are 10 Effective Tips
• How To Write a Screenplay: The 5 Step Process
• How to Write a Great Memoir: a Complete Guide
• How to Write a Short Story from Start to Finish
• How to Write a Thriller Novel
• How to Write a Children's Book
• How to Write a Love Story
• How to Write a Coming of Age Story or Book
• How to Write an Adventure Book
• 5 Key Elements for Successful Short Stories
• 4 Tips to Write a Novel That Will Be Adapted Into a Movie
• Humor Writing for People Who Aren’t Funny

14 Characterization Lessons and Exercises

Good characters are the foundation of good fiction. Here are our best lessons to create better characters:

• Character Development: How to Create Characters Audiences Will Love
• Writing Villains: 9 Evil Examples of the Villain Archetype
• How NOT to Introduce a New Character
• The Strongest Form of Characterization
• The Most Important Character Archetype
• How Do You Build A Strong Character In Your Writing?
• 75+ Antihero Examples and How to Use Them
• How to Explore Your Characters’ Motivations
• 8 Tips for Naming Characters
• The Protagonist: How to Center Your Story
• Heroes vs. Anti-Heroes: Which Is Right For Your Story?
• The Weakest Form of Characterization
• How to Write With an Accent
• How To Create a Character Sketch Using Scrivener

15 Grammar Lessons and Exercises

I talk to so many writers, some of whom are published authors, who struggle with grammar. Here are our best writing lessons on grammar:

• Is It Okay To End A Sentence With A Preposition?
• Contractions List: When To Use and When To Avoid
• Good vs. Well
• Connotation vs. Denotation
• Per Se vs. Per Say
• When You SHOULD Use Passive Voice
• When Do You Use “Quotation Marks”
• Polysyndeton and Asyndeton: Definition and Examples
• The Case Against Twilight
• Affect Versus Effect
• Stop Saying “Literally”
• What Is a Comma Splice? And Why Do Editors Hate Them?
• Intra vs. Inter: Why No One Plays Intermural Sports
• Alright and Alot: Words That Are Not Words
• The Poor, Misunderstood Semicolon

5 Journalism Lessons and Exercises

Want to be a journalist? Or even use techniques from journalism to improve your novel, essay, or screenplay? Here are our best writing lessons on journalism:

• Six Ways to Ask Better Questions In Interviews
• How to Conduct an Author Interview
• Interview In Person or Via Email?  
• What If They Don’t Want to Talk to You?
• Eleven Habits of a Highly Effective Interviewers

16 Plot and Structure Lessons and Exercises

Want to write a good story? Our top plot and structure lessons will help:

• The Nine Types of Story and How to Master Them
• Points of a Story: 6 Plot Points Every Story Needs
• How to Shape a Story: The 6 Arcs
• 7 Keys To Write the Perfect First Line of a Novel
• The Secret to Creating Conflict
• 4 Tips to Avoid Having Your Short Story Rejected by a Literary Magazine
• 7 Steps to Creating Suspense
• 5 Elements of Storytelling
• 3 Important Rules for Writing Endings
• A Writer’s Cheatsheet to Plot and Structure
• Overcoming the Monster
• How to Satisfy Your Reader With a Great Ending
• Pow! Boom! Ka-Pow! 5 Tips to Write Fight Scenes
• The Dramatic Question and Suspense in Fiction
• How to Write a Memorable Beginning and Ending
• How to Write the Perfect First Page

6 Lessons and Exercises to Beat Writer's Block

Writer's block is real, and it can completely derail your writing. Here are six lessons to get writing again:

• How To Write Whether You Feel Like it Or Not
• This Fun Creative Writing Exercise Will Change Your Life
• When You Should Be Writing But Can't…
• What to do When Your Word Count is Too Low
• 7 Tricks to Write More with Less Willpower
• When You Don’t Know What to Write, Write About Your Insecurities

7 Literary Technique Lessons and Exercises

These writing and storytelling techniques will teach you a few tricks of the trade you may not have discovered before:

• 3 Tips to “Show, Don’t Tell” Emotions and Moods
• 3 Reasons to Write Stream of Consciousness Narrative
• 16 Observations About Real Dialogue
• Intertextuality As A Literary Device
• Why You Should Use Symbolism In Your Writing
• 6 Ways to Evoke Emotion in Poetry and Prose
• 3 Tips To Write Modern Allegorical Novels
• Symbol vs. Motif: What’s the Difference

3 Inspirational Writing Lessons and Exercises

Need some inspiration? Here are three of our most inspiring posts:

• Why We Write: Four Reasons
• You Must Remember Every Scar
• 17 Reasons to Write Something NOW

3 Publishing Blogging Lessons and Exercises

If you want to get published, these three lessons will help:

• The Secret to Writing On Your Blog Every Day
• How to Publish Your Book and Sell Your First 1,000 Copies
• How to Submit a Short Story for Publication

11 Writing Prompts

Need inspiration or just a kick in the pants to write. Try one of our top writing prompts :

• Grandfathers [writing prompt]
• Out of Place [writing prompt]
• Sleepless [writing prompt]
• Longing [writing prompt]
• Write About Yourself [writing prompt]
• 3 Reasons You Should Write Ghost Stories
• Road Trip [writing prompt]
• Morning [writing prompt]
• The Beach [writing prompt]
• Fall Writing Prompts
• How to Use Six-Word Stories As Writing Prompts

Is It Time To Begin Your Writing Practice?

It's clear that if you want to become a writer, you need to practice writing. We've created a proven process to practice your writing at The Write Practice, but even if you don't join our community, I hope you'll start practicing in some way today.

Personally, I waited  far  too long to start practicing and it set my writing back years.

How about you? Do you think practicing writing is important?  Let me know in the comments section .

Choose one of the writing practice posts above. Then, read the lesson and participate in the writing exercise, posting your work in the Pro Practice Workshop . And if you post, please give feedback to your fellow writers who also posted their practices.

Have fun and happy practicing!

Joe Bunting

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

Want best-seller coaching? Book Joe here.

Work with Joe Bunting?

WSJ Bestselling author, founder of The Write Practice, and book coach with 14+ years experience. Joe Bunting specializes in working with Action, Adventure, Fantasy, Historical Fiction, How To, Literary Fiction, Memoir, Mystery, Nonfiction, Science Fiction, and Self Help books. Sound like a good fit for you?

50 Comments

You have THE BEST content for writing on this blog!!

Thank you, Kristen. This made my morning. 🙂

Thanks Mitch. 🙂

I can’t remember when I started following this website. I have to look in my notebooks because that’s where I did these practices. I didn’t have access to a computer when I did them, so I wrote them out, setting the time limit. But even when I do get to a computer, I have my reservations about putting my practices on the page. even though it’s practice, I want them to be the best, almost perfect. But I know it won’t be. I’ve gotten feedback before that says so. It still gets to me that I didn’t put something together that not everyone liked. I need to get over it. After all, that is what these practices are about: to learn and improve on our craft.

I don’t know either, George, but it’s been several years. Perfectionism is something so many of us face, and it’s made worse when you don’t have a critique community as warm and encouraging as ours is. I hope you and everyone here are always willing to try something new, even if it comes out a little messed up, because you know we’ll support you and try to make you better.

What a great share! Thanks so much!

You’re so welcome, Elizabeth. Thank you for commenting.

when I ran writing classes I wrote. when I am “a member of writing classes” the teacher/leader/facilitator is NOT MY AUDIENCE and so I don’t write as well/as much. I don’t get the feedback I need from fellow students because most of them have never run their own writing projects/workshops. So many people expect you to write their story for them. I’ve actually got quite a few stories of me own. I have finally decided I like owning them. 😉

It sounds like you need a new critique group, Patience! Hope you can find a place where you get the feedback you need.

Wow! Terrific round-up of resources. 🙂

Thanks Stephanie. 🙂

Practice is necessary, period. It doesn’t matter what you want to learn. If you want to improve, practice is vital.

It’s odd. I’ve known and applied that principle for years on a variety of things. Painting. Drawing. Blogging. Gardening. Laundry.

But never writing.

Like you, I had the notion that just writing every day was all it took to improve. Why not the same level of dedication to writing?

Perhaps it’s time to change that!

I can relate, Carrie. It’s easy to confuse the craft of writing with journaling, thinking that you can just write whatever you feel like and you’ll get better, write something worth reading. The truth is that writing interesting things to read is a skill, but the good news is that you can get better at it with practice. Thanks for practicing with us! 🙂

I love these suggestions , and have set Writing Practice as my homepage so the first 15 minutes of my day is spent writing, whether its a practice or exercise here or another that is sprinkled through out this site, Thank you for all you do everyone here at The Write Practice

This is great Debra. I want to write the first 15 minutes of my day too!

I agree with Joe, Do it. Could be your to do list… ( that could lead to something else story wse later)

I love that, Debra. Such a good way to start your day.

Thanks Joe!

The best! Thank you so much for this.

You’re very welcome!

I simply LOVE all the tips and suggestions given on this blog. They are super helpful!

THANK you. We love sharing them with you. 🙂

Hi! You forgot the link to How to Write a Story a Week: A Day-by-Day Guide.

Thanks a lot for your work! This post is amazing.

It’s a great post Thiago. Definitely one of our most shared. Thanks for mentioning it! BTW here’s the link:

https://thewritepractice.com/a-story-a-week/

Wow!! There are so many exercises…. I just love it..! I am gonna really enjoy it..!

Awesome! Thank you for reading and practicing with us. 🙂

I only read halfway , My tootie is jumping all over me, and typing this is a struggle when a 3yr old wants his Toy Story movie on Youtube in this computer. Thank you for this article, will come back later to finish reading.

I know the feeling! Good luck!

Can’t wait to get stuck in with this! 🙂

Very helpful! Thank you!

I’ve just bookmarked this page. Thanks for this wonderful list.

This is awesome! So many helpful tips. I will be coming back to this often. Thanks for posting this!

Wow, so many goodies! Thank you for always providing such amazing content!!

I have enjoyed all these articles. Thank you for the help an inspiration to get my writing on its way. My creativity is boosting with confidence. Tootle loo.

Amazing contents for beginners like me Joe. I am highly inspired by your commitment. Thank you.

Hey, thanks!

Although I have only read half of thisc article, the practice exercises are excellent. Some of them are exactly what a beginning writer like myself needs. I am committing to at least try ALL of them. Thanks Joe!!

very helpful! thank you..

Amazing articles! Thanks so much for sharing!

My god this article made me love this site . You know it’s kinda hard for a beginner writer, who don’t know where to start and fixing goals, even samll ones give us a direction . A place to go , an aim for our creativity so thanks you , this community and this site. Love you all . At your pens ! 😉

Wow. This is great. I find all your posts informative, but this one is the best for me to use as a guide to get my self starting to write….Thank you.

I’m an old lady who wants to publish one more book before I die — have published several, all non-fiction, and done two under contract to a major publisher (reference books). So help me, the BIGGEST problem I have all along, is keeping track of the damned paper work and research that goes into a book!!! Yet I never ever see articles on something as simple as “How to file” — Oh I know, there’s wonderful software these days so probably I will never find a way to get paper organized — everybody will use software and do it on the computer. I’m too old for that — just one look at the learning curve for software, even putting the damned stuff into computer files is even MORE frustrating than paper!! Oh well, somehow I managed in the past to get books published, I may be able to do it one more time.

you enjoy writing more than anything else and you do indeed care to help others write. I love writing but translation from Arabic into English and English into Arabic is taking all of my time from the early hours of the morning till the evening. I will soon get all of your books in order to read them as soon as possible. One thing I am sure of. You know what you are doing very well. Hamzah

Excellent! Many useful tips. Many thanks!

Liz and Joe, I have only looked at a few exercises. Already, I am convinced that your site is one of the best sites out there. Thank your for sharing your wisdom.

Wow, these are the best lessons and exercises for writing. Actually i’m participating in a compitition this wendsday. so, i’m quite nervous and exited. this helped me a lot

Magnificent post ever I have read. This article will help me a lot to write a right way. Thank you.

i need your help to improve to become a better writer please. i think i usually commit moist of these errors and i don;t pay attention to many advices too.

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• Knowledge Base
• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

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

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

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Table of contents

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

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

Parts of an essay

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

Order of information

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

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

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

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

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

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

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

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

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

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

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

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

Alternating

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

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

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

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

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

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

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

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

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

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

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

The essay overview

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

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

Transitions

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

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

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

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

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

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

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

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

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• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

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

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

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

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

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

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

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

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

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

What are your chances of acceptance?

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8 Questions Your College Essay Should Answer

Your college essay should reflect your opinions and experiences and display clear and critical thinking. It’s more than a list of facts or a highlight reel of successes; it helps college admissions officers understand your character. So show them who you are. Set yourself apart from other candidates by painting a vivid picture of yourself.

Colleges may provide writing prompts or leave the topic up to you. Whether requirements are specific or vague, your college essay should answer important questions to grab the attention of each college admissions officer who reads it.

How Important Is the College Essay?

It depends . If you have a high GPA, competitive test scores, and stand-out extracurricular activities, acceptance is less likely to hinge on your essay. If you’re on the borderline, an essay can’t make up for inadequate scores or stats, but a good essay might give you the edge over another student.

Even at top schools, college essays can make a difference by allowing your personality, passions, and determination to show through. Schools like students with a track record of success. Your essay can show them where you shine and what benefits you’d bring to their community.

According to the College Board, “a majority of colleges and universities believe the essay to be of considerable or moderate importance in determining which academically qualified students they would choose.” Since colleges take essays seriously, you should, too.

Questions to Answer

Including all the facts, feelings, and impressions necessary to set you apart in 600 words is a tall order, but you can do it. Below are questions your college essay might address to get the right kind of attention. Consider these common prompts before you write. Then write to the supplied prompt or choose your own focus. First create an outline and estimate how long each section should be before you start writing. Some schools put no upper limit on size, but if you write more than 700 words, overworked admissions officers become frustrated. Aim for about 550 to 600 words.

1. How can you foster your passion and love of learning at this school?

If you mention specific things about a college, get the facts straight. Mention courses, programs, or opportunities that show you’ve done research. Don’t feel you need to praise the school too much. This isn’t about buttering people up; it’s about showing how you’d fit into the college environment. Share something specific to emphasize what makes you a good fit. Describe how the school would benefit from your presence. Mention planned majors or extracurriculars that show how you’d take advantage of their resources. Demonstrate that you’re ready to be active in classes, leadership opportunities, or other activities.

2. What are your long-term goals?

Show that you’re self-aware. Share your plans. Don’t know what you’ll major in? Focus on your most likely general field of study. Discuss what drew you to it and what you’ll do in future. How is the college the best place for you to meet those goals? Focus on one or two; don’t mention too many things without addressing any in depth.

3. Do you intend to go to graduate school?

This question assesses planning abilities and awareness of strengths. If you see yourself going on to graduate school, describe what you’ll study. Express how you’ll use undergraduate time to prepare for that future. Describe resources that will help you achieve your goals.

Show that you’re open to considering further study once you see how you develop during college. Even if you don’t intend to go to grad school, demonstrate that you’re a devoted student. Focus on how you’ll benefit from undergraduate work. Describe how much it matters to have a first-rate undergrad education.

4. Do you take initiative? Are you self-motivated?

A cardinal rule of good writing is: Show, don’t tell. Don’t tell colleges how important something is— show them what you’ve done. Describe times when you’ve taken action. Write about instances when discipline and persistence helped you. Show evidence of initiative and determination. Describe examples of self-starting behavior so readers imagine you in action.

5. How involved are you in extracurriculars? What have you learned from them?

Extracurriculars show evidence of determination, creativity, teamwork, passion, or civic-mindedness. They clarify what you value, what motivates you, what sets you apart. Give examples of ways you’ve pushed yourself outside of school. Which challenges did you overcome? Focus on one or two and make an impression with personal details.

6. Have you gone beyond the high school curriculum to challenge yourself?

Describing extracurriculars that show talents and interests is valuable. Consider also showing concern for others. Have you volunteered, tutored, been a counselor, helped parents with their business, or worked after school? How do you challenge yourself as part of a team? Help readers see how well you’d integrate into their community.

7. How do you overcome obstacles and problems?

Don’t talk about lofty principles; give examples of problems you’ve solved. Write about ways in which you’ve overcome obstacles. Willingness to get help is good—knowing limits is healthy. Being willing to get assistance and learn from others is impressive. If you show how you’ve improved after getting help, you show willingness to stick to difficult tasks.

8. What sets you apart from other applicants?

Don’t list characteristics; focus on behaviors. Enthusiasm, attitude, and drive are easier to see if you explain that you used them to start a club, work at a dog shelter, or build a boat. Let readers imagine you doing and succeeding. Share times you did something you’re proud of. Let that behavior illuminate who you are.

Once you’ve written your college essay, set it aside, then  re-read it with fresh eyes. Get at least one person (a teacher or counselor is ideal) to proofread i it. Show what you care about and what makes you different. Then you’ll really shine!

Things to Keep in Mind Before You Write

If you’re supplied with a writing prompt, read it carefully. Your essay shows how well you follow directions. Some schools don’t ask a question or suggest a topic; those that do want to see that you address it directly. Don’t let your essay feel generic or written to answer a different prompt.

What’s the reason for the prompt? What does the college hope to learn? Sarah Myers McGinty , author of The College Application Essay , says essays often uncover how well a student might fit at the school, or show whether a student can do the work. She says colleges tend to ask three kinds of questions:

• You questions about who are you and what you’d offer to the college community
• Why us questions about why you think the college would be a good fit
• Creative questions that give you chances to share inventive, original thoughts

Before writing to a prompt, take time to consider what kind of question it asks. What is the college really interested in learning about you? Write to address that interest.

Make answers specific and personal. Don’t write too broadly. Don’t tell your life story or echo the rest of your application. Focus on one thing in detail. Make your story something readers won’t find elsewhere. It should be less about experiences than about how you respond to them. Differentiate yourself from others.

Don’t just describe what happened—reflect on it. Just telling a story isn’t the point. Giving a glimpse into how you think is more important. Show what insights you’ve gained from experiences.

Creative doesn’t mean unfocused. If a college essay prompt is meant to show creativity, you must still write a detailed, logical essay with a point. Avoid meandering or pretention. Even off-the-wall prompts require well-written responses. Don’t let parents or teachers influence your style so much that you sound like they do. Write in your own voice. Also, stick to the truth; don’t embellish your history.

Be careful with humor. Writing vividly without trying to be funny usually works best. Show enthusiasm but avoid jokes or humor that might offend or confuse admissions officers or professors who read what you write.

Don’t write a sob story. Students often write about unusual challenges. Stories about adversity have built-in drama and evoke sympathy. But sympathy alone won’t get you admitted. Don’t rely too heavily on emotions; include important facts. If you focus on challenges, describe how you overcame them.

For more ideas about writing a college essay, check out these articles in the CollegeVine blog:

How to Prepare for College Level Writing in High School

What Is a College Personal Statement?

4 Ways Parents Can Help Their Teen with College Essays

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

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IELTS Preparation with Liz: Free IELTS Tips and Lessons, 2024

• Test Information FAQ
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100 IELTS Essay Questions

Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

In order to prepare well for writing task 2, you should prepare ideas for common topics and then practise applying them to the tasks given (to the essay questions). Also see model essays and tips  for writing task 2.

Below you will find:

• Essay Questions By Topic
• Essay Questions by Essay Type (for example Opinion, Discussion etc)

Please also note that my new Grammar E-book is now available in my store along with my Ideas for Essay Topics E-book and Advanced Writing Lessons. To visit store, click here: IELTS LIZ STORE

1) Common IELTS Essay Questions

IELTS practice essay questions divided by topic. These topics have been reported by IELTS students in their tests. Essay questions have been recreated as accurately as possible.

• Art   (5 essay questions)
• Business & Money   (17 essay questions)
• Communication & Personality   (20 essay questions)
• Crime & Punishment   (12 essay questions)
• Education   (17 essay questions)
• Environment   (12 essay questions)
• Family & Children   (8 essay questions)
• Food & Diet (13 essay questions)
• Government (6 essay questions)
• Health   (9 essay questions)
• Housing, Buildings & Urban Planning (8 essay questions)
• Language (6 essay questions)
• Leisure (1 essay question)
• Media & Advertising   (12 essay questions)
• Reading  (5 essay questions)
• Society   (10 essay questions)
• Space Exploration (3 questions)
• Sport & Exercise   (6 essay questions)
• Technology  (6 essay questions)
• Tourism and Travel   (11 essay questions)
• Transport  (7 essay questions)
• Work (17 essay questions)

2) IELTS Essay Questions by Essay Type 

There are 5 main types of essay questions in IELTS writing task 2 (opinion essays, discussion essay, advantage/disadvantage essays, solution essay and direct question essays). Click on the links below to see some sample essay questions for you to practice with at home.

• Opinion Essay Model Answer with Useful Tips
• Discussion Essay Model Answer with Useful Tips
• Solution Essay Model Answer with Useful Tips
• Direct Questions Model Essay 
• Adv/Disadv Model Essay with Useful Tips

3) Recent Essay Topics

You can also track recent essay topics on this page: IELTS ESSAY TOPICS 2024

Note: you must also prepare all other topics on the page above because questions are recycled each year.

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