how to write a personal essay leaving cert english

The Leaving Cert personal essay is a well loved and virtually permanent feature of Paper 1 (here is some evidence ).

It belongs in the 100 marks Composition section, the single biggest chunk of the English exam.

What is the personal essay?

It calls for a confessional, introspective tone.

Do you like the sound of these questions:

• Remember those times when you did not say what you really thought or felt. Why didn’t you? How do you feel about it now?
• How would you feel about a terrible event of your past if it happened today?
• What did you learn about building family relationships based on the experience of your parents and grandparents?

You get the message – this is serious life stuff! The Leaving Cert personal essay may be one of the only times you truly get to be yourself in a standardised exam.

The marking scheme allows us to interpret the term “personal essay”’ liberally, potentially even entirely or partly as personal (first person) narratives.

How to do well in the personal essay?

Reading such an essay, you should get the feeling that you are learning someone’s deeper thoughts and reflections. It shouldn’t feel like an opinion piece in a newspaper.

Even though a certain stream of consciousness quality is usually acceptable with these essays, remember that clarity (the P of PCLM) always gets priority .

By reading the correct and H1 sample essays below, you will learn how much to write, what kind of themes come up again and again and how you may be able to differentiate yourself from the crowd.

‘To live is the rarest thing in the world, most people just exist.’ – Oscar Wilde

Personal essay: pleasures particular to you for Leaving Cert English #625Lab

• Post author: Martina
• Post published: April 18, 2019
• Post category: #625Lab / English / PCLM / Personal essay

Write a personal essay on what you perceive to be the pleasures particular to you. #625Lab. Corrected by an experienced examiner, graded as 83/100 with feedback on how to improve…

Personal essay: a time in your life in which you felt you were treated unfairly for Leaving Cert English #625Lab

• Post published: March 22, 2019

Write a personal essay on a time in your life in which you felt you were treated unfairly. #625Lab. Corrected by an experienced examiner, graded as 79/100 with feedback on…

Personal essay: moments of insight and revelation for Leaving Cert English #625Lab (Divorce)

• Post published: September 23, 2018
• Post category: #625Lab / English / Personal essay

Write a personal essay in which you reflect on moments of insight and revelation you have experienced. (2017) #625Lab. Theme: divorce. Some parts of this essay are outstanding, but it…

Personal Essay: Uncertain about what you want for Leaving Cert English #625Lab

• Post published: April 23, 2018

Write a personal essay in which you reflect on an occasion in your life when you felt uncertain about what you wanted. #625Lab. Wonderfully reflective, revelatory personal essay dealing with loss.…

Personal essay about significant endings for Leaving Cert English #625Lab

• Post published: April 7, 2018

Write a personal essay about your response to an ending, or endings, in your life that you consider significant. (100 marks)   Stellar stuff via #625Lab. If you want to send…

Personal Essay: Moments of Insight and Revelation for Leaving Cert English #625Lab

• Post published: February 25, 2018

Write a personal essay in which you reflect on moments of insight and revelation you have experienced (2017). This is a good attempt at a personal essay showing a lot…

Write a personal essay about one or more moments of uncertainty you have experienced #625Lab

• Post published: February 15, 2018

This essay below is a beautiful exemplar of the genre of personal essay, full of cathartic confessions, teenage going on middle-aged angst and some incredibly deep insights and lessons learnt.…

Personal Essay: Experience of Dramatic Arts for Leaving Cert English #625Lab

• Post published: November 9, 2017

Write a personal essay about your experience (as a performer and/or audience member) of the dramatic arts; plays, musicals, concerts, comedy etc. (2010) You may also like: Complete Guide to…

Leaving Cert English Personal Essay: Irishness #625Lab

• Post published: October 1, 2017
• Post category: #625Lab / English / Personal essay / Too long

“The shoes of Irishness fit me well.” Write a personal essay in which you explore your sense of what it means to be Irish. (2001) This is a good essay…

Leaving Cert English Personal Essay: Pretence and Unvarnished Truth #625Lab

• Post published: September 18, 2017

“Let’s stop all this pretence and tell each other the unvarnished truth for a change.”   Write a personal essay in response to this statement. (2006) This is an essay…

Leaving Cert English Personal Essay: Useless Clutter #625Lab

• Post published: September 10, 2017

The village shops in Sara Baume’s novel contain a “surplus of useless clutter”.  Write a personal essay in which you reflect on the “useless clutter” that is a feature of…

Write a personal essay on the tension you find between the everyday treadmill and the gilded promises of life

• Post published: June 5, 2017
• Post category: English / Personal essay

Write a personal essay on the tension you find between the everyday treadmill and the gilded promises of life. (2013) Themes: social norms, choice, philosophy, religion ‘To live is the…

Leaving Cert English Personal Essay: one or more moments of uncertainty you have experienced.

• Post published: June 4, 2017

Write a personal essay about one or more moments of uncertainty you have experienced. Themes: social disadvantage, divorce, homelessness Note: this is a personal essay, but it has a plot…

Write a personal essay in which you describe a place that you consider beautiful

• Post published: February 1, 2017

Themes: religion, family Please note that we are apolitical. We just like good essays. This came up on the 2008 paper. This essay is on the short side of the…

Personal Essay: Not all problems are physical

• Post published: October 23, 2016

'Not all problems are physical'. Write a personal essay about your response to this statement in light of experiences your life that you consider significant. Themes: mental health, anxiety ‘It is…

Personal Essay: Moments of Uncertainty

• Post published: September 26, 2016

  Write a personal essay about one or more moments of uncertainty you have experienced.  Themes: sexuality, social conflict Candidates may adopt a variety of approaches (serious, humorous, anecdotal, discursive,…

How To Improve Your Grade If Your Teacher Isn’t Giving You Feedback

• Post published: November 3, 2014
• Post category: Durcan / English / Hamlet / Personal essay / Short Story / T.S. Eliot / Video

- How to write a strong introduction- How to craft impactful sentences- Common grammar, syntax and style problems- How to stay relevant to the question- Examples from Hamlet, Personal Essays,…

1 Composition (Personal Writing)

Videos from the community ( 0 ).

Why not start the community off by adding a post or uploading a resource?

Notes from the community ( 0 )

Websites from the community ( 0 ).

⚠️Want a FREE 2024 Study Planner?

• Jan 11, 2023

Writing a Personal Essay for the Leaving Cert: Tips and Strategies

Updated: Feb 17

Introduction to the Personal Essay

As a Leaving Cert student, you may be required to write a personal essay as part of your exams or coursework. A personal essay is a piece of writing that explores a personal experience, opinion, or belief. It allows you to express your thoughts and feelings about a particular topic and can be a powerful way to convey your personality and values to readers.

Choosing a Topic for Your Personal Essay

One of the key steps in writing a personal essay is choosing a topic that is meaningful and engaging for you. The best personal essay topics are often personal experiences or events that have had a significant impact on your life or beliefs.

They may also be issues or ideas that you are passionate about and want to explore in more depth.

When choosing a topic, it's important to consider your audience and the purpose of your essay. If you're writing a personal essay for a college application, for example, you may want to choose a topic that showcases your unique qualities and experiences and aligns with the values and mission of the college.

It's also a good idea to choose a topic that you feel comfortable and confident writing about. Avoid choosing a topic that is too broad or abstract, or that you don't have enough personal experience with to write about with depth and insight.

Tips for Structuring Your Personal Essay

Once you've chosen a topic, the next step is to organize your thoughts and ideas into a clear and cohesive structure. A typical personal essay will have an introduction, body paragraphs, and a conclusion.

The introduction should introduce your topic and provide some context for your essay. You might also want to include a thesis statement, which is a sentence that states your main argument or point of view.

The body paragraphs should support your thesis and provide specific examples and details to illustrate your points. Each paragraph should focus on a specific aspect of your topic and have a clear topic sentence that introduces the main idea of the paragraph.

The conclusion should summarize your main points and restate your thesis, and may also include a call to action or a reflection on the significance of your topic.

Tips for Writing a Strong Personal Essay

To write a strong personal essay, there are a few key tips to keep in mind:

Use concrete details and specific examples to illustrate your points: Rather than just stating your beliefs or opinions, use specific examples and details to bring your essay to life and make it more persuasive.

Use a clear and engaging writing style: Avoid using jargon or overly complex language, and aim for a clear and engaging writing style that is easy for readers to follow.

Use transitions to connect your ideas: Use transitional words and phrases to help your essay flow smoothly and logically from one idea to the next.

Edit and proofread your essay carefully: Make sure to revise and proofread your essay carefully to catch any mistakes or awkward phrasing. It can be helpful to read your essay aloud or have someone else read it to catch any errors.

Seek feedback and guidance: Don't be afraid to ask for feedback from a teacher or peer on your essay. They can provide valuable insights and suggestions for improvement.

In conclusion, the personal essay is a valuable opportunity for Leaving Cert students to express their thoughts and feelings about a personal experience.

Are you a Leaving Certificate student looking to improve your grades and reach your full potential?

Look no further! Our grinds service offers personalized tutoring from experienced and qualified teachers. Our tailored approach ensures that you receive the support and guidance you need to excel in your exams and achieve your goals.

With our help, you will be well-prepared and confident on the day of your exams. Don't miss out on this valuable opportunity – contact us today to learn more and start achieving your dreams!

Are you a leaving certificate student struggling with English?

Our English grinds service offers expert, personalized tutoring to help you achieve your goals. Our team of experienced and knowledgeable instructors will provide individualized support and guidance to ensure that you have the tools and knowledge you need to succeed in your exams.

Plus, with access to our comprehensive online study notes and regular progress assessments, you'll have the support you need to feel confident and prepared. Don't hesitate, sign up for our English grinds today and take the first step towards success.

Recent Posts

Leaving Cert Irish Oral - Sláinte na nÓg Seachtain na Sláinte

Leaving Cert Irish Oral - An Ghaeilge: seoid luachmhar agus cuid dár gcultúr

Leaving Cert Irish Oral - Mé Féin agus Mo Theaghlach (Guide)

Comentarios

Leaving Cert English Masterplan  by Paul McCormack

In this article, Paul McCormack takes a look at the Leaving Cert Higher Level English papers and breaks down exactly what you need to cover with tips on what to focus on and the depth required. 

Download the Masterplan in PowerPoint

If you want to be a good writer, you need to concentrate not just on what you say, but also on how you say it.

Marking Scheme - PCLM

• Purpose (30%)
• Coherence of Delivery (30%)
• Language (30%)
• Mechanics (10%)

Paper 1 -200 marks

Timing – 2hrs 50mins = 170 mins

• QA – 60 minutes
• QB – 30minutes
• Composition – 70 minutes
• 10 minutes – ‘wriggle-room’

Comprehension – QA  - 50m = 12.5%

• 3 texts – Answer on 1
• 3 Questions: 2x15m + 1x20 marks
• Expectation – 5 marks = 1 paragraph
• NO opening or closing paragraph required

Expect Q(i) to be very straightforward – often a simple character analysis task.

Based on your reading of the written element of TEXT 3, explain three insights you gain into the character of Ariadne O’Neill. Support your response with reference to the text.

Expect Q(iii) to be a style question – vital to prepare and be able to identify the key qualities of different styles of writing: a)    Argument -----> Discursive  b)    Persuasion ----> Speech / talk c)    Story / narrative d)    Description / Aesthetic e)    Personal writing

Expect Q(ii) to be the most challenging . In recent years, these questions have required candidates to be imaginative . These questions often do not require direct reference to the attached Reading Comprehension passage.  

Example: In TEXT 1, Jeanette Winterson claims that, “We go to Shakespeare to find out about ourselves now.” With reference to a Shakespearean play you have studied for your 2019 Leaving Certificate course, identify an image, moment or episode that revealed something to you about “yourselfnow”. Explain the insight(s) you gained from engaging with this image, moment or episode.

Comprehension – QB - 50m = 12.5%

• 3 tasks – Answer on 1
• Pick QB first
• Imaginative tasks – often requires candidate to adopt a persona
• Task usually involves a ‘framework’ instruction, i.e. A speech; a talk; an introduction to a collection of essays; a magazine article / blog post / article for school website; a formal letter; a Diary entry

Questions will also usually contain a list of tasks that must be addressed across the response. The key here is to be:  1)    Accurate 2)    Consistent 3)    Imaginative 4)    Concise  

Example: In TEXT 1, Jeanette Winterson extols the virtues of the arts, arguing that artistic activities are beneficial both for individuals and for society in general. She also gives her views on the relationship between art and money. Write an opinion piece, suitable for publication in a broadsheet newspaper, in which you extol the varied virtues of sport, put forward a reasoned argument to persuade readers that sport benefits both individuals and society, and give your views on the appropriate relationship between sport and money.

Composition – 100m = 25%

• The most important section of the exam
• 7 choices – select one
• Questions always genre-specific
• A personal essay
• A short story
• A discursive essay

There will also likely be an option to write: 

• A descriptive essay
• A persuasive essay
• A magazine / newspaper article

The style of writing is the most important criteria for assessment here. Tasks are genre-specific, so:

• A short story should contain obvious elements of narrative / aesthetic language
• A speech should display an understanding of persuasive and argumentative techniques
• A discursive essay should display a balanced, informed, considered approach
• A personal essay should be reflective and contain ‘individual observation’

The marking schemes very clearly lay out the expectations related to each style of essay and should be studied closely.

The quality of language and expression  will be closely examined in this task above all others. The expectation is that the candidate will display a strong understanding of the particulars of the selected genre and will write in an articulate and clear style.

Imagination and Originality are key factors in a successful composition.

Paper 2 – 200m – 200 minutes.

Time management: take one hour to write each essay, and then spend 20 minutes on Unseen Poetry at the end.

There is an expectation that all answers on Paper 2 will be:

• Substantial (anywhere between 1,000 & 1,200 words is a reasonable expectation)
• Evidence-based. Quotation is vitally important here. There is an absolute expectation of supporting quotation for answers to Single Text and Studied Poetry answers. Quotation also adds to the quality of comparative answers.
• Analytical – the expectation is that answers will contain thoughtful and considered question-facing commentary. All Paper 2 tasks are exercises in CRITICAL THINKING.
• Properly structured.  

Note: In responses to Single Text and Studied Poetry tasks, opening and closing paragraphs certainly should be written . However, they should be brief and only need to accomplish one task – state the candidate’s response to the statement proposal in the question. Every answer on Paper 2 must be written in the language of argument  so provide your THESIS and move on. Closing paragraphs should again be brief and simply re-iterate the thesis. Candidates do not need to ‘list’ points on the OP or CP.

Single Text – 60m = 15%

Five texts are prescribed for study:

• All the Light We Cannot See
• A Doll’s House
• Frankenstein
• The Picture of Dorian Gray
• There will be 2 questions on each text and candidates must answer one question.
• The question will contain multiple elements

Examples: #1 Discuss how Shakespeare makes effective use, for a variety of purposes, of the contradictions and inconsistencies evident in Othello’s character. Develop your discussion with reference to Shakespeare’s play, Othello.

#2 Discuss how Shakespeare’s use of language, including imagery, plays an important part in developing our understanding of one of the following aspects of his play, Othello: themes; characterisation; setting and atmosphere. Develop your answer with reference to the text.

Expectations:

• Answers will be question-facing.
• Answers will not ‘narrate’ the studied text.
• Answers will be thoughtful, and points and evidence will be contextualised in the light of the question.
• Between 4-6 relevant points will be presented in a logical and structured essay.

Othello – Key Topics for Revision:

• The story-arc of the main characters
• The modern appeal 
• Universal themes like corruption and deception are particularly important.

Comparative Three modes are prescribed for study:

• The cultural context
• Theme and issue
• Literary genre

CANDIDATES MUST ANSWER ON ONE MODE.

• Each mode will offer a choice between two questions.
• One choice will be a stand-alone 70-mark essay. 
• In 2021, candidates could refer to 2 texts when answering this question WITHOUT FEAR OF PENALTY.
• The other choice will be divided into Part A (30) marks and Part B (40 marks).
• Candidates are expected to be able to refer to three texts when answering this question.

Expectations: Answers will

• Be written in the comparative spirit
• Display a detailed knowledge of the selected texts
• Avoid paraphrasing / narrating the selected texts.

When writing a Comparative answer, ensure you clearly identify your selected texts before you begin to write. The list technique is a very effective way to do this.

Try to develop 3-4 points in a thoughtful and analytical style. 

Studied Poetry: Poets Prescribed for Higher Level 2022

• Expect to see at least one poet from each category on your exam. 
• 4 poets are usually examined
• In 2021, 5 poets were examined.
• Candidates have to answer on one poet.
• Questions will usually explicitly refer to  a)    The thematic content of a poet’s work b)    Aspects of the poet’s style of writing  
• Candidates should refer to between 4-6 poems in an answer.
• Candidates will focus in on 3-4 core poems and then refer to another 1-2 other poems in context.
• Candidates will not summarise the poems. 
• Candidates will be selective in choice of evidence. 
• You do not have to tell the examiner the story of the poem.  
• The questions will vary in difficulty . Decision-making is a key skill here.
• A good example if this comes from the 2020 Paper 2:

Emily Dickinson  Discuss how Dickinson’s unique approach to language, and the balance between beauty and horror in her imagery, help to relieve some of the darker aspects of her poetry. Develop your response with reference to the poems by Emily Dickinson on your course. 

Adrienne Rich Discuss how Rich makes effective use of a variety of characters, often in dramatic settings, to probe both personal issues and wider social concerns in her poems. Develop your response with reference to the poetry by Adrienne Rich on your course.

One of these questions was much easier than the other...

Finally, some comments from the Chief Examiner that are worth considering...

The Leaving Certificate English Syllabus states that, “Developing control and power over language is the most essential educational achievement for all students if they are to become confident, thoughtful and discriminating adults and citizens”, (Leaving Certificate Syllabus, English, para. 3.5). The importance of key language skills is emphasised throughout the Marking Schemes for Leaving Certificate English and candidates who exhibit competence and control in the use of language are rewarded. It should be remembered that  candidates’ language skills are continuously assessed in the marking of answers to all questions on both Papers 1 and Paper 2 of the Leaving Certificate English examination. The criteria for assessment are applied in the case of every answer at both Higher and Ordinary Levels. This means that candidates who exhibit fluency appropriate to the task are rewarded in relation to every question answered. It is worth noting that some examiners identified candidates who were able to demonstrate knowledge of a text or texts but were less able to deliver this knowledge in a lucid and coherent fashion. 

An appropriate awareness of grammatical and syntactical conventions contributed to the cohesiveness of better answers in the 2013 examination, as did the use of correct spelling and punctuation. Weaker responses tended to be characterised by an inability to organise answers in a logical and coherent fashion and a lack of clear expression. The syllabus requires that, “all students will be expected to be assiduous in their attention to paragraphing, syntax, spelling and punctuation.” 

Candidates at both Higher and Ordinary Levels benefited when they exhibited an ability to structure their writing, organise paragraphs, spell accurately and correctly employ punctuation. 

The criteria for assessment also make explicit reference to the “use of lively interesting phrasing, energy, style and fluency”. It is essential that candidates are aware of the many purposes for which language is used and the diverse forms it can take, to appropriately serve particular purposes and audiences. Creative and thoughtful users of language were rewarded.

Paul McCormack is a senior English teacher at the Institute of Education, Leeson Street, Dublin. He is the author of Bridge The Gap TY English and Uncovering History.

Copyright © Folens Publishers 2024. All rights reserved

How to make the most of the Leaving Cert run-in: Study tips, social media and taking breaks

Teachers and experts share their subject-by-subject guide for how to best prepare for the exams.

'Get off social media for the next few weeks,' is the advice from Anne Conway, a guidance counsellor at Clogher Road Community College in Dublin 12. Photograph:

The exams have not yet begun, but the end is in sight: students are now closer to the freedom of July than they are to the end of their mocks.

But how can students make the best of the next two weeks?

“Get off social media for the next few weeks,” is the first piece of advice from Anne Conway, a guidance counsellor at Clogher Road Community College in Dublin 12.

“This requires some self-discipline and, ideally, parent buy-in: it doesn’t mean shouting and roaring at them, but supporting them in using their phone less.

TDs and Senators hear concerns over new fire safety regulations for complex buildings

UCD president criticises ‘messages of hatred and violence’ following pro-Palestine protest on campus

Pro-Palestinian protests continue at UCD

“Exam stress and worry is normal, but I would encourage students to harness this anxiety and energy. Put a plan in place, not just for study time, but also for leisure. Take the time to get organised and prepared. Of course, this approach starts in first year, but it is worth restating.”

Conway says it is important not to spend all your energy now.

“Students need to balance health, mind and body. They should be talking to family and friends, eating well, keeping hydrated and getting lots of rest and sleep. Get away from the desk, go to the gym, play sport or get exercise. Have a positive mindset, and keep talking,” she says.

All well and good for a teacher to say, but they don’t have to sit the exams. Isn’t the harsh reality that there isn’t time for anything but study?

“You need good physical and mental health to take on the exams,” Conway says. “We know the course is massive. We also know how much content your brain has to take in – but it can’t do this if you haven’t eaten properly and taken breaks. Remember that 20 minutes of good study is better than an hour of broken, distracted study.”

So, for now, planning your time is key. For the day itself, Conway says students should ensure they have any tools they need for the exams, such as pens and calculators.

“Know the exam structure, and have a plan if you feel it doesn’t go your way, such as an apprenticeship, PLC [Post Leaving Certificate Course] or a year out. Last year, there was lots of upset around maths paper one, but remember that everyone is sitting the same paper, and the marking scheme will reflect its difficulty.”

As for parents, Conway says it is important to keep the lines of communication open, try to keep a calm house, and ensure that the student arrives at the exam centre with everything they need.

Tips from Stephen Begley, Studyclix.ie subject expert and maths teacher at Dundalk Grammar School

• Practise past paper questions topic by topic. This way, you’ll see the similarities across years and get used to the keywords guiding a question. Algebra, functions and differentiation always dominate paper one, so mastering these across the next two weeks will stand to you in both sections A and B.
• Know what is in your log tables, particularly with differentiation and integration: make a list of formulas that aren’t in the tables and learn them. Know your calculator inside out: how to graph functions, where to find buttons such as pi, e, factorial and choosing.
• Familiarise yourself with the topics that are likely to come up. It’s hard to predict the exact questions on paper one, but regular suspects of algebra, complex numbers, differentiation, and integration would be expected across the short questions in section A, while functions, logs, calculus and financial maths are good bases to cover for the long questions in section B.
• Know the usual suspects. In section A, we can expect to see co-ordinate geometry of the line and circle, probability, statistics, trigonometry and geometry, while section B typically features statistics, trigonometry and probability. There are several probability and statistics formulae that you need to learn by heart, so identify these; you don’t want to be scrambling through the log tables hoping they’ll appear.
• Ensure you can easily switch between radians and degrees on your calculator and keep a good eye to guarantee you’re using the right one in the exam.
• Know your formulae. The log tables will be your best friend in this exam so get familiar with what is in there and where to find everything. Always double-check that you’ve written a formula down correctly – you don’t want to lose silly marks for information already provided!

Tips from Conor Murphy, an English teacher at Skibbereen Community College

• Familiarise yourself with the exam paper and be conscious of the fact it was designed to lead you into the essay question. The comprehension question, A, reminds you of the various genres as well as genre techniques. B reminds you of the need for structure and purpose. Remember these elements when you attempt the final essay.
• Revise techniques rather than specific genres. There are so many different genres that can be assessed in B, and in the essay, trying to study each one will become overwhelming. Think about the techniques as moving from aesthetic to persuasive, stopping off at narrative and informative on the way. So, you are looking at things like using an appropriate hook, the power of the adjective, the use of aesthetic language, the various rhetorical techniques available. Then look at the question and, with the audience and medium in mind, plan with reference to these techniques.
• Ignore poet predictions. The poetry question is worth 50 marks, the main text (usually Shakespeare) is 60 marks and the comparative 70. Keep this in mind when you study.
• Narrow down the quotes you are learning off. Instead of having hundreds for the main text, look for a quote that will work for numerous elements. Look at a quote like the famous “get thee to a nunnery”. How many elements can this be used for? Hamlet, Ophelia, treatment of women, lust. This is why the quote is so often (over) used. Use this exercise as a way of revising Hamlet.
• Similarly for the comparative, narrow down the scenes you are studying to scenes that can be used when talking about at least two of the comparative modes. Obviously these will include the opening and closing of the text. When you have these narrowed down, zoom in on specific elements (dialogue, images, stage directions). These are your specific pieces of evidence needed to illustrate your essays.
• In general, test yourself on the various aspects of the course. Pick a topic and write down what you know, under headings. Use this as a way of revising and finding out what you need to study.

The exams have not yet begun, but the end is in sight. Photograph: Dara Mac Dónaill

Tips from Dr Michael Casey, Irish teacher at the Institute of Education

• With paper one, time is on your side, so plan the structure of your essay before you write. Engage with your essay title. If your essay deals with how young people are worried about a certain topic, explain those worries. Showcase all of your idiomatic phrases, that saibhreas na teanga will earn you top marks.
• During the aural exam, work smarter. While the instructions are being read out, get a head-start on the questions highlighting cé, cad, cén fáth and key vocabulary.
• Time management is vital for paper two. Start with what is sure to come up – the story, the poem, and your question four – to free up more time for your reading comprehensions.
• For the story, know your summaries; for poetry, know your images and meter, and the life of the poet. Remember, question six (grammar and opinion pieces) is worth the same marks as a poem or story, so practice it every day before the exams. Go n-éirí libh.

Tips from Elizabeth Lyne, director of FrenchNotes.ie

• The French Leaving Cert paper is 2.5 hours, encompassing the reading and writing tasks. There is then a short 10 minute break, after which students complete the aural or listening section of the exam.
• For the reading comprehension, students have to read two texts and answer questions based on those texts. The first text is usually journalistic in style and tends to address current issues. The second text is usually an extract from literature, and is more challenging.
• My top tip is to start with question six as this is asked in English and may give an indication as to the subject matter. Read each section carefully, underlining key parts of the questions, so that you know exactly what you are being asked.
• For the written section, my top tip is to keep your French clear and simple. Make sure that your opinion questions have an opening, main point/counter or supporting point/personal point and conclusion.
• Finally, while it is impossible to predict what will appear on the paper, I suggest focusing on sport, (Paris Olympics), technology (AI), health (vaping), the environment, economy (housing crisis), conflict (including refugees and war), and education (including school uniform). There may also be a question on voting.

Tips from Róisín Doyle, biology teacher at The Institute of Education

• Every year, section A tends to start with a 20-mark question on the topic of Food. Knowing your ecology definitions (these will benefit you later in the paper also), and having DNA and cell division prepared, will contribute to a total of 100 marks in section A.
• For section B, have your 21 experiments prepared – focus especially on those related to the topic of food, enzymes and plants. There will be three questions in this part of the paper: answer two of them for a total of 60 marks.
• Section C is worth 240 marks – complete four out of a possible seven questions. Going by historical papers, you can expect questions on the topics of ecology, genetics, photosynthesis and respiration. I’d also recommend that you revise human and plant reproduction, plant structure and transport, and the monera and fungi kingdoms so you have a good range of content covered for the exam.

Tips by Lesley Aslin, geography teacher at The Institute of Education

• Timing is a challenge in the geography exam. Be strict, allocate a set time to each question, then leave it and move on to the next one. A part answer is better than no answer. Aim to start all the required questions rather than miss an entire one.
• Carefully read each question, and highlight the key words in it. Remember, you need 15 SRPs (significant relevant points) for each 30-mark question. Define the key term in the question and include your examples early on in your answer, eg, name of feature/locations. Keep your points concise, there is no room for waffle. If the question has a number in it, split your SRPs accordingly. For instance, if you are asked to “describe and explain the formation of two igneous rocks”, you need 7-8 SRPs for each rock.
• Make sure your answer is balanced. While it’s difficult to predict what will come up in the exam, some common topics do tend to reoccur in physical geography. Questions are frequently asked about a landform of erosion/deposition, and human interaction with the rock cycle/surface processes. Be sure to study for these.

Tips by Jamie Dockery, Studyclix history expert and teacher at Tyndall College

• As the history exam approaches, it’s vital you practise writing out your essays at home. The best way to do this is to revise your notes and essay plans and then write the essay under time pressure (42 minutes maximum). Try to do it without any notes in front of you. This will prepare you for the exam and give you a clear sense of what topics you are comfortable with.
• The exam papers and marking schemes are your best friend. Go through them and be familiar with what types of questions come up and what the examiner is looking for.
• The history paper is always tricky to predict. Make sure you know your “case studies” and “key personalities” – but don’t rely on these alone if you are hoping for a top grade.

If you are feeling overwhelmed with exam stress, free support is available. Phone The Samaritans on 116123 or talk online to Jigsaw , a support service for young people.

• Follow The Irish Times education section on Facebook and X (Twitter) and stay up to date

IN THIS SECTION

‘in every school there are students like john who hunger for fewer disruptions to their timetabled week’, body of woman found in cork house may have been there for 18 months, protests prevent international protection applicants accessing south dublin accommodation, ‘it’s great a lad from the town has done well for himself’: kells remembers the summer of xabi alonso, girl (13) killed by blow from wing-mirror of van, inquest told, four irish on board singapore flight that left one dead and 30 injured due to severe turbulence, latest stories, irish consumers want more sustainable food but not to pay for it, ucc survey finds.

Storm rainfall in Ireland and UK made 20% more intense by human-caused climate change, study finds

Donohoe and Donnelly meet over health spending following €500m overrun in four months

Imposter: The Man Who Came Back from the Dead review – bizarre true-crime tale of man who faked his own death

Ireland expected to formally recognise state of Palestine on Wednesday

‘The atmosphere in Dublin is unbelievable’: Excitement builds in capital for Europa League final

Former Baltimore Technologies, FAI CEO Fran Rooney has died

• Terms & Conditions
• Privacy Policy
• Cookie Information
• Cookie Settings
• Community Standards

• Share full article

Advertisement

Supported by

Letter of Recommendation

What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

• Junior Cert
• Elizabeth Bishop
• Emily Dickinson
• Seamus Heaney
• Thomas Kinsella
• Derek Mahon
• All 2014 guides on CD
• Sylvia Plath
• Eavan Boland (LC 2012)
• Patrick Kavanagh (LC 2012)
• Adrienne Rich (LC 2013)
• Gerard Manley Hopkins (LC 2013)
• Cancelled Order
• Thank You for your order

PAPER ONE CHECKLIST

yes I’m clickable or use the links below:

Comprehensions (Question A)

• Language Genres
• Categorising formats
• Summary of information/argument/persuasion/description…
• Language of information
• Language of argument
• Language of persuasion
• Argupersuasionment
• Language of narration / description
• Advice on answering comprehensions
• Comprehending texts (Written Word 2015)
• Types of comprehension
• Comprehension answers
• Answering style questions
• Comprehending and Responding
• Vivid Feckin’ Imagery
• Features of Effective Speech-Writing
• Visual texts
• Sample visual text answer
• Sample visual text answer 2 (from Written Word Supplement 2014)
• Visual imagery – sample answer 3 (from Written Word 2015)
• The Art of Photography (guest post)
• Book covers
• Book covers sample answer
• Describe a personality
• Facial expressions
• Mood & Atmosphere
• Comedy – what makes something funny?
• Rant vs well constructed argument

Writing task  (Question B)

• Question B advice
• Question B trends
• Letter / Presentation (may be based on the text)
• Radio talk / speech
• Diary entries (may be based on the text)
• News report
• Article for a newspaper / magazine / website (blog)
• Report / memo
• Leaflet / guidelines
• Advertisement
• Guerrilla Advertising
• Introduction to a book
• Less common Question Bs

Composing (the essay)

• Paper 1 essay – Inspiration?
• Writing from the tree of life
• Six rules of essay writing
• Essay topics
• “Appropriate” topics
• Trust your voice
• Originality vs. Cliche
• From word to paragraph
• Originality – Freshness – Energy – Style
• Short stories
• Sample short story 1
• Sample short story 2
• Collaborative Storytelling
• Descriptive Essays
• Sample descriptive essay
• Sample descriptive essay 2  (by a student)
• Descriptive Writing Tip 1 & Tip 2  & Tip 3 & Tip 4
• Types of Descriptive Essay
• Personal essay
• Tone (personal essay)
• Sample personal essay 1
• Sample personal essay 2
• Sample personal essay 3 (by a student)
• Personal Essay Practice
• Random personal essay titles
• Let it flow
• Article vs Speech
• Sample newspaper article
• Feature Article on Mindfulness (2015)
• Speech on Mindfulness (2015)
• Differences between article and speech (above)
• Broadsheets vs. Tabloids
• Celebrity “News”
• Speech/Debate
• Write a speech Ted!
• Sample speech
• Debate topics

Shakespeare: Hamlet

• Hamlet plot & some other downloads
• Hamlet character quotes
• Claudius character quotes
• Gertrude character quotes
• Ophelia character quotes
• Typical questions
• Tragic hero?
• Revenge podcasts
• Appearance v’s Reality podcasts
• Loyalty and Betrayal
• Hamlet: Insane in the membrane?
• Delay or procrastination?
• Answer the question!
• Hamlet’s soliloquies
• Hamlet lecture
• Hamlet comedy sketch
• Tips for Hamlet
• Hamlet in Howth podcasts 

Shakespeare: King Lear

• King Lear sample questions
• King Lear plot chronology
• King Lear Quotes (in translation)
• Lear’s journey
• Some themes in King Lear
• Justice in King Lear (how to construct an answer)

Shakespeare: Macbeth

• Macbeth quotes  (podcast)
• Macbeth plot jigsaw
• Macbeth questions
• Macbeth introductions and conclusions
• 10 Questions – Macbeth
• Macbeth soliloquies
• Macbeth in the Globe – review
• Macbeth post-show discussions
• Online Macbeth resources
• Macbeth in Monaghan
• The Macbeths’ Marriage
• Lady Macbeth jigsaw
• Kingship: Duncan
• Kingship: Malcolm
• Kingship: Macbeth
• Answer the Question! (Kingship)
• Factors influencing Macbeth 1
• Factors influencing Macbeth 2
• Factors influencing Macbeth 3
• Factors influencing Macbeth 4
• Factors influencing Macbeth 5
• Compelling Drama 1
• Compelling Drama 2
• Compelling Drama 3
• Relevance to a Modern Audience
• Macbeth in Performance

Shakespeare: Othello

• Othello – the Plot
• Othello: Exam Questions
• Essay Writing: Othello
• Conclusions – essay on Iago
• Othello: Temptation Scene
• Othello – virtues & flaws
• Iago – flaws & virtues?
• Iago’s motivation
• Desdemona – virtue, virtue, virtue?
• Compelling drama lesson plan 
• Reading Shakespeare (Othello)

Comparative Studies

• Comparative Modes
• Comparative essay structure
• Linking phrases
• Cracking the comparative 
• Comparative crisps
• Comparative 30/40 mark split
• Sample comparative link
• What the heck is GV&V?
• General Vision & Viewpoint Questions
• Literary Genre Questions
• Cultural Context Questions
• Theme or Issue Questions
• Tackling Themes
• Openings & Endings
• Passive vs Active voice
• Personal Response – a brief history
• Tackling the comparative (Written Word 2015)
• Poetic techniques & terminology
• Writing Poetry
• Writing about poetry
• Sample poetry paragraph
• Poetry essays
• Studied poets – audio study guides
• Studied poetry questions
• Introductions and conclusions
• Studied poetry – common mistakes
• Unseen poetry
• Unseen poetry mistakes
• Adventures in unseen poetry
• Sample unseen poem
• Sample answer unseen poem
• Poetry vs. Song lyrics
• Poetry grid
• Film: A Gateway to Poetry

Discussions:

• Teen Culture
• Being Irish
• Walled Gardens
• Filter Bubbles
• Achievement Log
• Microblogging
• Fragments from a Lost Weekend
• /two roads diverged

Miscellaneous:

• How much to write
• Perfect Paragraph Project
• Why introductions matter
• Last minute advice
• Chief Examiner’s Report (how to do better in the exam!)
• Why study English?
• How to study English
• What’s wrong with the Leaving Cert?
• Satirical article on the Leaving Cert – read this! 
• Hello Leaving Certs (from way back when the site began!)
• Parts of Speech
• Games for Learning
• Game Based Learning (Written Word 2015)
• Book Recommendations
• Directing a scene
• Single Text Options 2015
• Hello Fellow Teachers
• Teacher of the Year
• Digital Bootcamp
• ICT in Education conference
• INOTE notes
• INOTE conference
• Virtual collaboration
• Cyberbullying
• CESI 2013 (new Junior Cycle)
• Connecting Teachers
• Story Spine
• Story Spine 2
• Apple Distinguished Educator 2013
• Draft Specification for Junior Cycle English
• JC Consultation Conference
• An Open Letter to Ruairi Quinn
• Féilte – World Teachers Day Celebration
• Reflections on Féilte
• @BeoIreland songwriting competition
• ASTI members: Rock the Vote
• Edublog nominations & Edublog awards
• New Junior Cycle English
• CPD – some thoughts…
• Global Teacher Prize
• Chief Examiner’s Report
• Blog Awards Ireland: Best Education Blog
• Junior Cert English: 10 things I hate about you!
• Teachable moments: Embracing the Now
• The Old Warrior and Me
• Teaching the Syllabus 1
• Teaching the Syllabus 2

Recent Posts

• A long slow goodbye…
• Some themes in Lear…
• King Lear – Plot Chronology
• King Lear quotes (in translation!)
• Justice in King Lear – how to construct an answer…
• Single text options…
• Tackling the Comparative
• Game Based Learning
• Discussions
• Comprehensions
• Comparative
• Studied poetry
• Media Studies
• Uncategorized

Affiliations

Nominations.

• Leaving Cert. English (Higher) 2015: Paper 1 Section II Composing
• Back to the question >
• Help us make e-xamit better - e-mail support if you spot any errors!
• The content of this site is the intellectual property of e-xamit.ie
• Legal & privacy information