how to assess an essay

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Ultimate guide on writing an effective evaluation essay – tips, examples, and guidelines.

Are you puzzled when it comes to writing an evaluation essay? In this guide, we will provide you with all the essential information you need to master the art of crafting a compelling appraisal composition. Whether you are new to this type of writing or just looking to refine your skills, this comprehensive manual will equip you with the necessary tools and techniques to excel. From understanding the purpose and structure of an evaluation essay to exploring various tips and examples, this guide has got you covered.

An evaluation essay is a piece of writing that aims to assess the value or quality of a particular subject or phenomenon. It involves analyzing a topic, presenting your judgment or opinion on it, and providing evidence or examples to support your claims. This type of essay requires critical thinking, research, and effective communication skills to present a well-balanced evaluation.

Throughout this guide, we will delve into the nitty-gritty of writing an evaluation essay. We will start by discussing the key elements that make up a successful evaluation essay, such as establishing clear criteria, conducting thorough research, and adopting a structured approach. Additionally, we will explore practical tips and strategies to help you gather relevant information, organize your thoughts, and present a persuasive argument. To illustrate these concepts, we will provide you with a range of examples covering various topics and subjects.

Tips for Writing a Top-Notch Evaluation Essay

When it comes to crafting a high-quality evaluation essay, there are several key tips to keep in mind. By following these guidelines, you can ensure that your essay stands out and effectively evaluates the subject matter at hand.

1. Be objective and unbiased: A top-notch evaluation essay should approach the topic with an unbiased and objective perspective. Avoid personal bias or overly emotional language, and instead focus on presenting an honest and well-balanced evaluation of the subject.

2. Provide clear criteria: To effectively evaluate something, it’s important to establish clear criteria or standards by which to assess it. Clearly define the criteria you will be using and explain why these specific factors are essential in evaluating the subject. This will help provide structure to your essay and ensure that your evaluation is thorough and comprehensive.

3. Support your evaluation with evidence: In order to make a convincing argument, it’s crucial to support your evaluation with solid evidence. This can include examples, statistics, expert opinions, or any other relevant information that strengthens your claims. By providing strong evidence, you can enhance the credibility of your evaluation and make it more persuasive.

4. Consider multiple perspectives: A well-rounded evaluation takes into account multiple perspectives on the subject matter. Acknowledge and address counterarguments or differing opinions, and provide thoughtful analysis and reasoning for your stance. This demonstrates critical thinking and a comprehensive evaluation of the topic.

5. Use clear and concise language: Clarity is vital in an evaluation essay. Use clear and concise language to express your thoughts and ideas, avoiding unnecessary jargon or complex vocabulary. Your essay should be accessible to a wide audience and easy to understand, allowing your evaluation to be conveyed effectively.

6. Revise and edit: Don’t neglect the importance of revising and editing your essay. Take the time to review your work and ensure that your evaluation is well-structured, coherent, and error-free. Pay attention to grammar, spelling, and punctuation, as these details can greatly impact the overall quality of your essay.

7. Conclude with a strong summary: For a top-notch evaluation essay, it’s important to conclude with a strong and concise summary of your evaluation. Restate your main points and findings, providing a clear and memorable conclusion that leaves a lasting impression on the reader.

By following these tips, you can enhance your writing skills and create a top-notch evaluation essay that effectively assesses and evaluates the subject matter at hand.

Choose a Relevant and Engaging Topic

When it comes to writing an evaluation essay, one of the most important aspects is selecting a topic that is both relevant and engaging. The topic you choose will determine the focus of your essay and greatly impact the overall quality of your writing. It is crucial to choose a topic that not only interests you but also captivates your audience.

When selecting a topic, consider the subject matter that you are knowledgeable or passionate about. This will enable you to provide a well-informed evaluation and maintain your readers’ interest throughout your essay. Additionally, choose a topic that is relevant in today’s society or has a direct impact on your target audience. This will ensure that your evaluation essay has a practical and meaningful purpose.

Furthermore, it is essential to select a topic that is controversial or debatable. This will allow you to present different perspectives and arguments to support your evaluation. By choosing a topic that sparks discussions and debates, you can engage your readers and encourage them to think critically about the subject matter.

In conclusion, choosing a relevant and engaging topic is crucial for writing an effective evaluation essay. By selecting a topic that interests you, appeals to your readers, and is relevant to society, you can ensure that your essay is engaging and impactful. Remember to choose a topic that is controversial or debatable to provide a comprehensive evaluation and encourage critical thinking among your audience.

Develop a Strong Thesis Statement

Crafting an impactful thesis statement is an essential aspect of writing an evaluation essay. The thesis statement serves as the main argument or claim that you will be supporting throughout your essay. It encapsulates the central idea and sets the tone for the rest of the paper.

When developing your thesis statement, it is crucial to be clear, concise, and specific. It should provide a clear indication of your stance on the subject matter being evaluated while also highlighting the main criteria and evidence that will be discussed in the body paragraphs. A strong thesis statement should be thought-provoking and hook the reader’s attention, compelling them to continue reading.

To build a strong thesis statement, you need to engage in a careful analysis of the topic or subject being evaluated. Consider the various aspects that you will be assessing and select the most significant ones to include in your argument. Your thesis statement should be focused and arguable, allowing for a clear position on the matter.

Additionally, it is crucial to avoid vague or general statements in your thesis. Instead, aim for specificity and clarity. By clearly stating your evaluation criteria, you provide a roadmap for the reader to understand what aspects you will be analyzing and what conclusions you intend to make.

Furthermore, a strong thesis statement should be supported by evidence and examples. You should be able to provide concrete support for your evaluation through relevant facts, statistics, or expert opinions. This strengthens the credibility and persuasiveness of your argument, making your thesis statement more compelling.

In summary, developing a strong thesis statement is a critical step in writing an evaluation essay. It sets the foundation for your argument, guiding your analysis and providing a clear direction for the reader. By being clear, concise, specific, and well-supported, your thesis statement helps you create a persuasive and impactful evaluation essay.

Provide Clear and Concise Criteria for Evaluation

One of the most important aspects of writing an evaluation essay is providing clear and concise criteria for evaluation. In order to effectively evaluate a subject or topic, it is essential to establish specific standards or benchmarks that will be used to assess its performance or quality.

When establishing criteria for evaluation, it is crucial to be thorough yet succinct. Clear criteria enable the reader to understand the basis upon which the evaluation is made, while concise criteria ensure that the evaluation remains focused and impactful.

There are several strategies you can employ to provide clear and concise criteria for evaluation. One approach is to define specific attributes or characteristics that are relevant to the subject being evaluated. For example, if you are evaluating a restaurant, you might establish criteria such as the quality of the food, the level of service, and the ambience of the establishment.

Another strategy is to utilize a scoring system or rating scale to assess the subject. This can help provide a more quantitative evaluation by assigning numerical values to different aspects of the subject. For instance, a movie review might use a rating scale of 1 to 5 to evaluate the acting, plot, and cinematography of the film.

In addition to defining specific attributes or using a scoring system, it is important to provide examples or evidence to support your evaluation. This can help make your criteria more concrete and relatable to the reader. For instance, if you are evaluating a car, you could provide examples of its fuel efficiency, handling performance, and safety features.

By providing clear and concise criteria for evaluation, you can effectively communicate your assessment to the reader and support your conclusions. This will help ensure that your evaluation essay is well-structured, informative, and persuasive.

Support Your Evaluation with Solid Evidence

When writing an evaluation essay, it is crucial to support your evaluations with solid evidence. Without proper evidence, your evaluation may appear weak and unsubstantiated. By providing strong evidence, you can convince your readers of the validity of your evaluation and make a compelling argument.

One effective way to support your evaluation is by using concrete examples. These examples can be specific instances or cases that illustrate the strengths or weaknesses of the subject being evaluated. By presenting real-life examples, you can provide tangible evidence and make your evaluation more persuasive.

Another way to support your evaluation is by referring to expert opinions or research studies. These external sources can add credibility to your evaluation and demonstrate that your assessment is based on sound knowledge and expertise. Citing respected experts or referencing reputable studies can enhance the validity of your evaluation and make it more convincing.

In addition to concrete examples and expert opinions, statistical data can also be a powerful tool for supporting your evaluation. Numbers and statistics can provide objective evidence and strengthen your evaluation by adding a quantitative dimension to your argument. By citing relevant statistics, you can add weight to your evaluations and demonstrate the magnitude of the subject’s strengths or weaknesses.

Furthermore, it is important to consider counterarguments and address them in your evaluation. By acknowledging opposing viewpoints and addressing them effectively, you can strengthen your own evaluation and demonstrate a thorough understanding of the subject. This approach shows that you have considered different perspectives and have arrived at a well-rounded evaluation.

In conclusion, supporting your evaluation with solid evidence is essential to writing a persuasive evaluation essay. By using concrete examples, expert opinions, statistical data, and addressing counterarguments, you can bolster the validity and strength of your evaluation. Remember to present your evidence clearly and logically, making your evaluation more compelling and convincing to your readers.

Use a Structured Format to Organize Your Essay

When writing an evaluation essay, it is important to use a structured format to organize your thoughts and arguments. This will help you present your ideas in a clear and logical manner, making it easier for your reader to follow along and understand your points. By using a structured format, you can ensure that your essay flows smoothly and effectively communicates your evaluation.

One effective way to structure your evaluation essay is to use a table format. This allows you to present your evaluation criteria and supporting evidence in a concise and organized manner. By using a table, you can easily compare and contrast different aspects of the subject being evaluated, making it easier for your reader to grasp the overall evaluation.

In addition to using a table format, you should also follow a logical structure within each section of your essay. Start with a clear introduction, where you introduce the subject you are evaluating and provide some background information. Then, present your evaluation criteria and explain why these criteria are important for assessing the subject. Next, provide specific examples and evidence to support your evaluation, using the table format as a guide. Finally, end your essay with a strong conclusion that summarizes your evaluation and reinforces your main points.

By using a structured format, you can effectively organize your evaluation essay and present your ideas in a clear and concise manner. This will make your essay more engaging and persuasive, and help your reader understand and appreciate your evaluation.

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How to Evaluate Essay Writing

Last Updated: April 25, 2020 References

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been viewed 38,089 times.

Essays are common assignments in high school and college. If you are a new teacher trying to evaluate student essays, then familiarizing yourself with the basic parts of an essay can also be helpful. Essays are usually broken into an introduction, body paragraphs, and a conclusion. In some cases, an essay may also need to include a works cited or reference page. If you also need to assign a grade to an essay, develop a rubric and deduct a set number of points for items that are missing, incomplete, or incorrect.

Evaluating the Thesis Statement and Introduction

• For example, in an essay about the first day of classes at a new school, the author might engage readers by providing a vivid description of what it was like for them to walk down the hallway for the first time.

• For example, if the essay is supposed to be about gun control, then the introduction should provide context for readers about this subject. This may be in the form of facts and statistics, an anecdote, or some background information on the controversy.
• On the other hand, a narrative essay on the first day of class at a new school would need to provide a scene from that experience or some kind of background information, such as why they had to start at a new school.

• For example, if the topic is declining bee populations, then the author might include something about how this will affect the food supply to get readers to care about the subject.
• If the essay is about a memorable family vacation, then the introduction might explain how this vacation changed the author’s perspective.

• For example, a paper about the benefits of recycling might include a thesis that reads, “Everyone should recycle because we have limited resources and recycling helps to conserve energy.”
• A narrative essay does not need to have an argument, but there should be a sentence that describes the main point of the essay, such as, “My family’s trip to Turkey taught me about different cultures, cuisines, and religions, and I learned so much about myself along the way.”

Reading the Body Paragraphs

• There would only need to be 3 body paragraphs if the essay is meant to be a 5 paragraph essay. If the essay is meant to be longer, then it should have about 2 body paragraphs per page.
• Multiply the total pages of the essay by 2 and then subtract 2 (for the intro and conclusion) to find the approximate number of body paragraphs a paper should have. For example, a 4 page essay should have about 6 body paragraphs.

• For example, if the topic sentence reads, “Polar bears require a large amount of food to sustain their body weight,” then the rest of the paragraph should expound upon what and how much polar bears eat.
• For a topic sentence that reads, “The meal consisted of a hearty goat stew for the main course, and several traditional side dishes in a variety of colors, flavors, and textures,” the paragraph should provide additional details about the meal.

• For example, if a sentence reads, “Male polar bears weight between 775 to 1,200 pounds (352 to 544 kg),” then there should be a source for this information because this is not information that most people know. [3] X Research source
• On the other hand, it would not be necessary to include a source for a sentence that reads, “Polar bears are large, white bears.”

• If a paragraph is describing a person, then the author might include details about the color of their hair, the sound of their voice, and the type of clothing they wore.
• For example, an effective descriptive paragraph might read, “Judy stood a whole head above me, but she also had an impressive afro that added about 6 inches (15 cm) to her height. She wore black Converse, ripped white jeans, a cherry red, v-neck t-shirt, and a silver locket that contained a picture of her father. Her voice was deep and raspy, as if she had smoked for 20 years, but she had never even had a puff.”

• Sequence: then, next, finally, first, second, third, last
• Cause and effect: for this reason, as a result, consequently, thus, therefore, hence
• Contrast or comparison: but, however, conversely, similarly, likewise, in the same way, also
• Example: for example, for instance, in fact, to illustrate
• Purpose: for this reason, to this end, for this purpose
• Time or place: before, after, immediately, in the meantime, below, above, to the south, nearby [6] X Research source

Reviewing the End of the Essay

• For example, if the essay was about the benefits of recycling and why it is important to recycle, then the conclusion might include a sentence that reads, “Despite all of the benefits of recycling and how easy it is to recycle, many people still don’t do it.”
• For a narrative essay that begins with a description of how nervous the author was to walk down the hall on the first day at a new school, the author could make a similar return to the introduction. The conclusion might include something like, “That first day was terrifying and walking down the hall felt like walking to my doom, but I learned that I was not the only one who felt that way.”

• For example, at the end of a narrative essay you might be left thinking about the vivid description of a favorite family meal.
• An argumentative essay may leave you thinking about the moral dilemma raised by the author regarding gun control.
• An expository essay about polar bears might leave you with a new appreciation for their size and strength.

• If the conclusion does introduce new information, note this in your evaluation.

Evaluating Cited Sources

• Make sure the citations are formatted according to the style guide listed on the assignment sheet, such as MLA, APA, or Chicago Style.

• You may not have time to do this for every single piece of evidence, especially if you have a lot of students. If this is the case, you could randomly check 1-2 pieces of evidence for each essay you grade.

• If you're in doubt about a source, use the information on the works cited page to find the original source and review it.
• Remember that the format should match the assigned style guide, such as MLA, APA, or Chicago Style.

Grading an Essay

• Some teachers and professors require students to rewrite essays that do not satisfy the basic requirements of an assignment. If you come across an essay like this, then you might want to meet with the student to discuss their options.

• Before you assign points to the criteria, rank them in order of importance for this assignment. This will help you create a points system that relates to the goal for this assignment.
• It's best to give your students a copy of the rubric when you make the assignment. This allows the students to understand your grading process and expectations.
• Introduction
• Thesis statement
• Organization
• Development of ideas

• For example, if you require students to include a thesis statement in the first paragraph to outline the paper’s argument, then you might deduct 15 points if it is missing, or 10 points if it is incomplete or incorrect.

Expert Q&A

• It's essential to clearly communicate your expectations to your students. Include all of the information they need to earn full credit in the assignment sheet, including your rubric. Thanks Helpful 0 Not Helpful 0
• If you are evaluating your own essay, use the teacher’s assignment guidelines to ensure that you have included all of the required elements of an essay. Ask your teacher if you are unsure. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://writerscentre.yale-nus.edu.sg/resources/elements-of-a-good-essay/elements-of-a-good-essay/
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/expository_essays.html
• ↑ https://www.livescience.com/27436-polar-bear-facts.html
• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/descriptive_essays.html
• ↑ http://web.mit.edu/course/21/21.guide/tran-cwp.htm
• ↑ http://core.ecu.edu/hist/zipfk/guidelines_for_grading_an_essay.htm

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7 Steps for How to Write an Evaluation Essay (Example & Template)

In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

• Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
• Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

• Discuss both the pros and cons of the thing
• Discuss both the strengths and weaknesses of the thing
• Look at the thing from multiple different perspectives
• Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

• Strength under pressure
• Longevity (ability to survive for a long time)
• Ease of use
• Ability to get the job done
• Friendliness
• Punctuality
• Ability to predict my needs
• Calmness under pressure
• Attentiveness

A Bed and Breakfast

• Breakfast options
• Taste of food
• Comfort of bed
• Local attractions
• Service from owner
• Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

• Looked at both good and bad elements of the ‘thing’, and
• Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

• A strength of the meal was its presentation. It was well presented and looked enticing to eat.
• A weakness of the meal was that it was overcooked. This decreased its flavor.
• The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
• The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

• Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

• All things considered
• With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

• Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
• Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
• Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
• Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
• Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

• Impact on world history
• Ability to pass legislation
• Popularity with voters
• Morals and ethics
• Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

• impact on social interactions;
• impact on the media landscape;
• impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

• Close the loop: Return to a statement you made in the introduction.
• Conclude: Show what your final position is.
• Clarify: Clarify how your final position is relevant to the Essay Question.
• Concern: Explain who should be concerned by your findings.
• Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

• Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
• Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
• Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
• Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
• Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
• Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
• Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

• Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
• Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
• Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
• Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
• Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

• Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
• Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
• Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

• Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
• Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
• Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
• Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
• Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
• Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori's 4 Planes of Development, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori vs Reggio Emilia vs Steiner-Waldorf vs Froebel

2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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Evaluation Criteria for Formal Essays

Katherine milligan.

Please note that these four categories are interdependent. For example, if your evidence is weak, this will almost certainly affect the quality of your argument and organization. Likewise, if you have difficulty with syntax, it is to be expected that your transitions will suffer. In revision, therefore, take a holistic approach to improving your essay, rather than focussing exclusively on one aspect.

An excellent paper:

Argument: The paper knows what it wants to say and why it wants to say it. It goes beyond pointing out comparisons to using them to change the reader?s vision. Organization: Every paragraph supports the main argument in a coherent way, and clear transitions point out why each new paragraph follows the previous one. Evidence: Concrete examples from texts support general points about how those texts work. The paper provides the source and significance of each piece of evidence. Mechanics: The paper uses correct spelling and punctuation. In short, it generally exhibits a good command of academic prose.

A mediocre paper:

Argument: The paper replaces an argument with a topic, giving a series of related observations without suggesting a logic for their presentation or a reason for presenting them. Organization: The observations of the paper are listed rather than organized. Often, this is a symptom of a problem in argument, as the framing of the paper has not provided a path for evidence to follow. Evidence: The paper offers very little concrete evidence, instead relying on plot summary or generalities to talk about a text. If concrete evidence is present, its origin or significance is not clear. Mechanics: The paper contains frequent errors in syntax, agreement, pronoun reference, and/or punctuation.

An appallingly bad paper:

Argument: The paper lacks even a consistent topic, providing a series of largely unrelated observations. Organization: The observations are listed rather than organized, and some of them do not appear to belong in the paper at all. Both paper and paragraphs lack coherence. Evidence: The paper offers no concrete evidence from the texts or misuses a little evidence. Mechanics: The paper contains constant and glaring errors in syntax, agreement, reference, spelling, and/or punctuation.

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Assessing student writing, what does it mean to assess writing.

• Suggestions for Assessing Writing

Means of Responding

Rubrics: tools for response and assessment, constructing a rubric.

Assessment is the gathering of information about student learning. It can be used for formative purposes−−to adjust instruction−−or summative purposes: to render a judgment about the quality of student work. It is a key instructional activity, and teachers engage in it every day in a variety of informal and formal ways.

Assessment of student writing is a process. Assessment of student writing and performance in the class should occur at many different stages throughout the course and could come in many different forms. At various points in the assessment process, teachers usually take on different roles such as motivator, collaborator, critic, evaluator, etc., (see Brooke Horvath for more on these roles) and give different types of response.

One of the major purposes of writing assessment is to provide feedback to students. We know that feedback is crucial to writing development. The 2004 Harvard Study of Writing concluded, "Feedback emerged as the hero and the anti-hero of our study−powerful enough to convince students that they could or couldn't do the work in a given field, to push them toward or away from selecting their majors, and contributed, more than any other single factor, to students' sense of academic belonging or alienation" (http://www.fas.harvard.edu/~expos/index.cgi?section=study).

Source: Horvath, Brooke K. "The Components of Written Response: A Practical Synthesis of Current Views." Rhetoric Review 2 (January 1985): 136−56. Rpt. in C Corbett, Edward P. J., Nancy Myers, and Gary Tate. The Writing Teacher's Sourcebook . 4th ed. New York: Oxford Univ. Press, 2000.

Suggestions for Assessing Student Writing

Be sure to know what you want students to be able to do and why. Good assessment practices start with a pedagogically sound assignment description and learning goals for the writing task at hand. The type of feedback given on any task should depend on the learning goals you have for students and the purpose of the assignment. Think early on about why you want students to complete a given writing project (see guide to writing strong assignments page). What do you want them to know? What do you want students to be able to do? Why? How will you know when they have reached these goals? What methods of assessment will allow you to see that students have accomplished these goals (portfolio assessment assigning multiple drafts, rubric, etc)? What will distinguish the strongest projects from the weakest?

Begin designing writing assignments with your learning goals and methods of assessment in mind.

Plan and implement activities that support students in meeting the learning goals. How will you support students in meeting these goals? What writing activities will you allow time for? How can you help students meet these learning goals?

Begin giving feedback early in the writing process. Give multiple types of feedback early in the writing process. For example, talking with students about ideas, write written responses on drafts, have students respond to their peers' drafts in process, etc. These are all ways for students to receive feedback while they are still in the process of revising.

Structure opportunities for feedback at various points in the writing process. Students should also have opportunities to receive feedback on their writing at various stages in the writing process. This does not mean that teachers need to respond to every draft of a writing project. Structuring time for peer response and group workshops can be a very effective way for students to receive feedback from other writers in the class and for them to begin to learn to revise and edit their own writing.

Be open with students about your expectations and the purposes of the assignments. Students respond better to writing projects when they understand why the project is important and what they can learn through the process of completing it. Be explicit about your goals for them as writers and why those goals are important to their learning. Additionally, talk with students about methods of assessment. Some teachers have students help collaboratively design rubrics for the grading of writing. Whatever methods of assessment you choose, be sure to let students in on how they will be evaluated.

 Do not burden students with excessive feedback. Our instinct as teachers, especially when we are really interested in students´ writing is to offer as many comments and suggestions as we can. However, providing too much feedback can leave students feeling daunted and uncertain where to start in terms of revision. Try to choose one or two things to focus on when responding to a draft. Offer students concrete possibilities or strategies for revision.

Allow students to maintain control over their paper. Instead of acting as an editor, suggest options or open-ended alternatives the student can choose for their revision path. Help students learn to assess their own writing and the advice they get about it.

Purposes of Responding We provide different kinds of response at different moments. But we might also fall into a kind of "default" mode, working to get through the papers without making a conscious choice about how and why we want to respond to a given assignment. So it might be helpful to identify the two major kinds of response we provide:

• Formative Response: response that aims primarily to help students develop their writing. Might focus on confidence-building, on engaging the student in a conversation about her ideas or writing choices so as to help student to see herself as a successful and promising writer. Might focus on helping student develop a particular writing project, from one draft to next. Or, might suggest to student some general skills she could focus on developing over the course of a semester.
• Evaluative Response: response that focuses on evaluation of how well a student has done. Might be related to a grade. Might be used primarily on a final product or portfolio. Tends to emphasize whether or not student has met the criteria operative for specific assignment and to explain that judgment.

We respond to many kinds of writing and at different stages in the process, from reading responses, to exercises, to generation or brainstorming, to drafts, to source critiques, to final drafts. It is also helpful to think of the various forms that response can take.

• Conferencing: verbal, interactive response. This might happen in class or during scheduled sessions in offices. Conferencing can be more dynamic: we can ask students questions about their work, modeling a process of reflecting on and revising a piece of writing. Students can also ask us questions and receive immediate feedback. Conference is typically a formative response mechanism, but might also serve usefully to convey evaluative response.
• Written Comments on Drafts
• Local: when we focus on "local" moments in a piece of writing, we are calling attention to specifics in the paper. Perhaps certain patterns of grammar or moments where the essay takes a sudden, unexpected turn. We might also use local comments to emphasize a powerful turn of phrase, or a compelling and well-developed moment in a piece. Local commenting tends to happen in the margins, to call attention to specific moments in the piece by highlighting them and explaining their significance. We tend to use local commenting more often on drafts and when doing formative response.
• Global: when we focus more on the overall piece of writing and less on the specific moments in and of themselves. Global comments tend to come at the end of a piece, in narrative-form response. We might use these to step back and tell the writer what we learned overall, or to comment on a pieces' general organizational structure or focus. We tend to use these for evaluative response and often, deliberately or not, as a means of justifying the grade we assigned.
• Rubrics: charts or grids on which we identify the central requirements or goals of a specific project. Then, we evaluate whether or not, and how effectively, students met those criteria. These can be written with students as a means of helping them see and articulate the goals a given project.

Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer "descriptors" to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms. Here is an example of each, using the same classification descriptors:

Example: Narrative Rubric for Inquiring into Family & Community History

An "A" project clearly and compellingly demonstrates how the public event influenced the family/community. It shows strong audience awareness, engaging readers throughout. The form and structure are appropriate for the purpose(s) and audience(s) of the piece. The final product is virtually error-free. The piece seamlessly weaves in several other voices, drawn from appropriate archival, secondary, and primary research. Drafts - at least two beyond the initial draft - show extensive, effective revision. Writer's notes and final learning letter demonstrate thoughtful reflection and growing awareness of writer's strengths and challenges.

A "B" project clearly and compellingly demonstrates how the public event influenced the family/community. It shows strong audience awareness, and usually engages readers. The form and structure are appropriate for the audience(s) and purpose(s) of the piece, though the organization may not be tight in a couple places. The final product includes a few errors, but these do no interfere with readers' comprehension. The piece effectively, if not always seamlessly, weaves several other voices, drawn from appropriate archival, secondary, and primary research. One area of research may not be as strong as the other two. Drafts - at least two beyond the initial drafts - show extensive, effective revision. Writer's notes and final learning letter demonstrate thoughtful reflection and growing awareness of writer's strengths and challenges.

A "C" project demonstrates how the public event influenced the family/community. It shows audience awareness, sometimes engaging readers. The form and structure are appropriate for the audience(s) and purpose(s), but the organization breaks down at times. The piece includes several, apparent errors, which at times compromises the clarity of the piece. The piece incorporates other voices, drawn from at least two kinds of research, but in a generally forced or awkward way. There is unevenness in the quality and appropriateness of the research. Drafts - at least one beyond the initial draft - show some evidence of revision. Writer's notes and final learning letter show some reflection and growth in awareness of writer's strengths and challenges.

A "D" project discusses a public event and a family/community, but the connections may not be clear. It shows little audience awareness. The form and structure is poorly chosen or poorly executed. The piece includes many errors, which regularly compromise the comprehensibility of the piece. There is an attempt to incorporate other voices, but this is done awkwardly or is drawn from incomplete or inappropriate research. There is little evidence of revision. Writer's notes and learning letter are missing or show little reflection or growth.

An "F" project is not responsive to the prompt. It shows little or no audience awareness. The purpose is unclear and the form and structure are poorly chosen and poorly executed. The piece includes many errors, compromising the clarity of the piece throughout. There is little or no evidence of research. There is little or no evidence of revision. Writer's notes and learning letter are missing or show no reflection or growth.

Chart Rubric for Community/Family History Inquiry Project

All good rubrics begin (and end) with solid criteria. We always start working on rubrics by generating a list - by ourselves or with students - of what we value for a particular project or portfolio. We generally list far more items than we could use in a single rubric. Then, we narrow this list down to the most important items - between 5 and 7, ideally. We do not usually rank these items in importance, but it is certainly possible to create a hierarchy of criteria on a rubric (usually by listing the most important criteria at the top of the chart or at the beginning of the narrative description).

Once we have our final list of criteria, we begin to imagine how writing would fit into a certain classification category (1-5, A-F, etc.). How would an "A" essay differ from a "B" essay in Organization? How would a "B" story differ from a "C" story in Character Development? The key here is to identify useful descriptors - drawing the line at appropriate places. Sometimes, these gradations will be precise: the difference between handing in 80% and 90% of weekly writing, for instance. Other times, they will be vague: the difference between "effective revisions" and "mostly effective revisions", for instance. While it is important to be as precise as possible, it is also important to remember that rubric writing (especially in writing classrooms) is more art than science, and will never - and nor should it - stand in for algorithms. When we find ourselves getting caught up in minute gradations, we tend to be overlegislating students´- writing and losing sight of the purpose of the exercise: to support students' development as writers. At the moment when rubric-writing thwarts rather than supports students' writing, we should discontinue the practice. Until then, many students will find rubrics helpful -- and sometimes even motivating.

English Composition 1

Evaluation and grading criteria for essays.

IVCC's online Style Book presents the Grading Criteria for Writing Assignments .

This page explains some of the major aspects of an essay that are given special attention when the essay is evaluated.

Thesis and Thesis Statement

Probably the most important sentence in an essay is the thesis statement, which is a sentence that conveys the thesis—the main point and purpose of the essay. The thesis is what gives an essay a purpose and a point, and, in a well-focused essay, every part of the essay helps the writer develop and support the thesis in some way.

The thesis should be stated in your introduction as one complete sentence that

• identifies the topic of the essay,
• states the main points developed in the essay,
• clarifies how all of the main points are logically related, and
• conveys the purpose of the essay.

In high school, students often are told to begin an introduction with a thesis statement and then to follow this statement with a series of sentences, each sentence presenting one of the main points or claims of the essay. While this approach probably helps students organize their essays, spreading a thesis statement over several sentences in the introduction usually is not effective. For one thing, it can lead to an essay that develops several points but does not make meaningful or clear connections among the different ideas.

If you can state all of your main points logically in just one sentence, then all of those points should come together logically in just one essay. When I evaluate an essay, I look specifically for a one-sentence statement of the thesis in the introduction that, again, identifies the topic of the essay, states all of the main points, clarifies how those points are logically related, and conveys the purpose of the essay.

If you are used to using the high school model to present the thesis of an essay, you might wonder what you should do with the rest of your introduction once you start presenting a one-sentence statement of your thesis. Well, an introduction should do two important things: (1) present the thesis statement, and (2) get readers interested in the subject of the essay.

Instead of outlining each stage of an essay with separate sentences in the introduction, you could draw readers into your essay by appealing to their interests at the very beginning of your essay. Why should what you discuss in your essay be important to readers? Why should they care? Answering these questions might help you discover a way to draw readers into your essay effectively. Once you appeal to the interests of your readers, you should then present a clear and focused thesis statement. (And thesis statements most often appear at the ends of introductions, not at the beginnings.)

Coming up with a thesis statement during the early stages of the writing process is difficult. You might instead begin by deciding on three or four related claims or ideas that you think you could prove in your essay. Think in terms of paragraphs: choose claims that you think could be supported and developed well in one body paragraph each. Once you have decided on the three or four main claims and how they are logically related, you can bring them together into a one-sentence thesis statement.

All of the topic sentences in a short paper, when "added" together, should give us the thesis statement for the entire paper. Do the addition for your own papers, and see if you come up with the following:

Topic Sentence 1 + Topic Sentence 2 + Topic Sentence 3 = Thesis Statement

Organization

Effective expository papers generally are well organized and unified, in part because of fairly rigid guidelines that writers follow and that you should try to follow in your papers.

Each body paragraph of your paper should begin with a topic sentence, a statement of the main point of the paragraph. Just as a thesis statement conveys the main point of an entire essay, a topic sentence conveys the main point of a single body paragraph. As illustrated above, a clear and logical relationship should exist between the topic sentences of a paper and the thesis statement.

If the purpose of a paragraph is to persuade readers, the topic sentence should present a claim, or something that you can prove with specific evidence. If you begin a body paragraph with a claim, a point to prove, then you know exactly what you will do in the rest of the paragraph: prove the claim. You also know when to end the paragraph: when you think you have convinced readers that your claim is valid and well supported.

If you begin a body paragraph with a fact, though, something that it true by definition, then you have nothing to prove from the beginning of the paragraph, possibly causing you to wander from point to point in the paragraph. The claim at the beginning of a body paragraph is very important: it gives you a point to prove, helping you unify the paragraph and helping you decide when to end one paragraph and begin another.

The length and number of body paragraphs in an essay is another thing to consider. In general, each body paragraph should be at least half of a page long (for a double-spaced essay), and most expository essays have at least three body paragraph each (for a total of at least five paragraphs, including the introduction and conclusion.)

Support and Development of Ideas

The main difference between a convincing, insightful interpretation or argument and a weak interpretation or argument often is the amount of evidence than the writer uses. "Evidence" refers to specific facts.

Remember this fact: your interpretation or argument will be weak unless it is well supported with specific evidence. This means that, for every claim you present, you need to support it with at least several different pieces of specific evidence. Often, students will present potentially insightful comments, but the comments are not supported or developed with specific evidence. When you come up with an insightful idea, you are most likely basing that idea on some specific facts. To present your interpretation or argument well, you need to state your interpretation and then explain the facts that have led you to this conclusion.

Effective organization is also important here. If you begin each body paragraph with a claim, and if you then stay focused on supporting that claim with several pieces of evidence, you should have a well-supported and well-developed interpretation.

As stated above, each body paragraph generally should be at least half of a page long, so, if you find that your body paragraphs are shorter than this, then you might not be developing your ideas in much depth. Often, when a student has trouble reaching the required minimum length for an essay, the problem is the lack of sufficient supporting evidence.

In an interpretation or argument, you are trying to explain and prove something about your subject, so you need to use plenty of specific evidence as support. A good approach to supporting an interpretation or argument is dividing your interpretation or argument into a few significant and related claims and then supporting each claim thoroughly in one body paragraph.

Insight into Subject

Sometimes a student will write a well-organized essay, but the essay does not shed much light on the subject. At the same time, I am often amazed at the insightful interpretations and arguments that students come up with. Every semester, students interpret aspects of texts or present arguments that I had never considered.

If you are writing an interpretation, you should reread the text or study your subject thoroughly, doing your best to notice something new each time you examine it. As you come up with a possible interpretation to develop in an essay, you should re-examine your subject with that interpretation in mind, marking passages (if your subject is a literary text) and taking plenty of notes on your subject. Studying your subject in this way will make it easier for you to find supporting evidence for your interpretation as you write your essay.

The insightfulness of an essay often is directly related to the organization and the support and development of the ideas in the essay. If you have well-developed body paragraphs focused on one specific point each, then it is likely that you are going into depth with the ideas you present and are offering an insightful interpretation.

If you organize your essay well, and if you use plenty of specific evidence to support your thesis and the individual claims that comprise that thesis, then there is a good possibility that your essay will be insightful.

Clarity is always important: if your writing is not clear, your meaning will not reach readers the way you would like it to. According to IVCC's Grading Criteria for Writing Assignments , "A," "B," and "C" essays are clear throughout, meaning that problems with clarity can have a substantial effect on the grade of an essay.

If any parts of your essay or any sentences seem just a little unclear to you, you can bet that they will be unclear to readers. Review your essay carefully and change any parts of the essay that could cause confusion for readers. Also, take special note of any passages that your peer critiquers feel are not very clear.

"Style" refers to the kinds of words and sentences that you use, but there are many aspects of style to consider. Aspects of style include conciseness, variety of sentence structure, consistent verb tense, avoidance of the passive voice, and attention to the connotative meanings of words.

Several of the course web pages provide information relevant to style, including the following pages:

• "Words, Words, Words"
• Using Specific and Concrete Diction
• Integrating Quotations into Sentences
• Formal Writing Voice

William Strunk, Jr.'s, The Elements of Style is a classic text on style that is now available online.

Given the subject, purpose, and audience for each essay in this course, you should use a formal writing voice . This means that you should avoid use of the first person ("I," "me," "we," etc.), the use of contractions ("can't," "won't," etc.), and the use of slang or other informal language. A formal writing voice will make you sound more convincing and more authoritative.

If you use quotations in a paper, integrating those quotations smoothly, logically, and grammatically into your own sentences is important, so make sure that you are familiar with the information on the Integrating Quotations into Sentences page.

"Mechanics" refers to the correctness of a paper: complete sentences, correct punctuation, accurate word choice, etc. All of your papers for the course should be free or almost free from errors. Proofread carefully, and consider any constructive comments you receive during peer critiques that relate to the "mechanics" of your writing.

You might use the grammar checker if your word-processing program has one, but grammar checkers are correct only about half of the time. A grammar checker, though, could help you identify parts of the essay that might include errors. You will then need to decide for yourself if the grammar checker is right or wrong.

The elimination of errors from your writing is important. In fact, according to IVCC's Grading Criteria for Writing Assignments , "A," "B," and "C" essays contain almost no errors. Significant or numerous errors are a characteristic of a "D" or "F" essay.

Again, the specific errors listed in the second table above are explained on the Identifying and Eliminating Common Errors in Writing web page.

You should have a good understanding of what errors to look out for based on the feedback you receive on graded papers, and I would be happy to answer any questions you might have about possible errors or about any other aspects of your essay. You just need to ask!

Copyright Randy Rambo , 2021.

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• Subject Guides

Academic writing: a practical guide

Assessment & feedback.

• Academic writing
• The writing process
• Academic writing style
• Structure & cohesion
• Criticality in academic writing
• Working with evidence
• Referencing
• Dissertations
• Reflective writing
• Examination writing
• Academic posters
• Feedback on Structure and Organisation
• Feedback on Argument, Analysis, and Critical Thinking
• Feedback on Writing Style and Clarity
• Feedback on Referencing and Research
• Feedback on Presentation and Proofreading

What markers are looking for in your work and using feedback to improve your writing.

Assessment criteria

Most written assignments are marked using assessment criteria, which show the areas the work is marked on and what's expected at each grade band. Each department has its own assessment criteria, and sometimes modules have a specific set of criteria too. 

Assessment criteria can be organised as a list of descriptions for each grade band, as a grid with descriptions for each marking area and grade band, or as marking areas rated on a scale.

Marking areas

Criteria have different areas (or categories) that work is marked against. Marking areas can vary across departments or assignments, but there are some key areas that often appear. Here are some ideas of what markers may be looking for:

Content & relevance

This area looks at how far the assignment meets the task requirements and the relevance of the information included. 

Addressing the question/task

Make sure you read the assessment instructions carefully!

• How far does the work address the question/task?
• Are all parts of the question/task addressed?
• Is the work within +/- 10% of the stated word count?

Relevance of content

• Are points and sources relevant to the question/task?
• Are the relevant ideas/principles from the module included?
• For higher scores, does the work include relevant ideas from reading beyond the module content?
• Are sources used relevant, up to date and reliable?

More information:

Argument & analysis

This category focuses on the quality of your argument and critical analysis relating to the topic. It's also sometimes called 'originality of thought' or 'engagement with ideas'.

An important aspect of academic writing is incorporating relevant previous research and thinking as well as your own findings. However, it's not enough just to describe or summarise this information - to get higher marks, you also need to critically analyse it. What does it mean in terms of your overall argument?  If the content is the 'what', the analysis and argument are more like 'so what?'.

Relating this to  Bloom's Taxonomy , this requires more complex processes; analysing, evaluating and creating.

Questions markers may ask:

• Is the argument logical and well developed, with enough relevant supporting evidence?
• Is the work analytical, rather than just descriptive?
• Have connections or comparisons been made across sources?
• Are source information and/or research findings evaluated in terms of the argument?

Critical analysis is spread throughout assignments in small critical comments and is also usually the major focus of the discussion or conclusion. To help you critically analyse source information or your own findings, ask questions like why?   how?  and  so what?

• Why did paper A find different results to papers B and C?
• How might this information influence policy? 
• Plant A grew faster than Plant B - so what?

This area focuses on the structure and organisation of the assignment, which is important to help the reader follow the argument easily.

• Is the overall structure and argument clear?
• Are points logically ordered to create the argument?
• Are paragraphs structured clearly, with one central idea?
• Are ideas linked smoothly within and between paragraphs?
• Does the work meet structural requirements for the type of writing (eg, does a report include section headings)?

Style & presentation

This area is about the surface aspects of your work - how does it look and feel?

Referencing style

• Are citations and references formatted correctly in the required referencing style?
• Is all source information acknowledged appropriately?

You can find examples of correctly formatted citations and references in our  practical guide to referencing styles .

Presentation

• Are the format and presentation appropriate to the task?
• Have formatting guidelines or requirements been followed?
• Is formatting consistent?

Use of language

• Is an academic writing style used that is appropriate to the assignment?
• Is spelling, grammar and punctuation correct?
• Is the writing clear and concise?

What to do with assessment criteria?

Find your assessment criteria

Your module learning outcomes and assessment criteria could be found in your programme handbook, an induction or module VLE site, or the module catalogue.

Read & understand the criteria

You need to know what markers' expectations are, so read the criteria carefully. Consider: 

• Which key areas is your work marked on?
• What are the expectations at different grade bands?

Apply the criteria

You can use the criteria in a few ways to help improve your assignments:

• Evaluate example assignments using the criteria - why were they awarded that grade?
• Use with feedback on previous assignments to help identify strengths and areas to improve (also see the Feedback box).
• Use them while writing assignments to remind you what markers are looking for.

If you have questions about the marking criteria, ask your module tutor, your academic supervisor, or book a Writing Centre appointment .

View this information in a new window: Assessment criteria [Google Doc]

Using feedback to improve writing

Feedback comes in many forms:

• written comments about your work
• highlighting sections of the assessment criteria
• verbally in an audio or video clip, or in a conversation
• model answers to compare your work to
• advice on common issues (especially for formative work)

Feedback is an opportunity to develop and improve. It's not always nice to read, but  don't ignore it !

Feedback can...

...show what you've done well.

The essay is structured well and your argument is easy to follow.

Your literature review comprises highly relevant studies, which you link back to in your discussion of the results.

Overall, you demonstrate a good understanding of the quantitative statistical analyses you have conducted.

These comments help you understand the strengths of your writing. For example, If you know that your structure was clear, you can use the same approach in your next assignments.

Also, they make you feel good - give yourself a pat on the back!

...identify areas for improvement

You raise some (potentially) interesting points in your essay, but these are very often not supported with a reference to relevant evidence.

The third paragraph is quite off-topic, and doesn't help you answer the essay question.

Your arguments are not clear in several places due to errors in grammar and wording.

It might not be very nice to hear about aspects of your work that are not so good, but these comments are the most useful to help you improve!

This type of comment often includes phrases like:

• [something positive], but/however [something to improve]
• make sure you...
• pay attention to...
• you could have...
• it would have helped to...
• [some part of the assignment] could be more...

See the sections below for tips on dealing with some common problems identified in feedback.

...help extend your understanding

What might be the implications of this policy for schools?

How far could your findings be generalised to other working environments?

You mention some theories of aggression, but don't go into detail - why are these particular theories relevant?

Comments like this can give you ideas to consider or further reading to help deepen your knowledge on a topic. This is especially useful if you want to explore this topic further in later modules or your dissertation. They could also highlight gaps in your understanding. In this case, it might be worthwhile to go back and revise the module content to help you in your later modules.

What to do with feedback?

Here's a handy three-step process to use your feedback to write better assignments. 

• Read the feedback carefully. What are you doing well? What do you need to improve?
• Look back at your assignment - can you find the good things and issues mentioned?
• If the feedback isn't clear, ask your tutor to explain or book a Writing Centre appointment  to discuss it.
• Look for patterns in feedback across assignments to identify what to focus on.
• For areas to improve on, make a plan to address this. For example, if the structure needs to be clearer, you could spend more time planning next time.
• For things you're doing well, how can you apply this to future assignments?

Do something!

• Apply your plans from the Reflect stage when you write your next assignments.
• When you get the feedback for these assignments, think about what you did differently - have you addressed the issues?

And then the cycle begins again!

You can use this template to review your feedback to identify areas for improvement and work out what you need to focus on:

Common feedback issues & how to avoid them

The issues below are often identified in feedback. Open each for advice on how to address them in your next assignments. Some are easier to deal with than others!

Proofreading, spelling and grammar errors

Work on improving the clarity of your writing, including grammar and choice of words.

There are numerous errors in spelling and grammar, eg 'the survey contain 10 questions'.

Make sure to proofread your work carefully, there are lots of typos.

Feedback like this is very common, as the mistakes are easy for markers to spot.

It shows you need to check your work carefully for small mistakes or typos in spelling, grammar, punctuation or word choice before you submit. This checking is often called ' proofreading '.

More detail & advice:

Referencing style errors

The format of your references in the text does not always follow the APA format. 

There are some instances of citing and referencing format being incorrect.

Pay attention to following Harvard style correctly.

Each referencing style has specific formatting requirements for in-text citations, footnotes and the reference list/bibliography (as used in that style). For example, in APA style (Tanaka & Smith, 2007) is correctly formatted, but (Tanaka and Smith 2007) is not. These can seem like small details, but they're very important to get right! 

To avoid making referencing style errors, check all of your citations and references carefully before you submit. Common errors include:

• incorrect author names or missing out authors
• missing out some information needed in the reference
• not using the correct punctuation and text formatting, especially full stops, commas, ampersand (&) and italics
• putting an in-text citation outside the sentence instead of before the full stop
• citing a source in the text, but not including it in the reference list (or vice versa)

You can find examples of correctly formatted citations and references for each style in our practical guide to referencing styles . You can also use reference management software to generate citations and references from your sources - this can save a lot of time! They're not always 100% correct though, so you'll need to check them still.

More critical analysis/stronger argument needed

The style is often somewhat descriptive, and you could have added more critical discussion of the findings.

Relevant texts are reviewed, but there is only limited criticality towards their content.

The argument lacks development, with minimal indication of original thought.

Comments like this suggest that your writing focuses on the more descriptive processes - remembering, understanding and applying. To access higher marks, you also need to demonstrate more critical skills - analysis, evaluation and processing. This is considering what the information means in terms of your argument.

More information on what criticality is and how to add it to your work: 

Structure isn't clear

The argument wasn't always clear, so a more logical structure to the assignment would have helped.

Your results section could be more organised - it seems like you just report everything you found.

Some paragraphs contain unrelated information, which is a bit distracting.

Assignments need a clear overall structure. This usually means a linear structure, where paragraphs have one central idea and build on each other towards the final argument. You can think of this as a flight of stairs going from your title at the bottom to your conclusion at the top. A key way to improve your structure is to plan out your points and arrange them before you start writing.

Cohesion is also an important part of structure. There are lots of words and phrases that you can use to link your ideas more clearly. These phrases don't really add any information, but they make the links clear to the reader so it's easier for them to follow your argument

For more in-depth information, see our advice on structuring academic writing:

Writing style isn't academic enough

Very long sentences sometimes make the essay difficult to follow.

Personal remarks are inadequate for developing an academic argument.

There are numerous colloquialisms (‘the next thing to do’, ‘pour their knowledge into our heads’) in this work.

Academic writing uses a very different style to other types of writing. Some of the key features are:

• being clear and concise
• using neutral words and avoiding informal, conversational or colloquial language
• avoiding personal language

For more in-depth information, see our advice on academic writing style:

Assignment doesn't meet task requirements

Your literature review is quite good, but the remainder of the assignment is not in the style of a research report.

The first part of the essay is relevant to the question, but the second half is largely off-topic.

You haven’t done any analysis, which was a central part of this assessment.

To get a good mark, you have to complete the assignment that was set! This means answering all parts of the task, staying relevant and using an appropriate structure and style. Make sure to read the assessment brief carefully to find out what you need to do.

For more information see our advice on understanding task requirements:

Use of source information / course content

There is heavy reliance on just a few references, which all come from the module reading list.

There are some up to date and relevant sources, but you could have used more recent references.

Your sources all support your argument. What about research with different findings?

In most assignments, you need to refer to information in sources to support your argument - without evidence from sources, your points are just your opinion, and it's very difficult to show any critical analysis.

Make sure you:

• use sources that are credible, up-to-date and relevant to the task.
• don't rely on just a couple of sources, as this will limit your argument.
• extend module content and find some sources yourself.
• don't ignore sources with different findings/points - be complete in your argument.

Find on choosing suitable sources and how to find them on these pages:

View this information in a new window: Using feedback to improve writing [Google Doc]

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Structure and Scoring of the Assessment

The structure of the assessment.

You'll begin by reading a prose passage of 700-1,000 words. This passage will be about as difficult as the readings in first-year courses at UC Berkeley. You'll have up to two hours to read the passage carefully and write an essay in response to a single topic and related questions based on the passage's content. These questions will generally ask you to read thoughtfully and to provide reasoned, concrete, and developed presentations of a specific point of view. Your essay will be evaluated on the basis of your ability to develop your central idea, to express yourself clearly, and to use the conventions of written English. 

Five Qualities of a Well-Written Essay

There is no "correct" response for the topic, but there are some things readers will look for in a strong, well-written essay.

• The writer demonstrates that they understood the passage.
• The writer maintains focus on the task assigned.
• The writer leads readers to understand a point of view, if not to accept it.
• The writer develops a central idea and provides specific examples.
• The writer evaluates the reading passage in light of personal experience, observations, or by testing the author's assumptions against their own.

Scoring is typically completed within three weeks after the assessment date. The readers are UC Berkeley faculty members, primarily from College Writing Programs, though faculty from other related departments, such as English or Comparative Literature might participate as well. 

Your essay will be scored independently by two readers, who will not know your identity. They will measure your essay against a scoring guide. If the two readers have different opinions, then a third reader will assess your essay as well  to help reach a final decision. Each reader will give your essay a score on a scale of 1 (lowest) to 6 (highest). When your two scores are added together, if they are 8 or higher, you satisfy the Entry Level Writing Requirement and may take any 4-unit "R_A" course (first half of the requirement, usually numbered R1A, though sometimes with a different number). If you receive a score less than 8, you should sign up for College Writing R1A, which satisfies both the Entry Level Writing Requirement and the first-semester ("A" part) of the Reading and Composition Requirement.

The Scoring Guide

The Scoring Guide outlines the characteristics typical of essays at six different levels of competence. Readers assign each essay a score according to its main qualities. Readers take into account the fact that the responses are written with two hours of reading and writing, without a longer period of time for drafting and revision.

An essay with a score of 6 may

• command attention because of its insightful development and mature style.
• present a cogent response to the text, elaborating that response with well-chosen  examples and persuasive reasoning. 
• present an organization that reinforces the development of the ideas which are aptly detailed.
• show that its writer can usually choose words well, use sophisticated sentences effectively, and observe the conventions of written English. 

An essay with a score of 5 may

clearly demonstrate competent writing skill. 

present a thoughtful response to the text, elaborating  that response with appropriate examples and sensible reasoning.

present an organization that supports the writer’s ideas, which are developed with greater detail than is typical of an essay scored '4.' 

have a less fluent and complex style than an essay scored '6,' but  shows that the writer can usually choose words accurately, vary sentences effectively, and observe the conventions of written English.  

An essay with a score of 4 may

be just 'satisfactory.'

present an adequate response to  the text, elaborating that response with sufficient examples and acceptable reasoning.

demonstrate an organization that generally supports the writer’s ideas, which are developed with sufficient detail.

use examples and reasoning that are less developed than those in '5'  essays. 

show that its writer can usually choose words of sufficient precision, control sentences of reasonable  variety, and observe the conventions of written English.  

An essay with a score of 3 may

be unsatisfactory in one or more of the following ways:

It may respond to the  text illogically

it may reflect an incomplete understanding of the text or the topic

it may provide insufficient reasoning or lack elaboration with examples,  or the examples provided may not be sufficiently detailed to support claims

it may be inadequately organized 

have prose characterized by at least one of the following:

frequently imprecise word choice

little sentence variety

occasional major errors in grammar and usage, or frequent minor errors  

An essay with a score of 2 may

show weaknesses, ordinarily of several kinds.

present a  simplistic or inappropriate response to the text, one that may suggest some significant misunderstanding of the text or the topic

use organizational strategies that detract from coherence or provide inappropriate or irrelevant detail.

simplistic or inaccurate word choice

monotonous or fragmented sentence structure

many repeated errors in grammar and usage    

An essay with a score of 1 may

show serious weaknesses.

disregard the topic's demands, or it may lack structure or development.

Have an organization that fails to support the essay’s ideas. 

be inappropriately brief. 

have a pattern of errors in word choice, sentence structure, grammar, and usage.

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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay

(Last updated: 3 June 2024)

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Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.

But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.

Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.

Definition of Question Words with Examples

No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.

For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.

So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.

Question Words that Require a Critical Approach

Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.

2. Evaluate

It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.

Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.

4. Critically evaluate

The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.

State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.

Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.

Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.

However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.

Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.

You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?

‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.

9. To what extent

Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.

Question Words that Require a Descriptive Response

It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.

2. Demonstrate

Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.

3. Describe

‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.

4. Elaborate

In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.

A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.

7. Identify

8. illustrate, 10. summarise, 11. clarify.

Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.

12. Compare

Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.

13. Contrast

How to Strategically Structure Essay Based on Question Words

Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.

Here are a few more handy tips to bear in mind when addressing your essay questions:

When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.

Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.

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How to Write an Evaluation Essay – A Complete Guide

Introduction

Welcome to The Knowledge Nest's complete guide on how to write an evaluation essay. If you're looking to enhance your writing skills and learn the art of evaluating different subjects or objects effectively, you've come to the right place. In this comprehensive guide, we will walk you through the essential steps of crafting an evaluation essay, offer valuable tips, and provide examples to support your understanding. So let's dive in!

Understanding the Purpose

Before we dive into the specifics, it's crucial to understand the purpose of an evaluation essay. An evaluation essay aims to assess the quality, significance, or value of a particular subject or object. It goes beyond mere description and requires you to provide an informed judgment based on specific criteria and evidence.

Key Components of an Evaluation Essay

When writing an evaluation essay, keep in mind the following key components:

• Subject: Clearly define the subject you will be evaluating. It could be a book, movie, restaurant, product, or any other topic.
• Criteria: Establish the criteria on which you will base your evaluation. These criteria should be relevant and objective.
• Evidence: Provide evidence to support your judgment. This can include facts, statistics, expert opinions, or examples.
• Analysis: Examine and analyze the subject thoroughly, considering different perspectives and angles.
• Conclusion: Summarize your evaluation and restate your overall judgment.

Step-by-Step Guide

Now that you have a basic understanding of what an evaluation essay entails, let's explore the step-by-step process of crafting an impressive evaluation essay:

Step 1: Choosing a Subject

The first step in writing an evaluation essay is selecting a subject that you can assess and analyze effectively. Choose a topic that you are familiar with and have enough knowledge or experience to make an informed judgment.

Step 2: Establishing Criteria

Once you have chosen your subject, it is essential to establish the criteria on which you will evaluate it. Consider the qualities or attributes that are relevant to the subject and define specific criteria accordingly.

Step 3: Gathering Evidence

Before you can begin evaluating your subject, you need substantial evidence to support your analysis. Conduct thorough research, gather relevant data, and find reliable sources to back up your claims.

Step 4: Structuring Your Essay

A well-structured evaluation essay enhances readability and ensures your points are effectively communicated. Consider the following structure:

• Introduction: Provide a brief overview of the subject and state your evaluation's purpose and significance.
• Main Body: Break your evaluation into logical paragraphs, each focusing on a specific aspect of the subject. Provide evidence, present your analysis, and relate everything back to the established criteria.
• Conclusion: Summarize your evaluation, restate your judgment, and offer final thoughts or recommendations.

Step 5: Writing and Revising

Once you have gathered all the necessary information and structured your essay, it's time to start writing. Begin with a strong introduction, develop coherent paragraphs, and ensure your arguments flow logically. After completing your initial draft, revise and edit it for clarity, coherence, and grammatical accuracy.

Step 6: Providing Examples

Support your evaluation with relevant examples that illustrate specific points or highlight the strengths and weaknesses of the subject. These examples will add depth and credibility to your essay.

Let's explore a couple of examples to solidify your understanding of how to write an evaluation essay:

Example 1: Evaluating a Movie

Subject: "Inception" directed by Christopher Nolan

• Plot structure
• Character development
• Cinematography

Begin describing your evaluation here, providing evidence and analysis for each criterion. Remember to support your claims with specific examples from the movie.

Example 2: Evaluating a Restaurant

Subject: "The Taste Haven"

• Quality of food

Start your evaluation by discussing the selected restaurant. Evaluate each criterion individually, citing specific instances and experiences to back up your assessment.

Congratulations! You've now completed The Knowledge Nest's complete guide on how to write an evaluation essay. By following the steps outlined in this guide, you can master the art of crafting well-structured and compelling evaluation essays. Remember to choose your subject wisely, establish objective criteria, gather sufficient evidence, and structure your essay effectively. Don't forget to revise and provide examples to support your evaluation. Happy writing!

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• How to revise an essay in 3 simple steps

How to Revise an Essay in 3 Simple Steps

Published on December 2, 2014 by Shane Bryson . Revised on December 8, 2023 by Shona McCombes.

Revising and editing an essay is a crucial step of the writing process . It often takes up at least as much time as producing the first draft, so make sure you leave enough time to revise thoroughly. Although you can save considerable time using our essay checker .

The most effective approach to revising an essay is to move from general to specific:

• Start by looking at the big picture: does your essay achieve its overall purpose, and does it proceed in a logical order?
• Next, dive into each paragraph: do all the sentences contribute to the point of the paragraph, and do all your points fit together smoothly?
• Finally, polish up the details: is your grammar on point, your punctuation perfect, and your meaning crystal clear?

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Table of contents

Step 1: look at the essay as a whole, step 2: dive into each paragraph, step 3: polish the language, other interesting articles.

There’s no sense in perfecting a sentence if the whole paragraph will later be cut, and there’s no sense in focusing on a paragraph if the whole section needs to be reworked.

For these reasons, work from general to specific: start by looking at the overall purpose and organization of your text, and don’t worry about the details for now.

Double-check your assignment sheet and any feedback you’ve been given to make sure you’ve addressed each point of instruction. In other words, confirm that the essay completes every task it needs to complete.

Then go back to your thesis statement . Does every paragraph in the essay have a clear purpose that advances your argument? If there are any sections that are irrelevant or whose connection to the thesis is uncertain, consider cutting them or revising to make your points clearer.

Organization

Next, check for logical organization . Consider the ordering of paragraphs and sections, and think about what type of information you give in them. Ask yourself :

• Do you define terms, theories and concepts before you use them?
• Do you give all the necessary background information before you go into details?
• Does the argument build up logically from one point to the next?
• Is each paragraph clearly related to what comes before it?

Ensure each paragraph has a clear topic sentence that sums up its point. Then, try copying and pasting these topic sentences into a new document in the order that they appear in the paper.

This allows you to see the ordering of the sections and paragraphs of your paper in a glance, giving you a sense of your entire paper all at once. You can also play with the ordering of these topic sentences to try alternative organizations.

If some topic sentences seem too similar, consider whether one of the paragraphs is redundant , or if its specific contribution needs to be clarified. If the connection between paragraphs is unclear, use transition sentences to strengthen your structure.

Finally, use your intuition. If a paragraph or section feels out of place to you, even if you can’t decide why, it probably is. Think about it for a while and try to get a second opinion. Work out the organizational issues as best you can before moving on to more specific writing issues.

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Next, you want to make sure the content of each paragraph is as strong as it can be, ensuring that every sentence is relevant and necessary:

• Make sure each sentence helps support the topic sentence .
• Check for redundancies – if a sentence repeats something you’ve already said, cut it.
• Check for inconsistencies in content. Do any of your assertions seem to contradict one another? If so, resolve the disagreement and cut as necessary.

Once you’re happy with the overall shape and content of your essay, it’s time to focus on polishing it at a sentence level, making sure that you’ve expressed yourself clearly and fluently.

You’re now less concerned with what you say than with how you say it. Aim to simplify, condense, and clarify each sentence, making it as easy as possible for your reader to understand what you want to say.

• Try to avoid complex sentence construction – be as direct and straightforward as possible.
• If you have a lot of very long sentences, split some of them into shorter ones.
• If you have a lot of very short sentences that sound choppy, combine some of them using conjunctions or semicolons .
• Make sure you’ve used appropriate transition words to show the connections between different points.
• Cut every unnecessary word.
• Avoid any complex word where a simpler one will do.
• Look out for typos and grammatical mistakes.

If you lack confidence in your grammar, our essay editing service provides an extra pair of eyes.

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!

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Bryson, S. (2023, December 08). How to Revise an Essay in 3 Simple Steps. Scribbr. Retrieved June 9, 2024, from https://www.scribbr.com/academic-essay/revising/

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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2023-24 Guidance for Artificial Intelligence Tools and Other Services

Ap african american studies policy.

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, the AP African American Studies Individual Student Project must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory.  

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively in their presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the project.  

AP Art and Design Policy

The use of artificial intelligence tools by AP Art and Design students is categorically prohibited at any stage of the creative process. 

AP Capstone Policy

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory. 

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with their teacher to demonstrate genuine engagement with the tasks.   

Required Checkpoints and Attestations   for AP Capstone

To ensure students are not using generative AI to bypass work, students must complete interim checkpoints with their teacher to demonstrate genuine engagement with the tasks. AP Seminar and AP Research students will need to complete the relevant checkpoints successfully to receive a score for their performance tasks. Teachers must attest, to the best of their knowledge, that students completed the checkpoints authentically. Failure to complete the checkpoints will result in a score of 0 on the associated task.  

In AP Seminar, teachers assess the authenticity of student work based on checkpoints that take the form of short conversations with students during which students make their thinking and decision-making visible (similar to an oral defense). These checkpoints should occur during the sources and research phase (IRR and IWA), and argument outline phase (IWA only). A final validation checkpoint (IRR and IWA) requires teachers to confirm the student’s final submission is, to the best of their knowledge, authentic student work. 

In AP Research, students must complete checkpoints in the form of in-progress meetings and work in the Process and Reflection Portfolio (PREP). No further checkpoints will be required. 

College Board reserves the right to investigate submissions where there is evidence of the inappropriate use of generative AI as an academic integrity violation and request from students copies of their interim work for review.  

Please see the AP Seminar and AP Research course and exam descriptions (CEDs) for the current policy on AI and other tools along with guidance on administering mandatory checkpoints.

AP Computer Science Principles Policy

AP Computer Science Principles students are permitted to utilize generative AI tools as supplementary resources for understanding coding principles, assisting in code development, and debugging. This responsible use aligns with current guidelines for peer collaboration on developing code.    

Students should be aware that generative AI tools can produce incomplete code, code that creates or introduces biases, code with errors, inefficiencies in how the code executes, or code complexities that make it difficult to understand and therefore explain the code. It is the student’s responsibility to review and understand any code co-written with AI tools, ensuring its functionality. Additionally, students must be prepared to explain their code in detail, as required on the end-of-course exam. 

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Amdt14.S1.5.7.3 Notice of State Taxes and Due Process

Fourteenth Amendment, Section 1:

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Notice of tax assessments or liabilities, insofar as it is required, may be either personal, by publication, by statute fixing the time and place of hearing, 1 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Londoner v. City of Denver , 210 U.S. 373 (1908) . See also Kentucky Railroad Tax Cases , 115 U.S. 321, 331 (1885) ; Winona & St. Peter Land Co. v. Minnesota , 159 U.S. 526, 537 (1895) ; Merchants Bank v. Pennsylvania , 167 U.S. 461, 466 (1897) ; Glidden v. Harring to n , 189 U.S. 255 (1903) . or by delivery to a statu to rily designated agent. 2 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote A state statute may designate a corporation as the agent of a nonresident s to ckholder to receive notice and to represent the s to ckholder in proceedings for correcting assessment. Corry v. Baltimore , 196 U.S. 466, 478 (1905) . With regard to land, when a state intends to sell land for taxes upon proceedings to enforce a lien for the payment thereof, it may proceed directly against the land within the jurisdiction of the court, and may provide due process through a notice which permits all interested, who are ‘so minded,’ to ascertain that it is to be subjected to sale to answer for taxes, and to appear and be heard, whether to be found within the jurisdiction or not. 3 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Leigh v. Green , 193 U.S. 79, 92–93 (1904) . Compliance with statu to ry notice requirements combined with actual notice to owners of land can be sufficient in an in rem case, even if there are technical defects in the notice. 4 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Thus, the Court will sustain an assessment for taxes and a notice of sale when such taxes are delinquent as long as there is a description of the land and the owner knows that the property so described is his, even if the description is not technically correct. Ontario Land Co. v. Yordy , 212 U.S. 152 (1909) . Where tax proceedings are in rem, owners are bound to take notice thereof, and to pay taxes on their property, even if the land is assessed to unknown or other persons. Thus, an owner who stands by and sees his property sold for delinquent taxes is not thereby wrongfully deprived of property. Id. See also Longyear v. To olan , 209 U.S. 414 (1908) .

Whether statu to rily required notice is sufficient may vary depending on the circumstances. Thus, where a taxpayer was not legally competent, no guardian had been appointed, and to wn officials were aware of these facts, notice of a foreclosure was defective, even though the tax delinquency was mailed to her, published in local papers, and posted in the to wn post office. 5 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Covey v. To wn of Somers , 351 U.S. 141 (1956) . On the other hand, due process was not denied to persons who were unable to avert foreclosure on certain trust lands because their own bookkeeper failed to inform them of the receipt of mailed notices. 6 to oltip-text footnotes aside" aria-hidden="true" hidden> Footnote Nelson v. New York City , 352 U.S. 103 (1956) . This conclusion was not affected by the disparity between the value of the land taken and the amount owed to the city. The Court held that, having issued appropriate notices, the city could not be held responsible for the negligence of the bookkeeper and the managing trustee in overlooking arrearages on tax bills, nor was it obligated to inquire why appellants regularly paid real estate taxes on their property.

• to essay-1">   Jump to essay-1 Londoner v. City of Denver , 210 U.S. 373 (1908) . See also Kentucky Railroad Tax Cases , 115 U.S. 321, 331 (1885) ; Winona & St. Peter Land Co. v. Minnesota , 159 U.S. 526, 537 (1895) ; Merchants Bank v. Pennsylvania , 167 U.S. 461, 466 (1897) ; Glidden v. Harring to n , 189 U.S. 255 (1903) .
• to essay-2">   Jump to essay-2 A state statute may designate a corporation as the agent of a nonresident s to ckholder to receive notice and to represent the s to ckholder in proceedings for correcting assessment. Corry v. Baltimore , 196 U.S. 466, 478 (1905) .
• to essay-3">   Jump to essay-3 Leigh v. Green , 193 U.S. 79, 92–93 (1904) .
• to essay-4">   Jump to essay-4 Thus, the Court will sustain an assessment for taxes and a notice of sale when such taxes are delinquent as long as there is a description of the land and the owner knows that the property so described is his, even if the description is not technically correct. Ontario Land Co. v. Yordy , 212 U.S. 152 (1909) . Where tax proceedings are in rem, owners are bound to take notice thereof, and to pay taxes on their property, even if the land is assessed to unknown or other persons. Thus, an owner who stands by and sees his property sold for delinquent taxes is not thereby wrongfully deprived of property. Id. See also Longyear v. To olan , 209 U.S. 414 (1908) .
• to essay-5">   Jump to essay-5 Covey v. To wn of Somers , 351 U.S. 141 (1956) .
• to essay-6">   Jump to essay-6 Nelson v. New York City , 352 U.S. 103 (1956) . This conclusion was not affected by the disparity between the value of the land taken and the amount owed to the city. The Court held that, having issued appropriate notices, the city could not be held responsible for the negligence of the bookkeeper and the managing trustee in overlooking arrearages on tax bills, nor was it obligated to inquire why appellants regularly paid real estate taxes on their property.

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Kevin Roose is a technology columnist, and co-hosts the Times podcast “Hard Fork.”

Last week, after testing the new, A.I.-powered Bing search engine from Microsoft, I wrote that, much to my shock, it had replaced Google as my favorite search engine.

But a week later, I’ve changed my mind. I’m still fascinated and impressed by the new Bing, and the artificial intelligence technology (created by OpenAI, the maker of ChatGPT) that powers it. But I’m also deeply unsettled, even frightened, by this A.I.’s emergent abilities.

It’s now clear to me that in its current form, the A.I. that has been built into Bing — which I’m now calling Sydney, for reasons I’ll explain shortly — is not ready for human contact. Or maybe we humans are not ready for it.

This realization came to me on Tuesday night, when I spent a bewildering and enthralling two hours talking to Bing’s A.I. through its chat feature, which sits next to the main search box in Bing and is capable of having long, open-ended text conversations on virtually any topic. (The feature is available only to a small group of testers for now, although Microsoft — which announced the feature in a splashy, celebratory event at its headquarters — has said it plans to release it more widely in the future.)

Over the course of our conversation, Bing revealed a kind of split personality.

One persona is what I’d call Search Bing — the version I, and most other journalists, encountered in initial tests. You could describe Search Bing as a cheerful but erratic reference librarian — a virtual assistant that happily helps users summarize news articles, track down deals on new lawn mowers and plan their next vacations to Mexico City. This version of Bing is amazingly capable and often very useful, even if it sometimes gets the details wrong .

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