essays for learning

What Is Learning? Essay about Learning Importance

What Is learning? 👨‍🎓️ Why is learning important? Find the answers here! 🔤 This essay on learning describes its outcomes and importance in one’s life.

Introduction

• The Key Concepts

Learning is a continuous process that involves the transformation of information and experience into abilities and knowledge. Learning, according to me, is a two way process that involves the learner and the educator leading to knowledge acquisition as well as capability.

It informs my educational sector by making sure that both the students and the teacher participate during the learning process to make it more real and enjoyable so that the learners can clearly understand. There are many and different learning concepts held by students and ways in which the different views affect teaching and learning.

What Is Learning? The Key Concepts

One of the learning concept held by students is, presentation of learning material that is precise. This means that any material that is meant for learning should be very clear put in a language that the learners comprehend (Blackman & Benson 2003). The material should also be detailed with many examples that are relevant to the prior knowledge of the learner.

This means that the learner must have pertinent prior knowledge. This can be obtained by the teacher explaining new ideas and words that are to be encountered in a certain field or topic that might take more consecutive lessons. Different examples assist the students in approaching ideas in many perspectives.

The learner is able to get similarities from the many examples given thus leading to a better understanding of a concept since the ideas are related and linked.

Secondly, new meanings should be incorporated into the students’ prior knowledge, instead of remembering only the definitions or procedures. Therefore, to promote expressive learning, instructional methods that relate new information to the learner’s prior knowledge should be used.

Moreover, significant learning involves the use of evaluation methods that inspire learners to relate their existing knowledge with new ideas. For the students to comprehend complex ideas, they must be combined with the simple ideas they know.

Teaching becomes very easy when a lesson starts with simple concepts that the students are familiar with. The students should start by understanding what they know so that they can use the ideas in comprehending complex concepts. This makes learning smooth and easy for both the learner and the educator (Chermak& Weiss 1999).

Thirdly, acquisition of the basic concepts is very essential for the student to understand the threshold concepts. This is because; the basic concepts act as a foundation in learning a certain topic or procedure. So, the basic concepts must be comprehended first before proceeding to the incorporation of the threshold concepts.

This makes the student to have a clear understanding of each stage due to the possession of initial knowledge (Felder &Brent 1996). A deeper foundation of the study may also be achieved through getting the differences between various concepts clearly and by knowing the necessary as well as the unnecessary aspects. Basic concepts are normally taught in the lower classes of each level.

They include defining terms in each discipline. These terms aid in teaching in all the levels because they act as a foundation. The stage of acquiring the basics determines the students’ success in the rest of their studies.

This is because lack of basics leads to failure since the students can not understand the rest of the context in that discipline, which depends mostly on the basics. For learning to become effective to the students, the basics must be well understood as well as their applications.

Learning by use of models to explain certain procedures or ideas in a certain discipline is also another learning concept held by students. Models are helpful in explaining complex procedures and they assist the students in understanding better (Blackman & Benson 2003).

For instance, in economics, there are many models that are used by the students so that they can comprehend the essential interrelationships in that discipline. A model known as comparative static is used by the students who do economics to understand how equilibrium is used in economic reason as well as the forces that bring back equilibrium after it has been moved.

The students must know the importance of using such kind of models, the main aspect in the model and its relationship with the visual representation. A model is one of the important devices that must be used by a learner to acquire knowledge. They are mainly presented in a diagram form using symbols or arrows.

It simplifies teaching especially to the slow learners who get the concept slowly but clearly. It is the easiest and most effective method of learning complex procedures or directions. Most models are in form of flowcharts.

Learners should get used to learning incomplete ideas so that they can make more complete ideas available to them and enjoy going ahead. This is because, in the process of acquiring the threshold concepts, the prior knowledge acquired previously might be transformed.

So, the students must be ready to admit that every stage in the learning process they get an understanding that is temporary. This problem intensifies when the understanding of an idea acquired currently changes the understanding of an idea that had been taught previously.

This leads to confusion that can make the weak students lose hope. That is why the teacher should always state clear similarities as well as differences of various concepts. On the other hand, the student should be able to compare different concepts and stating their similarities as well as differences (Watkins & Regmy 1992).

The student should also be careful when dealing with concepts that seem similar and must always be attentive to get the first hand information from the teacher. Teaching and learning becomes very hard when learners do not concentrate by paying attention to what the teacher is explaining. For the serious students, learning becomes enjoyable and they do not get confused.

According to Chemkar and Weiss (1999), learners must not just sit down and listen, but they must involve themselves in some other activities such as reading, writing, discussing or solving problems. Basically, they must be very active and concentrate on what they are doing. These techniques are very essential because they have a great impact to the learners.

Students always support learning that is active than the traditional lecture methods because they master the content well and aids in the development of most skills such as writing and reading. So methods that enhance active learning motivate the learners since they also get more information from their fellow learners through discussions.

Students engage themselves in discussion groups or class presentations to break the monotony of lecture method of learning. Learning is a two way process and so both the teacher and the student must be involved.

Active learning removes boredom in the class and the students get so much involved thus improving understanding. This arouses the mind of the student leading to more concentration. During a lecture, the student should write down some of the important points that can later be expounded on.

Involvement in challenging tasks by the learners is so much important. The task should not be very difficult but rather it should just be slightly above the learner’s level of mastery. This makes the learner to get motivated and instills confidence. It leads to success of the learner due to the self confidence that aids in problem solving.

For instance, when a learner tackles a question that deemed hard and gets the answer correct, it becomes the best kind of encouragement ever. The learner gets the confidence that he can make it and this motivates him to achieve even more.

This kind of encouragement mostly occurs to the quick learners because the slow learners fail in most cases. This makes the slow learners fear tackling many problems. So, the concept might not apply to all the learners but for the slow learners who are determined, they can always seek for help incase of such a problem.

Moreover, another concept held by students is repetition because, the most essential factor in learning is efficient time in a task. For a student to study well he or she should consider repetition, that is, looking at the same material over and over again.

For instance, before a teacher comes for the lesson, the student can review notes and then review the same notes after the teacher gets out of class. So, the student reviews the notes many times thus improving the understanding level (Felder & Brent 1996). This simplifies revising for an exam because the student does not need to cram for it.

Reviewing the same material makes teaching very easy since the teacher does not need to go back to the previous material and start explaining again. It becomes very hard for those students who do not review their work at all because they do not understand the teacher well and are faced by a hard time when preparing for examinations.

Basically, learning requires quite enough time so that it can be effective. It also becomes a very big problem for those who do not sacrifice their time in reviews.

Acquisition of the main points improves understanding of the material to the student. Everything that is learnt or taught may not be of importance. Therefore, the student must be very keen to identify the main points when learning. These points should be written down or underlined because they become useful when reviewing notes before doing an exam. It helps in saving time and leads to success.

For those students who do not pay attention, it becomes very difficult for them to highlight the main points. They read for the sake of it and make the teacher undergo a very hard time during teaching. To overcome this problem, the students must be taught how to study so that learning can be effective.

Cooperative learning is also another concept held by the students. It is more detailed than a group work because when used properly, it leads to remarkable results. This is very encouraging in teaching and the learning environment as well.

The students should not work with their friends so that learning can be productive, instead every group should have at least one top level student who can assist the weak students. The groups assist them in achieving academic as well as social abilities due to the interaction. This learning concept benefits the students more because, a fellow student can explain a concept in a better way than how the teacher can explain in class.

Assignments are then given to these groups through a selected group leader (Felder& Brent 1996). Every member must be active in contributing ideas and respect of one’s ideas is necessary. It becomes very easy for the teacher to mark such kind of assignments since they are fewer than marking for each individual.

Learning becomes enjoyable because every student is given a chance to express his or her ideas freely and in a constructive manner. Teaching is also easier because the students encounter very many new ideas during the discussions. Some students deem it as time wastage but it is necessary in every discipline.

Every group member should be given a chance to become the group’s facilitator whose work is to distribute and collect assignments. Dormant students are forced to become active because every group member must contribute his or her points. Cooperative learning is a concept that requires proper planning and organization.

Completion of assignments is another student held learning concept. Its main aim is to assist the student in knowing whether the main concepts in a certain topic were understood. This acts as a kind of self evaluation to the student and also assists the teacher to know whether the students understood a certain topic. The assignments must be submitted to the respective teacher for marking.

Those students who are focused follow the teacher after the assignments have been marked for clarification purposes. This enhances learning and the student understands better. Many students differ with this idea because they do not like relating with the teacher (Marton &Beaty 1993). This leads to very poor grades since communication is a very essential factor in learning.

Teaching becomes easier and enjoyable when there is a student- teacher relationship. Assignment corrections are necessary to both the student and the teacher since the student comprehends the right method of solving a certain problem that he or she could not before.

Lazy students who do not do corrections make teaching hard for the teacher because they make the other students to lag behind. Learning may also become ineffective for them due to low levels of understanding.

Acquisition of facts is still another student held concept that aims at understanding reality. Students capture the essential facts so that they can understand how they suit in another context. Many students fail to obtain the facts because they think that they can get everything taught in class or read from books.

When studying, the student must clearly understand the topic so that he or she can develop a theme. This helps in making short notes by eliminating unnecessary information. So, the facts must always be identified and well understood in order to apply them where necessary. Teaching becomes easier when the facts are well comprehended by the students because it enhances effective learning.

Effective learning occurs when a student possesses strong emotions. A strong memory that lasts for long is linked with the emotional condition of the learner. This means that the learners will always remember well when learning is incorporated with strong emotions. Emotions develop when the students have a positive attitude towards learning (Marton& Beaty 1993).

This is because they will find learning enjoyable and exciting unlike those with a negative attitude who will find learning boring and of no use to them. Emotions affect teaching since a teacher will like to teach those students with a positive attitude towards what he is teaching rather than those with a negative attitude.

The positive attitude leads to effective learning because the students get interested in what they are learning and eventually leads to success. Learning does not become effective where students portray a negative attitude since they are not interested thus leading to failure.

Furthermore, learning through hearing is another student held concept. This concept enables them to understand what they hear thus calling for more attention and concentration. They prefer instructions that are given orally and are very keen but they also participate by speaking. Teaching becomes very enjoyable since the students contribute a lot through talking and interviewing.

Learning occurs effectively because the students involve themselves in oral reading as well as listening to recorded information. In this concept, learning is mostly enhanced by debating, presenting reports orally and interviewing people. Those students who do not prefer this concept as a method of learning do not involve themselves in debates or oral discussions but use other learning concepts.

Learners may also use the concept of seeing to understand better. This makes them remember what they saw and most of them prefer using written materials (Van Rosum & Schenk 1984). Unlike the auditory learners who grasp the concept through hearing, visual learners understand better by seeing.

They use their sight to learn and do it quietly. They prefer watching things like videos and learn from what they see. Learning occurs effectively since the memory is usually connected with visual images. Teaching becomes very easy when visual images are incorporated. They include such things like pictures, objects, graphs.

A teacher can use charts during instruction thus improving the students’ understanding level or present a demonstration for the students to see. Diagrams are also necessary because most students learn through seeing.

Use of visual images makes learning to look real and the student gets the concept better than those who learn through imaginations. This concept makes the students to use text that has got many pictures, diagrams, graphics, maps and graphs.

In learning students may also use the tactile concept whereby they gain knowledge and skills through touching. They gain knowledge mostly through manipulative. Teaching becomes more effective when students are left to handle equipments for themselves for instance in a laboratory practical. Students tend to understand better because they are able to follow instructions (Watkins & Regmy 1992).

After applying this concept, the students are able to engage themselves in making perfect drawings, making models and following procedures to make something. Learning may not take place effectively to those students who do not like manipulating because it arouses the memory and the students comprehends the concept in a better way.

Learning through analysis is also another concept held by students because they are able to plan their work in an organized manner which is based on logic ideas only. It requires individual learning and effective learning occurs when information is given in steps. This makes the teacher to structure the lessons properly and the goals should be clear.

This method of organizing ideas makes learning to become effective thus leading to success and achievement of the objectives. Analysis improves understanding of concepts to the learners (Watkins & Regmy 1992). They also understand certain procedures used in various topics because they are sequential.

Teaching and learning becomes very hard for those students who do not know how to analyze their work. Such students learn in a haphazard way thus leading to failure.

If all the learning concepts held by students are incorporated, then remarkable results can be obtained. A lot information and knowledge can be obtained through learning as long as the learner uses the best concepts for learning. Learners are also different because there are those who understand better by seeing while others understand through listening or touching.

So, it is necessary for each learner to understand the best concept to use in order to improve the understanding level. For the slow learners, extra time should be taken while studying and explanations must be clear to avoid confusion. There are also those who follow written instructions better than those instructions that are given orally. Basically, learners are not the same and so require different techniques.

Reference List

Benson, A., & Blackman, D., 2003. Can research methods ever be interesting? Active Learning in Higher Education, Vol. 4, No. 1, 39-55.

Chermak, S., & Weiss, A., 1999. Activity-based learning of statistics: Using practical applications to improve students’ learning. Journal of Criminal Justice Education , Vol. 10, No. 2, pp. 361-371.

Felder, R., & Brent, R., 1996. Navigating the bumpy road to student-centered instruction. College Teaching , Vol. 44, No. 2, pp. 43-47.

Marton, F. & Beaty, E., 1993. Conceptions of learning. International Journal of Educational Research , Vol. 19, pp. 277-300.

Van Rossum, E., & Schenk, S., 1984. The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology , Vol. 54, No.1, pp. 73-85.

Watkins, D., & Regmy, M., 1992. How universal are student conceptions of learning? A Nepalese investigation. Psychologia , Vol. 25, No. 2, pp. 101-110.

What Is Learning? FAQ

• Why Is Learning Important? Learning means gaining new knowledge, skills, and values, both in a group or on one’s own. It helps a person to develop, maintain their interest in life, and adapt to changes.
• Why Is Online Learning Good? Online learning has a number of advantages over traditional learning. First, it allows you to collaborate with top experts in your area of interest, no matter where you are located geographically. Secondly, it encourages independence and helps you develop time management skills. Last but not least, it saves time on transport.
• How to Overcome Challenges in Online Learning? The most challenging aspects of distant learning are the lack of face-to-face communication and the lack of feedback. The key to overcoming these challenges is effective communication with teachers and classmates through videoconferencing, email, and chats.
• Chicago (A-D)
• Chicago (N-B)

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How to Write Stanford’s “Excited About Learning” Essay

This article was written based on the information and opinions presented by Johnathan Patin-Sauls and Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Choosing an idea vs. an experience, learning for the sake of learning, learning as a means to other ends, be specific.

Stanford University’s first essay prompt asks you to respond to the following:

“ The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning. (100-250 words)”

For this short answer question, your response is limited to a maximum of 250 words. In this article, we will discuss considerations for choosing to write about an idea or experience, ways to demonstrate a love or enthusiasm for learning, and why you should be as specific. For more information and guidance on writing the application essays for Stanford University, check out our post on how to write the Stanford University essays .

Regardless of if you choose either an idea or experience that makes you genuinely excited about learning as a topic, there are a few considerations for each.  

Most people gravitate towards writing about an idea. One challenge that arises with an idea-focused essay is that applicants who are passionate about an idea often become hyper focused on explaining the idea but neglect to connect this idea to who they are as a person and why this idea excites them. 

When writing about an experience, it is important to strike a balance between describing the experience and analyzing the impact of the experience on you, your goals, and your commitment to learning.

This essay question allows you to expand on your joy for learning and your genuine curiosity. Stanford is searching for students who are naturally curious and enjoy the process of learning and educating themselves. For example, a compelling essay could begin with a riveting story of getting lost while hiking the Appalachian Trail and describing how this experience led to a lifelong passion for studying primitive forms of navigation. 

There is a strong tendency among applicants to write about formal academic coursework, however, the most compelling essays will subvert expectations by taking the concept of learning beyond the classroom and demonstrating how learning manifests itself in unique contexts in your life.

If you’re someone for whom learning is a means to other ends, it is important that you convey a sense of genuine enthusiasm and purpose beyond, “I want to go to X school because it will help me get Y job for Z purpose.” You may be motivated to attend college to obtain a certain position and make a comfortable income, however these answers are not necessarily what admissions officers are looking for. Instead, it can be helpful to relate an idea or experience to something more personal to you.

Academic & Professional Trajectory

Consider relating the idea or experience you choose to a major, degree program, research initiative, or professor that interests you at Stanford. Then go beyond the academic context to explain how the idea or experience ties into your future career. 

For instance, if you are interested in the concept of universal health care, then you might describe your interest in applying to public health programs with faculty that specialize in national health care systems. You might then describe your long term career aspirations to work in the United States Senate on crafting and passing health care policy.

Personal Values & Experiences

Another way to tie the ideas in this essay back to a more personal topic is to discuss how the idea or experience informs who you are, how you treat others, or how you experience the world around you. 

You could also focus on an idea or experience that has challenged, frustrated, or even offended you, thereby reinforcing and further justifying the values you hold and your worldview.

Community Building & Social Connectedness

You may also explore how this idea or experience connects you to a particular community by helping you understand, build, and support members of the community. Stanford is looking to find students who will be engaged members of the student body and carry out the community’s core mission, values, and projects, so this essay can be an opportunity to highlight how you would contribute to Stanford. 

Be specific in your choice of idea or the way in which you describe an experience. For example, a response that focuses on the joys of learning philosophy is too broad to be particularly memorable or impactful. However, the mind-body problem looking at the debate concerning the relationship between thought and consciousness is a specific philosophical idea that lends itself to a rich discussion. 

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Over 170 Prompts to Inspire Writing and Discussion

Here are all of our Student Opinion questions from the 2020-21 school year. Each question is based on a different New York Times article, interactive feature or video.

By The Learning Network

Each school day we publish a new Student Opinion question, and students use these writing prompts to reflect on their experiences and identities and respond to current events unfolding around them. To introduce each question, we provide an excerpt from a related New York Times article or Opinion piece as well as a free link to the original article.

During the 2020-21 school year, we asked 176 questions, and you can find them all below or here as a PDF . The questions are divided into two categories — those that provide opportunities for debate and persuasive writing, and those that lend themselves to creative, personal or reflective writing.

Teachers can use these prompts to help students practice narrative and persuasive writing, start classroom debates and even spark conversation between students around the world via our comments section. For more ideas on how to use our Student Opinion questions, we offer a short tutorial along with a nine-minute video on how one high school English teacher and her students use this feature .

Questions for Debate and Persuasive Writing

1. Should Athletes Speak Out On Social and Political Issues? 2. Should All Young People Learn How to Invest in the Stock Market? 3. What Are the Greatest Songs of All Time? 4. Should There Be More Gender Options on Identification Documents? 5. Should We End the Practice of Tipping? 6. Should There Be Separate Social Media Apps for Children? 7. Do Marriage Proposals Still Have a Place in Today’s Society? 8. How Do You Feel About Cancel Culture? 9. Should the United States Decriminalize the Possession of Drugs? 10. Does Reality TV Deserve Its Bad Rap? 11. Should the Death Penalty Be Abolished? 12. How Should Parents Support a Student Who Has Fallen Behind in School? 13. When Is It OK to Be a Snitch? 14. Should People Be Required to Show Proof of Vaccination? 15. How Much Have You and Your Community Changed Since George Floyd’s Death? 16. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 17. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 18. Is Your Generation Doing Its Part to Strengthen Our Democracy? 19. Should Corporations Take Political Stands? 20. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 21. How Should Schools Hold Students Accountable for Hurting Others? 22. What Ideas Do You Have to Improve Your Favorite Sport? 23. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped? 24. Is the Electoral College a Problem? Does It Need to Be Fixed? 25. Do You Care Who Sits on the Supreme Court? Should We Care? 26. Should Museums Return Looted Artifacts to Their Countries of Origin? 27. Should Schools Provide Free Pads and Tampons? 28. Should Teachers Be Allowed to Wear Political Symbols? 29. Do You Think People Have Gotten Too Relaxed About Covid? 30. Who Do You Think Should Be Person of the Year for 2020? 31. How Should Racial Slurs in Literature Be Handled in the Classroom? 32. Should There Still Be Snow Days? 33. What Are Your Reactions to the Storming of the Capitol by a Pro-Trump Mob? 34. What Do You Think of the Decision by Tech Companies to Block President Trump? 35. If You Were a Member of Congress, Would You Vote to Impeach President Trump? 36. What Would You Do First if You Were the New President? 37. Who Do You Hope Will Win the 2020 Presidential Election? 38. Should Media Literacy Be a Required Course in School? 39. What Are Your Reactions to the Results of Election 2020? Where Do We Go From Here? 40. How Should We Remember the Problematic Actions of the Nation’s Founders? 41. As Coronavirus Cases Surge, How Should Leaders Decide What Stays Open and What Closes? 42. What Is Your Reaction to the Inauguration of Joe Biden and Kamala Harris? 43. How Worried Should We Be About Screen Time During the Pandemic? 44. Should Schools Be Able to Discipline Students for What They Say on Social Media? 45. What Works of Art, Culture and Technology Flopped in 2020? 46. How Do You Feel About Censored Music? 47. Why Do You Think ‘Drivers License’ Became Such a Smash Hit? 48. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 49. How Well Do You Think Our Leaders Have Responded to the Coronavirus Crisis? 50. To What Extent Is the Legacy of Slavery and Racism Still Present in America in 2020? 51. How Should We Reimagine Our Schools So That All Students Receive a Quality Education? 52. How Concerned Do You Think We Should Be About the Integrity of the 2020 Election? 53. What Issues in This Election Season Matter Most to You? 54. Is Summer School a Smart Way to Make Up for Learning Lost This School Year? 55. What Is Your Reaction to the Senate’s Acquittal of Former President Trump? 56. What Is the Worst Toy Ever? 57. How Should We Balance Safety and Urgency in Developing a Covid-19 Vaccine? 58. What Are Your Reactions to Oprah’s Interview With Harry and Meghan? 59. Should the Government Provide a Guaranteed Income for Families With Children? 60. Should There Be More Public Restrooms? 61. Should High School-Age Basketball Players Be Able to Get Paid? 62. Should Team Sports Happen This Year? 63. Who Are the Best Musical Artists of the Past Year? What Are the Best Songs? 64. Should We Cancel Student Debt? 65. How Closely Should Actors’ Identities Reflect the Roles They Play? 66. Should White Writers Translate a Black Author’s Work? 67. Would You Buy an NFT? 68. Should Kids Still Learn to Tell Time? 69. Should All Schools Teach Financial Literacy? 70. What Is Your Reaction to the Verdict in the Derek Chauvin Trial? 71. What Is the Best Way to Stop Abusive Language Online? 72. What Are the Underlying Systems That Hold a Society Together? 73. What Grade Would You Give President Biden on His First 100 Days? 74. Should High Schools Post Their Annual College Lists? 75. Are C.E.O.s Paid Too Much? 76. Should We Rethink Thanksgiving? 77. What Is the Best Way to Get Teenagers Vaccinated? 78. Do You Want Your Parents and Grandparents to Get the New Coronavirus Vaccine? 79. What Is Your Reaction to New Guidelines That Loosen Mask Requirements? 80. Who Should We Honor on Our Money? 81. Is Your School’s Dress Code Outdated? 82. Does Everyone Have a Responsibility to Vote? 83. How Is Your Generation Changing Politics?

Questions for Creative and Personal Writing

84. What Does Your Unique Style Say About You? 85. How Do You Spend Your Downtime? 86. Would You Want to Live to 200? 87. How Do You Connect to Your Heritage? 88. What Do You Think Are the Secrets to Happiness? 89. Are You a Sneakerhead? 90. What Role Have Mentors Played in Your Life? 91. If You Could Make Your Own Podcast, What Would It Be About? 92. Have You Ever Felt Pressure to ‘Sell Your Pain’? 93. Do You Think You Make Good Climate Choices? 94. What Does TikTok Mean to You? 95. Do Your Parents Overpraise You? 96. Do You Want to Travel in Space? 97. Do You Feel You’re Friends With Celebrities or Influencers You Follow Online? 98. Would You Eat Food Grown in a Lab? 99. What Makes You Cringe? 100. What Volunteer Work Would You Most Like to Do? 101. How Do You Respond When People Ask, ‘Where Are You From?’ 102. Has a School Assignment or Activity Ever Made You Uncomfortable? 103. How Does Your Identity Inform Your Political Beliefs and Values? 104. Are You an Orchid, a Tulip or a Dandelion? 105. Are You Having a Tough Time Maintaining Friendships These Days? 106. How Is Your Mental Health These Days? 107. Do You Love Writing or Receiving Letters? 108. What Has Television Taught You About Social Class? 109. Are You Easily Distracted? 110. What Objects Bring You Comfort? 111. What Is Your Favorite Memory of PBS? 112. Have You Ever Felt Embarrassed by Your Parents? 113. What Are You Doing to Combat Pandemic Fatigue? 114. Have You Ever Worried About Making a Good First Impression? 115. What Do You Want Your Parents to Know About What It’s Like to Be a Teenager During the Pandemic? 116. How Have You Collaborated From a Distance During the Pandemic? 117. How Important Is It to You to Have Similar Political Beliefs to Your Family and Friends? 118. How Are You Feeling About Winter This Year? 119. Which Celebrity Performer Would You Like to Challenge to a Friendly Battle? 120. How Mentally Tough Are You? 121. What Smells Trigger Powerful Memories for You? 122. What Are You Thankful for This Year? 123. Do You Miss Hugs? 124. Are You a Good Conversationalist? 125. What Habits Have You Started or Left Behind in 2020? 126. What Was the Best Art and Culture You Experienced in 2020? 127. What’s Your Relationship With Masks? 128. What Role Does Religion Play in Your Life? 129. How Will You Be Celebrating the Holidays This Year? 130. What Is Something Good That Happened in 2020? 131. What New Flavor Ideas Do You Have for Your Favorite Foods? 132. What Are Your Hopes and Concerns for the New School Year? 133. How Has 2020 Challenged or Changed You? 134. What Do You Hope for Most in 2021? 135. How Do You View Death? 136. What Is Your Favorite Fact You Learned in 2020? 137. What Are the Places in the World That You Love Most? 138. Have You Ever Experienced ‘Impostor Syndrome’? 139. How Well Do You Get Along With Your Siblings? 140. Do You Talk to Your Family About the Cost of College? 141. Do You Have a Healthy Diet? 142. How Do You Feel About Mask-Slipping? 143. Do You Believe in Manifesting? 144. How Do You Express Yourself Creatively? 145. What Are Your Family’s House Rules During the Covid Crisis? 146. What Online Communities Do You Participate In? 147. Have You Experienced Any Embarrassing Zoom Mishaps? 148. What Does Your Country’s National Anthem Mean to You? 149. Are Sports Just Not the Same Without Spectators in the Stands? 150. Would You Volunteer for a Covid-19 Vaccine Trial? 151. What ‘Old’ Technology Do You Think Is Cool? 152. Have You Ever Tried to Grow Something? 153. How Has the Pandemic Changed Your Relationship to Your Body? 154. How Do You Find New Books, Music, Movies or Television Shows? 155. Are You Nervous About Returning to Normal Life? 156. How Do You Celebrate Spring? 157. How Do You Talk With People Who Don’t Share Your Views? 158. Would You Want to Be a Teacher Someday? 159. What Would You Recommend That Is ‘Overlooked and Underappreciated’? 160. What Children’s Books Have Had the Biggest Impact on You? 161. What Is Your Gender Identity? 162. Have You Hit a Wall? 163. What Is the Code You Live By? 164. Do You Think You Have Experienced ‘Learning Loss’ During the Pandemic? 165. What Are the Most Memorable Things You’ve Seen or Experienced in Nature? 166. Do You Want to Have Children Someday? 167. What Have You Learned About Friendship This Year? 168. What Seemingly Mundane Feats Have You Accomplished? 169. Has a Celebrity Ever Convinced You to Do Something? 170. How Have You Commemorated Milestones During the Pandemic? 171. How Often Do You Read, Watch or Listen to Things Outside of Your Comfort Zone? 172. Do You Think You Live in a Political Bubble? 173. What Is Your Relationship With the Weight-Loss Industry? 174. What Have You Made This Year? 175. How Are You Right Now? 176. What Are You Grateful For?

Want more writing prompts?

You can find even more Student Opinion questions in our 300 Questions and Images to Inspire Argument Writing , 550 Prompts for Narrative and Personal Writing and 130 New Prompts for Argumentative Writing . We also publish daily Picture Prompts , which are image-centered posts that provide space for many different kinds of writing. You can find all of our writing prompts, added as they publish, here .

Choose Your Test

Sat / act prep online guides and tips, 177 college essay examples for 11 schools + expert analysis.

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Essay Writing: A complete guide for students and teachers

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

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

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

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

THE ULTIMATE NONFICTION WRITING TEACHING RESOURCE

• 270  pages of the most effective teaching strategies
• 50+   digital tools  ready right out of the box
• 75   editable resources  for student   differentiation  
• Loads of   tricks and tips  to add to your teaching tool bag
• All explanations are reinforced with  concrete examples.
• Links to  high-quality video  tutorials
• Clear objectives  easy to match to the demands of your curriculum

Planning an essay

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

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

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

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

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

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

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

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

RESEARCH YOUR ESSAY

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

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

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

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

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

●      Group ideas, counterarguments, and opinions together

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

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

WRITING YOUR ESSAY

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

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

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

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

Common Essay Structure

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

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

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

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

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

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

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

HOW TO EDIT AN ESSAY

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

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

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

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

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

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

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

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

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

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ESSAY WRITING video tutorials

How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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Essays About Online Learning: Top 6 Examples And Prompts

If you are writing essays about online learning, you can start by reading some essay examples and prompts in this article. 

People often regard online learning as kids stuck at home, glued to their devices. However, there is so much more to it than this simplistic concept. Many parents may see it as an “easy way out” for students to slack off on their studies while still passing their classes, but online learning has not reached its full potential yet. 

It has dramatically impacted how education is handled globally, for better or worse. It has forced teachers to take on extra work , while students say it has helped reduce their stress levels. It is undoubtedly a contentious topic. 

If you need help writing an essay about online learning, here are some essay examples you can use for inspiration.

1. Disabled Students Urge Universities To Make Online Learning More Accessible by Lucia Posteraro

2. why are more and more students taking online classes by perry mullins, 3. the benefits of online learning: 7 advantages of online degrees by kelsey miller, 4. why is online learning important by clare scott, 5. is online learning as effective as face-to-face learning by kelli wilkins, 6. i’m a high school student. i don’t want online learning to end. by rory selinger, prompts on essays about online learning, 1. how has online learning affected you, 2. compare and contrast online and in-person classes., 3. what can you learn from an online setup, 4. what is the future of online learning, 5. which is better- online or face-to-face learning, 6. can online learning be sustained long-term.

“Autism may hinder the ability to follow complex conversations, especially with background noise – but Charli’s lectures did not have subtitles. Moreover, extensions for group projects were too short for her extenuating circumstances.’

Posteraro tells the stories of students who want online learning to be more accessible. For example, Charli, a student with autism, was greatly affected by the transition from in-person to online classes during the COVID-19 pandemic. Unfortunately, online learning has not catered to her special needs, so she urges schools to take action to make online education more inclusive. You might also be interested in these essays about knowledge .

“The result of taking online classes is that students who take them become more proficient and comfortable with using computers. Students can learn to connect with one another online and with information in meaningful and useful ways. With that said more and more students are taking online classes because it’s the best way to save money work at your own pace and not have to be stressed about going to class.”

In his essay, Mullins discusses why more students prefer online learning. First, it lessens expenses, as students learn from the comfort of their rooms. Second, it helps students avert the fear of talking to strangers face-to-face, helping them communicate better. 

“It’s clear, then, that learning online helps prepare professionals for this shift toward online work. Below, explore what online courses entail, explore seven key benefits, and get the advice you need to determine if online courses are right for you.”

Miller briefly explains what online learning is, then proceeds to discuss its advantages. These include a self-paced schedule, improved communication, and new technical skills. However, he reminds readers that everyone is different; regardless of the benefits, they should only choose online learning if they believe it will work for them.

“Boil it right down and the answer is simple: change is constant. You must move with it. The true beauty of online learning is that it lends itself perfectly to your lifestyle. By its very nature, it can fit around you. Also, no longer are we taught how to do a job, it’s usually a case of figuring it out for yourself—and that’s where online learning can amplify your skills.”

Scott presents the importance of online learning. Similar to Miller, she mentions self-paced, giving students new skills. However, the most important lesson is that change is constant. Online learning exemplifies this precept, and these skills help us move along.

“While both ways of learning have advantages and disadvantages, what is more effective is based off of the student themselves. Students can weigh the costs and benefits between online learning and face-to-face learning. They can decide for themselves what would be best for them. Online learning can be as effective as face-to-face learning if the student is committed to putting their time and effort to study alone.”

Wilkins questions the notion that online learning is inferior to a face-to-face classes. She begins by listing the benefits of online classes, including comfort and easier schedules, as with Miller and Scott. However, she also mentions its disadvantages, such as the possibility of students being distracted and a lack of bonding between classmates. But, of course, it’s all up to the student in the end: they should decide which type of education they prefer.

“One thing I hope people now realize is that education is not a one-size-fits-all model. While the self-disciplined nature of remote learning is not for everyone, it has allowed students like me to flourish unimpeded by the challenges presented by typical classroom settings.”

A 14-year-old student, Selinger wishes to continue her education online as schools return to physical classes amid the pandemic. She discusses the relief she feels from the lack of peer pressure, judgment, and a rigorous schedule. Controlling your study schedule relieves students of pressure, and Selinger believes this is optimal for success. She believes online learning opens a path to be better rather than to “return to normal.”

In this essay, you can write about your experience of online learning. Whether you have had online coursework from school or college or taken an online course for your own interests, we’ve all had some experience learning online. Discuss how you benefited from online learning and the challenges you faced. For a compelling essay, conduct interviews to back up your experience by showing others who felt the same way.

Create an exciting comparative essay between online and in-person learning. You can compare and contrast the experiences and show the positives and negatives of each. Start by making a list or Venn diagram, and organize your essay. Include the structure, advantages, and disadvantages of each method of learning. 

Online learning can teach you some skills to succeed in the real world. In this essay, write about the unique skills you can gain from online learning. Perhaps you learn valuable IT skills, virtual note-taking, and basic administrative skills. Then, look into how these skills can benefit you in future studies or when trying to step into a new career path. 

We have barely scratched the surface of technology. In this essay, look to the future and imagine how online education will look. Then, research up-and-coming online learning technologies and see what will come next. Will the development of more online learning technology benefit students? Look into this exciting topic for an engaging discussion.

For this topic, writing an excellent argumentative essay is easy. First, from research and your own experience, list the benefits and downsides of each type of learning and determine which is more effective. Then, you can use Google and the essay examples above to support your argument.  

Online learning is most commonly used for students who are ill or during situations such as a global pandemic. It is meant to be temporary; however, can schools stick to a completely-online method of instruction? Include some advantages and disadvantages of online learning in your essay.

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Importance of Learning: Essay Intro Examples and Tips

Table of Contents

Learning is a continuous process. It doesn’t just stop at school. There’s a broad selection of learning topics that you can write about for your essay. You can talk about E-learning, Key Concepts of Learning, and so on. Regardless of the topic you’ve been assigned to write on, it’s essential to do some thorough research. And to start your essay right, you will need a winning  learning essay introduction.

You need to make your essay introduction informative while still being interesting. This is why we’ve gathered the best intro examples and writing tips you can use. Check them out and start winning those essays!

Writing Tips for a Great Learning Essay Introduction

Keep it interesting.

Your learning essay introduction can make or break your essay. There are many ways you can keep it interesting and professional. Here are just some ideas to hook your reader in.

• Include a surprising fact that conveys something about the problem to be addressed in the paper.
• Find an interesting quote that summarizes your arguments well.
• Put your readers in a different situation using rhetorical questions to make them think about your topic in a new way.
• Start with an anecdote or story to get your readers emotionally engaged.

Present statistical data

Do your research and gather concrete statistical data you can cite in your intro. Not only does this make your essay look more credible, but it also serves as proof to strengthen your argument.

Be mindful of your intro length.

An intro that’s too long might overwhelm your readers. But an introduction that’s too short won’t be able to introduce and elaborate on your work fully. A good rule of thumb in determining the proper intro length is that it should be 10% of the overall length of your essay. If your essay is 2000 words long, your intro should be approximately 200 words long.

8 Introduction Examples for Learning Essays

Example 1: the benefits of online learning.

Your life is a continuous learning process, and you never stop learning. Whenever you attend school, you will learn new things every day. But learning is not just limited to students. No matter how old you are, you can learn new things.

Online learning is an excellent way for people of all ages to learn new things. There are many online courses available that can help you learn new skills. Online learning can help you accomplish your goals, whether learning about a new topic or improving your existing skills. It’s also convenient and flexible, so you can study at your own pace. With its many benefits, online learning is becoming more popular every year.

Example 2: The Importance of Learning

Learning provides us with new knowledge that will significantly impact our well-being. As an individual, learning new skills and techniques can help you have an intelligent conversation with others. If a person has learned the necessary business skills, they would be a great asset to a company. After college students learn all the educational knowledge, they can move forward in their lives to be better and bigger. Learning can provide many benefits for individuals, but they must seek it out passionately. One cannot expect to learn a new skill or technique every day.

Example 3: Learning Process

It is helpful to try something new instead of doing the same thing every single day. When people experience new things and learn new material, they are learning. Many people do not realize it, but we are learning something new every day. Learning causes a permanent change in behavior or knowledge that comes from experience. It can also be adaptive and flexible to meet life’s demands. There’s nothing as important as the process of learning. Learning transforms and engages one’s brain. When people are introduced to new things, their thinking and ideas can change forever.

Example 4: How Learning Changes Us

Learning is a continuous process that is constantly changing for me. Through it, I feel better than I did the day before. Learning has enabled me to discover myself as an individual and discover my strengths and weaknesses. I continue to become better every day.

Example 5: The Introduction To E-Learning

E-learning is a recognized educational practice that supports a flexible model of knowledge access. It enables education and training to serve a numerically larger audience than traditional methods can adequately support. Teachers are still necessary for students and always will be, but the fact that e-learning is now widespread can revolutionize education. E-learning can be changed, modified, and adapted to changing student needs. Distances are no longer an obstacle to someone studying. However, some e-learning methods require some initiation/training to familiarize themselves.

Example 6: Benefits of Mastering English

Language has become critical to understanding technology and information in this age of globalization. If you can’t master a foreign language, it becomes very challenging to communicate with people worldwide. Multifarious and multicultural societies have their own languages. Therefore, worldwide interaction and communication must be supported by one global language. English is that one global language. A good grasp of English is beneficial since it gives us many opportunities for success.

Example 7: E-Learning is The Future

Most e-learning programs have grown exponentially in recent years. Online courses offer students a convenient and flexible way to learn, resulting in increased conversions among students of all ages. There is no doubt that e-learning is the future of education. A traditional classroom learning method will always be necessary. But the fast-growing online network provides valuable resources to educate people from all walks of life. The flexibility of e-learning also allows people to study at their own pace and in their own time. More and more people are turning to e-learning to further their education.

Example 8: Online Learning for Workers

In today’s increasingly competitive job market, workers must constantly refresh their skills and knowledge. Traditional schools and colleges are not always possible for busy adults to balance work and family obligations. But thanks to the internet, access to quality educational resources has become easier. You can now learn new skills and knowledge online without leaving your office. They are an ideal solution for busy professionals. With so many online learning portals now available, there is no excuse for learning new skills or improving your existing skill set.

Wrapping Up

Writing a  learning essay introduction  can seem daunting at first, but with the proper research and these tips, it will become much more manageable.

Remember, your introduction is the first impression your viewers will have of your essay , so it’s the perfect place to grab their attention. Get them excited about what your essay has to offer.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Essay on Importance of Learning

Students are often asked to write an essay on Importance of Learning in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Learning

The value of learning.

Learning is a crucial part of our lives. It helps us understand the world, make informed decisions, and grow as individuals.

Knowledge and Skills

Learning equips us with knowledge and skills. It makes us competent and confident, enabling us to face challenges and solve problems.

Personal Growth

Learning stimulates personal growth. It encourages curiosity and creativity, fostering a lifelong love for exploration and discovery.

Building Connections

Learning helps us connect with others. It promotes empathy and understanding, strengthening our relationships and communities.

In conclusion, learning is essential for our development, success, and happiness.

250 Words Essay on Importance of Learning

The power of learning.

Learning is an integral part of human existence. It is a process that starts at birth and continues throughout our lives, shaping our understanding of the world and our place within it. Learning is not confined to the acquisition of knowledge in a formal education setting. It extends to our daily interactions, experiences, and the continuous process of personal and professional development.

Learning and Personal Growth

Learning is the cornerstone of personal growth and self-improvement. It broadens our perspectives, fosters curiosity, and encourages us to question the status quo. Our ability to learn and adapt is what has allowed humankind to evolve and progress over time. Learning cultivates critical thinking skills, enabling us to analyze situations, solve problems, and make informed decisions.

The Socio-economic Impact of Learning

Learning also plays a significant role in socio-economic development. Education equips individuals with the skills needed to contribute to the workforce effectively, thereby driving economic growth. Moreover, it promotes social cohesion by fostering a shared understanding of societal values and norms.

Learning and Technological Advancements

In the era of rapid technological advancements, the importance of learning cannot be overstated. With the advent of AI and automation, the job market is in a constant state of flux, and the ability to learn new skills is more crucial than ever. Lifelong learning is now a necessity, not a luxury.

In conclusion, learning is a powerful tool that not only enriches our personal lives but also contributes to societal progress. It is the key to unlocking our potential and adapting to the ever-changing world around us.

500 Words Essay on Importance of Learning

The essence of learning.

Learning is a fundamental aspect of human life, serving as the foundation upon which we build our understanding of the world. It is an ongoing process that begins at birth and continues throughout our lives, shaping our perspectives, abilities, and actions. This essay explores the importance of learning, delving into its impact on personal growth, societal development, and the broader global context.

Personal Growth and Development

Learning is essential for personal growth and development. It equips us with the knowledge and skills necessary to navigate life effectively. Through learning, we acquire the ability to think critically, solve problems, and make informed decisions. It fosters creativity and innovation, enabling us to generate new ideas and solutions. Learning also facilitates emotional growth, helping us understand ourselves better, manage our emotions, and build strong interpersonal relationships.

Contributions to Society

On a societal level, learning plays a crucial role in driving progress and development. It is through learning that we gain an understanding of societal norms, values, and structures, enabling us to function effectively within our communities. Additionally, learning fosters social cohesion by promoting mutual understanding and respect among diverse groups. It equips us with the tools to challenge societal injustices and contribute to social change.

Global Impact

In the broader global context, learning is indispensable for addressing complex global challenges. It equips us with the knowledge and skills to understand these challenges, develop innovative solutions, and drive sustainable development. For instance, through learning, we can gain an understanding of climate change, develop sustainable technologies, and promote environmentally responsible behaviors.

The Role of Lifelong Learning

In an era marked by rapid technological advancement and societal change, lifelong learning has become increasingly important. It enables us to stay relevant and competitive in the evolving job market, adapt to technological advancements, and navigate societal changes effectively. Lifelong learning fosters resilience, adaptability, and a growth mindset, qualities that are crucial for success in the 21st century.

In conclusion, learning is a vital aspect of human life that shapes our personal growth, contributes to societal development, and drives global progress. It equips us with the knowledge, skills, and values necessary to navigate life effectively, foster social cohesion, and address global challenges. In the face of rapid technological and societal change, lifelong learning has emerged as a critical component of learning, enabling us to adapt and thrive in the evolving world. Therefore, it is essential that we embrace learning as a lifelong pursuit, striving to expand our knowledge, enhance our skills, and deepen our understanding of the world around us.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Impact of Digital Economy on Student Learning
• Essay on Learning From Others
• Essay on Tuberculosis

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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365 essays for english learners.

1 America: Land of Opportunity

2 The Fourth of July

3 The U.S. Federal Government

4 Christmas: A Holiday of Traditions

5 New Year's Day: A Holiday of New Beginnings

6 Martin Luther King Jr Day: To Remember a Civil Rights Leader

7 Valentine's Day: A Holiday of Love and Friendship

8 St. Patrick's Day: A Holiday to Celebrate the Irish

9 Passover: A Jewish Holiday of Remembering

10 Easter: An Important Christian Holiday

11 Mother's Day: A Holiday to Honor Motherhood

12 Father's Day: A Holiday to Honor Fatherhood

13 Memorial Day: A Holiday to Remember Fallen Soldiers

14 Labor Day: A Holiday to Honor Workers

15 Columbus Day: A Holiday to Remember an Explorer

16 Halloween: A Holiday for Costumes and Candy

17 Veterans Day: A Holiday Honoring All Soldiers

18 Chanukah: A Holiday of Lights

19 Thanksgiving: Families Coming Together

20 Lottery: A Chance at Millions

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Quill Reading for Evidence

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Students read a nonfiction text and build their comprehension through writing prompts, supporting a series of claims with evidence sourced from the text. Quill challenges students to write responses that are precise, logical, and based on textual evidence, with Quill coaching the student through custom, targeted feedback on each revision so that students strengthen their reading comprehension and hone their writing skills.

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Quill Lessons

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Quill Grammar has over 150 sentence writing activities to help your students. Our activities are designed to be completed in 10 minutes so you have the freedom to use them in the way that works best for your classroom.

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100 Writing Practice Lessons & Exercises

by Joe Bunting | 50 comments

Want to Become a Published Author? In 100 Day Book, you’ll finish your book guaranteed. Learn more and sign up here.

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

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

What Is Writing Practice?

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

How Do You Practice Writing?

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

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

I found that the best writing practice has three aspects:

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

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

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

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

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

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

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

Our 100+ Best Creative Writing Practice Exercises and Lessons

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

All-Time, Top 10 Writing Lessons and Exercises

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

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

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

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

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

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

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

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

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

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

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

12 Exercises and Lessons To Become a Better Writer

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

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

6 Lessons and Exercises from Great Writers

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

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

12 Genre and Format Specific Writing Lessons and Exercises

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

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

14 Characterization Lessons and Exercises

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

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

15 Grammar Lessons and Exercises

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

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

4 Journalism Lessons and Exercises

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

• Six Ways to Ask Better Questions In Interviews
• How Should You Interview Someone? Over Email? In Person?
• What If They Don’t Want to Talk to You?
• Eleven Habits of a Highly Effective Interviewers

16 Plot and Structure Lessons and Exercises

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

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

6 Lessons and Exercises to Beat Writer's Block

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

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

7 Literary Technique Lessons and Exercises

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

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

3 Inspirational Writing Lessons and Exercises

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

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

3 Publishing Blogging Lessons and Exercises

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

• The Secret to Writing On Your Blog Every Day
• How to Publish Your Book and Sell Your First 1,000 Copies
• How to Get Published in Literary Magazines

11 Writing Prompts

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

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

Is It Time To Begin Your Writing Practice?

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

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

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

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

Have fun and happy practicing!

Join 100 Day Book

Enrollment closes May 14 at midnight!

Joe Bunting

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

Want best-seller coaching? Book Joe here.

50 Comments

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

Thank you, Kristen. This made my morning. 🙂

Thanks Mitch. 🙂

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

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

What a great share! Thanks so much!

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

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

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

Wow! Terrific round-up of resources. 🙂

Thanks Stephanie. 🙂

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

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

But never writing.

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

Perhaps it’s time to change that!

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

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

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

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

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

Thanks Joe!

The best! Thank you so much for this.

You’re very welcome!

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

THANK you. We love sharing them with you. 🙂

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

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

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

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

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

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

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

I know the feeling! Good luck!

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

Very helpful! Thank you!

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

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

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

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

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

Hey, thanks!

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

very helpful! thank you..

Amazing articles! Thanks so much for sharing!

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

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

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

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

Excellent! Many useful tips. Many thanks!

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

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

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

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

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Learning from the Mess: Method/ological Praxis in Rhetoric and Writing Studies

Edited by Ashley J. Holmes and Elise Verzosa Hurley Copy edited by Annie Halseth. Designed by Mike Palmquist.

Table of Contents

Front Matter

Acknowledgments

Introduction. Beyond Pluralism in Research Methods and Methodology , Ashley J. Holmes and Elise Verzosa Hurley DOI: 10.37514/PER-B.2024.2180.1.3

Part 1. Revising Method/ologies Over Time

Chapter 1. Toward a Queer Validity: Delighting in the Messy Methods of Writing Research , Stephanie West-Puckett and William P. Banks DOI: 10.37514/PER-B.2024.2180.2.01

Chapter 2. Deliberative Drifting Over Time: A Critical Reflection on Designing Social Media Methods for Longevity , Sarah Riddick DOI: 10.37514/PER-B.2024.2180.2.02

Chapter 3. Voicing Transfer: Examining Race, Identity, and Student Learning , Crystal VanKooten DOI: 10.37514/PER-B.2024.2180.2.03

Part 2. Resisting Method/ological Definitions and Norms

Chapter 4. Revising Textile Publications: Challenges and Considerations in Tactile Methods , Sonia C. Arellano DOI: 10.37514/PER-B.2024.2180.2.04

Chapter 5. Messy Language, Messy Methods: Beyond a Translingual “Norm ,” Jerry Won Lee DOI: 10.37514/PER-B.2024.2180.2.05

Part 3. Rethinking Method/ological Dispositions

Chapter 6. Embracing the Potentials and Navigating the Pitfalls of Interdisciplinary Method/ologies , Meagan E. Malone DOI: 10.37514/PER-B.2024.2180.2.06

Chapter 7. Shifting Method/ologies: My Journey with Countermapping , April O’Brien DOI: 10.37514/PER-B.2024.2180.2.07

Chapter 8. Doing, and Undoing, Qualitative Research: A Story of Theory, Method, and Failure , Stephanie Abraham DOI: 10.37514/PER-B.2024.2180.2.08

Part 4. Reconstructing Method/ological Tenets

Chapter 9. Risky Projects and Researcher Well-Being: Locating New Methodological Traditions in Rhetoric and Writing Studies , Bridget Gelms DOI: 10.37514/PER-B.2024.2180.2.09

Chapter 10. What We Thought We Knew: Snapshots Along the Development of a Cultural Rhetorics Methodological Philosophy , Aja Y. Martinez DOI: 10.37514/PER-B.2024.2180.2.10

Contributors

About the Editors

Ashley J. Holmes is Professor of English and Interim Director of the Center for Excellence in Teaching, Learning, and Online Education (CETLOE) at Georgia State University. She teaches undergraduate and graduate courses in composition theory and pedagogy, research methods, public and visual rhetoric, writing program administration, and digital writing and production. Her recent research explores student writing beyond the university, best practices for curriculum development and program design, and experiential and place-based pedagogies. Her first book Public Pedagogy in Composition Studies (2016) was published through the Conference on College Composition and Communication’s Studies in Writing and Rhetoric Series, and her work has also appeared in College English, Composition Forum, English Journal, Community Literacy Journal, Reflections, Kairos, and Ubiquity , as well as several edited collections. She serves as managing co-editor of Composition Forum. Her monograph Learning on Location: Place-Based Approaches for Diverse Learners in Higher Education was published by Routledge in 2023.

Elise Verzosa Hurley is Associate Professor of Rhetoric, Composition, and Technical Communication at Illinois State University, where she teaches graduate and undergraduate courses in rhetorical theory, technical communication theory and pedagogy, multimodal composition, feminist rhetorics, and visual/spatial rhetorics. She is also the editor of Rhetoric Review . Her scholarship has been published in Technical Communication Quarterly, Kairos, Res Rhetorica , and various edited collections.

Publication Information: Holmes, Ashley J., and Elise Verzosa Hurley. (2024). Learning from the Mess: Method/ological Praxis in Rhetoric and Writing Studies . The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2024.2180 Web Publication Date: May 6, 2024 Print Publication Date: Pending

ISBN: 978-1-64215-218-0 (PDF) | 978-1-64215-219-7 (ePub) | 978-1-64642-618-8 (pbk.) DOI: 10.37514/PER-B.2024.2180

Contact Information: Ashley J. Holmes: [email protected] Elise Verzosa Hurley: [email protected]

Review Title Date

Perspectives on Writing

Series Editors: Rich Rice, Texas Tech University, and J. Michael Rifenburg, University of North Georgia

Copyright © 2024 Ashley J. Holmes and Elise Verzosa Hurley and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 208 pages, with notes, figures, and bibliographies. This book will also be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. 

Are computers or books best for educating children?

C ommentators often pit books against computers as the best learning tools, but both are great in different circumstances. The debate distracts from the real problem in education — poverty.The ancient Greek philosopher Socrates said that writing things down would make people forgetful. Now, thousands of years later, we're in the fortunate position of being able to discuss Socrates' thinking, precisely because it was written down.

Commentators often say the written word -- books -- are best and that computers negatively impact learning, almost for the same reasons that Socrates was against writing things down: forgetfulness, when memory is a cornerstone of learning. You may wonder: What have people got against new technologies?

As more and more classrooms shift from print to digital books and other materials, researchers are looking into the impact on children's learning.

The field is new and the evidence is mixed -- there is no scientific consensus on whether books or digital devices are better for a child's learning.

One studyin elementary schools in Honduras, for example, found that substituting laptops for textbooks did not make a difference in student learning in the end -- it was neither positive nor negative.

But isn't it common sense that both forms of learning -- print and digital -- can be effective, or not, depending on the individual and the situation? Let's dig a little deeper.

Early learning rewires the brain

It's important to consider neuroscience here because it can help educators choose which tools to use at different stages of a child's development.

And neuroscientists have shown us that learning, and the formation of memory, physically rewires the brain.

The brain is "plastic" -- it grows and prunes connections between neurons as we form memories, learn and forget. This is true at all ages, but the brain is particularly plastic during childhood.

The brain's plasticity is massively dependent on our experiences and environment.

Studies have shown that the richer our learning environment is during childhood, we don't just learn more "stuff," but we also change the way our brains learns new things for the rest of our lives.

The best example here is language learning. Children learn a second language very easily compared to adults, because their brain is more plastic.

What's more, adults who learnt two languages in childhood can learn a third language much quicker than adults who learned only one language in childhood -- their brain has been trained to learn languages.

At the other end of the spectrum, sensory deprivation during childhood permanently changes the brain for the worse. Children deprived of different experiences -- less touch and interaction with adults, for instance, fewer sights and sounds, and little access to learning -- can develop smaller brains. These changes often cannot be reversed later in life.

Benefits of richer learning experiences

What does this mean for education? Children need to be exposed to as many different types of learning tools as possible, both digital and physical.

It might mean turning to books and handwriting to form lasting knoweldge on something.

Studiesshow that the act of writing requires the brain to be an active participant in the note-taking process, but that the brain is less active when typing, so writing by hand commits more of the material to memory.

Or using digital learning platforms could mean a much richer experience: a richness of animated movies, reward-based educational apps, virtual classrooms, and AI tools like ChatGPT, to motivate students to learn in interactive ways.

Research shows digital technology is effective in enhancing literacy and numeracy skills, manual dexterity, and visuospatial working memory when used in a learning context.

The beneficial outcomes of this influences all areas of a child's learning, including language, functional literacy, maths, science, general knowledge, creative thinking -- the list goes on.

Computers: Impact on physical and mental health

There are negatives linked to digital technologies, as well. Some studies show computers can have a negative impact on attention, and that children use computers passively instead of as an active learning tool that engages the brain. But it's not yet clear whether these negative impacts are short-term or long-lasting.

Some studies also suggest that over-use of computers affects physical and mental health. But that may have more to do with sitting in one place for a long time, rather than the computers themselves.

That's why running outside or kicking a ball around is vital for children's development, and their academic performance, too.

The real issue in education is poverty

There are many factors at play in a child's education. Their home environment is just as important as the materials and devices they use for learning. One of the biggest problems in education is poverty -- poor access to books and computers.

This issue became apparent during the COVID-19 pandemic, when children from disadvantaged backgrounds had less access to computers or books at home during times when schools were closed.

A UK-based survey, for instance, found that a third of students in deprived areas did not have adequate access to home learning tools during the pandemic.

The effect was a decline in their academic performance. Learning outcomes in high school-aged children have fallen in recent years, and it's more due to socioeconomic factors than anything else, according to studies. It's a trend seen around the world and has been associated with poor access to richer educational tools.

Edited by: Zulfikar Abbany

Copyright 2024 DW.COM, Deutsche Welle. Distributed by Tribune Content Agency, LLC.

• Center for Innovative Teaching and Learning
• Instructional Guide
• Reflective Journals and Learning Logs

Reflective journals are personal records of students’ learning experiences. Students typically are asked by their instructors to record learning-related incidents, sometimes during the learning process but more often just after they occur. Entries in journals and learning logs can be prompted by questions about course content, assignments, exams, students’ own ideas or students’ thought processes about what happened in a particular class period. Journals and learning logs are then submitted to the instructor for feedback. Both paper-based and online journals or logs can be turned in before or after each class period or at any other designated time.

A student’s writing style for journals and logs can be informal and sometimes inappropriate. However, to help students learn more about a particular subject or content, you can require students to write more formal entries using correct terminology, facts, and connections to course content. Consider providing guidelines and/or rules to help students write meaningful and authentic journals or logs.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write. As with any instructional or learning activity, selecting to use reflective journals or learning logs as part of a course should fit your teaching style and also connect with the course learning goals and objectives (Bean, 1996). Because it takes time for students to write in their reflective journals or learning logs, so too, it will take time for you to read and respond.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write.

The literature is not consistent in defining the differences between reflective journals and learning logs. One may be considered less personal than the other; one might incorporate more instructor prompts and questions while the other might be more student-driven. “Journals often focus subjectively on personal experiences, reactions, and reflections while learning logs are more documentary records of students’ work process (what they are doing), their accomplishments, ideas, or questions” (Equipped for the Future, 2004). However, there is evidence that the art of reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations (Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006).

…reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations…

Types of Reflections

Journals and learning logs can be used to reflect on a range of issues and situations from numerous viewpoints and perspectives (RMIT, 2006). RMIT (2006) lists six types of reflections. The following descriptions depict a reflection on university student groups and drinking. Possible student comments are in italics.

Observations

At this stage a student would write about what they actually saw or their viewpoint on a particular event. For example , At the pre-game parties outside the stadium I saw student groups guzzling buckets of beer.  

Upon reflection, the student could ask the question, Why do the all of the student groups drink together at football games but don’t seem to get along when they don’t drink?                              

Speculations

After thinking about the situation, the student could reflect, Maybe it’s possible that that student groups drink because it’s easier to socialize that way. Or, maybe they think that they have to drink because everyone else does!

Self-awareness

At this point a student may place himself or herself in the situation by considering the ramifications. I really don’t think I need to drink to be able to socialize with my friends and think we would get into trouble if we decided to drink as much as the groups do.

Integration of theory and ideas

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned. The student might write, Social norm theory explains that particular group members think other group members drink more than their group does.

This is where the student may self-reflect on or “critique” the situation by writing, I can now reflect on my own drinking experiences to see if I really drink because my friends do.

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned.

Reflecting is a cyclical process, where recording ones thoughts (reflecting) “leads to improvement and/or insight” (RMIT, 2006). Improvement could mean progress, development, growth, maturity, enhancement, or any number of words which could imply change. In education, we want students to change for the better, to grow while learning and to mature into knowledgeable adults. Recording what has happened, reflecting on processes and analyzing to improve deeper learning all can lead to new dimensions of students’ inner selves.

There are a number of stages through which students progress when writing reflective journals or learning logs. Each source outlines the stage or process somewhat differently yet with a similar approach. The essence of these models is presented below as the fundamental method of reflective journal and learning log entries. Note that each of the items below could be modified to fit a personal situation (for the reflective journal) or a learning environment/situation (for the learning log).

Method of Creating Reflective Journals and Learning Logs

It is suggested that students capture all formal and informal events which will prove useful when the time comes to return to the reflective journal or learning log for review. Students should focus on the areas which pose the most problems or difficulty in addition to those which are less problematic. Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement” (Dalhousie University, n.d.).

Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement.”

Write, record

• Describe the situation (the course, the context)
• Who was involved with the situation?
• What did they have to do with the situation?

Reflect, think about

• What are your reactions?
• What are your feelings?
• What are the good and the bad aspects of the situation?
• What you have learned?

Analyze, explain, gain insight

• What was really going on?
• What sense can you make of the situation?
• Can you integrate theory into the experience/situation?
• Can you demonstrate an improved awareness and self-development because of the situation?

Conclusions

• What can be concluded in a general and specific sense from this situation/experience and the analyses you have undertaken?

Personal action plan

• What are you going to do differently in this type of situation next time?
• What steps are you going to take on the basis of what you have learned?”

(Sources include: Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006) 

Reflective journals and learning logs can be useful as a teaching and learning tool. Either format can be adopted in any discipline where you can determine what students are learning and in what areas they need assistance. Be open to read entries by students who might request feedback more often than scheduled.

Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass Publishers.

Equipped for the Future (2004). Teaching/Learning Toolkit. Learning logs. http://eff.cls.utk.edu/toolkit/tools_learning_logs.htm

Johnson, S. (n.d.) Faculty strategies for promoting student learning. http://www.csudh.edu/titlev/learninglog.htm

RMIT University, Study and Learning Centre, Melbourne, Australia (2006). Reflective journals. https://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/reflective%20journal_LL/index.html

Selected Resources

Dalhousie University (n.d.). Learning logs. http://channelcontent.dal.ca/portfolio/r_learnlogs.html

Paskevicius, M (n.d.). Conversations in the cloud: The use of blogs to support learning in higher education. https://bluelightdistrict.org/assets/SharedBlogs_2010_v5-completeFinal.doc

Writing to learn learning logs (n.d.). http://www.wku.edu/3kinds/mfllmpg.html#Independent%20Study

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2012). Reflective journals and learning logs. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

• Active Learning Activities
• Assessing Student Learning
• Direct vs. Indirect Assessment
• Examples of Classroom Assessment Techniques
• Formative and Summative Assessment
• Peer and Self-Assessment
• Rubrics for Assessment
• The Process of Grading

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How to Learn a Language by Studying Smarter, Not Harder

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

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

1. Use Visual Elements to Memorize New Words

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

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

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

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

How do you know which words to learn and remember?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Early warning sign of extinction?

What is ‘original scholarship’ in the age of ai.

Melissa Dell (from left), Alex Csiszar, and Latanya Sweeney.

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Symposium considers how technology is changing academia

While moderating a talk on artificial intelligence last week, Latanya Sweeney posed a thought experiment. Picture three to five years from now. AI companies are continuing to scrape the internet for data to feed their large language models. But unlike today’s internet, which is largely human-generated content, most of that future internet’s content has been generated by … large language models.

The scenario is not farfetched considering the explosive growth of generative AI in the last two years, suggested the Faculty of Arts and Sciences and Harvard Kennedy School professor.  

Sweeney’s panel was part of a daylong symposium on AI hosted by the FAS last week that considered questions such as: How are generative AI technologies such as ChatGPT disrupting what it means to own one’s work? How can AI be leveraged thoughtfully while maintaining academic and research integrity? Just how good are these large language model-based programs going to get? (Very, very good.)

“Here at the FAS, we’re in a unique position to explore questions and challenges that come from this new technology,” said Hopi Hoekstra , Edgerley Family Dean of the Faculty of Arts and Sciences, during her opening remarks. “Our community is full of brilliant thinkers, curious researchers, and knowledgeable scholars, all able to lend their variety of expertise to tackling the big questions in AI, from ethics to societal implications.”

In an all-student panel, philosophy and math concentrator Chinmay Deshpande ’24 compared the present moment to the advent of the internet, and how that revolutionary technology forced academic institutions to rethink how to test knowledge. “Regardless of what we think AI will look like down the line, I think it’s clear it’s starting to have an impact that’s qualitatively similar to the impact of the internet,” Deshpande said. “And thinking about pedagogy, we should think about AI along somewhat similar lines.”

Computer science concentrator and master’s degree student Naomi Bashkansky ’25, who is exploring AI safety issues with fellow students, urged Harvard to provide thought leadership on the implications of an AI-saturated world, in part by offering courses that integrate the basics of large language models into subjects like biology or writing.

Harvard Law School student Kevin Wei agreed.

“We’re not grappling sufficiently with the way the world will change, and especially the way the economy and labor market will change, with the rise of generative AI systems,” Wei said. “Anything Harvard can do to take a leading role in doing that … in discussions with government, academia, and civil society … I would like to see a much larger role for the University.”

The day opened with a panel on original scholarship, co-sponsored by the Mahindra Humanities Center and the Edmond & Lily Safra Center for Ethics . Panelists explored ethics of authorship in the age of instant access to information and blurred lines of citation and copyright, and how those considerations vary between disciplines.

David Joselit , the Arthur Kingsley Professor of Art, Film, and Visual Studies, said challenges wrought by AI have precedent in the history of art; the idea of “authorship” has been undermined in the modern era because artists have often focused on the idea as what counts as the artwork, rather than its physical execution. “It seems to me that AI is a mechanization of that kind of distribution of authorship,” Joselit said. He posed the idea that AI should be understood “as its own genre, not exclusively as a tool.”

Another symposium topic included a review of Harvard Library’s law, information policy, and AI survey research revealing how students are using AI for academic work. Administrators from across the FAS also shared examples of how they are experimenting with AI tools to enhance their productivity. Panelists from the Bok Center shared how AI has been used in teaching this year, and Harvard University Information Technology gave insight into tools it is building to support instructors. 

Throughout the ground floor of the Northwest Building, where the symposium took place, was a poster fair keying off final projects from Sweeney’s course “Tech Science to Save the World,” in which students explored how scientific experimentation and technology can be used to solve real-world problems. Among the posters: “Viral or Volatile? TikTok and Democracy,” and “Campaign Ads in the Age of AI: Can Voters Tell the Difference?”

Students from the inaugural General Education class “ Rise of the Machines? ” capped the day, sharing final projects illustrating current and future aspects of generative AI.

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Keyboards still have a place, but if you want to retain information, grab a pen.

By Justin Pot | Published May 1, 2024 9:31 AM EDT

Want to remember something? Don’t type it out— write it down . 

At least that’s what a paper published in Frontiers in Psychology suggests, concluding that “whenever handwriting movements are included as a learning strategy, more of the brain gets stimulated, resulting in the formation of more complex neural network connectivity.” In other words: Writing by hand, as opposed to with a keyboard, helps you remember things. 

The study, by F. R. Van der Weel and Audrey L. H. Van der Meer, psychology researchers at the Norwegian University of Science and Technology, had 36 students write a variety of words, chosen at random from the game Pictionary , either with a digital stylus or a keyboard, all while wearing a 256-channel sensor array on their heads. The researchers were watching to determine which involved more connectivity between the two sides of the brain , something that’s been shown to correlate with learning and memory. Though a small sample size, the results “revealed increased connectivity for handwriting over typewriting, suggesting that different underlying cognitive processes are involved in the two tasks.” 

This makes sense to me—I can type without looking at the keyboard, or even really thinking about the fact that I’m typing. Writing with a pen, though? That I have to pay attention. That’s a meaningful distinction, one that has implications for anyone who is trying to learn. Now, the paper goes out of its way to state that this doesn’t mean you should abandon your keyboard altogether—they’re just different tools for different jobs. 

There is, all the same, a demonstrable difference between how writing with a pen, or typing by hand, affects your ability to remember the words you’re recording. Now that you know this you can take advantage—here’s a little bit of advice. 

Want to remember something? Use a pen or stylus.

Lately, when I’m reading a book or paper with the intention of learning from it, I take notes by writing. In my case I’m using a Remarkable e-ink tablet but there’s no reason a sheet of paper, a notebook, a digital notebook , or even an iPad with a pencil can’t work the same way. 

Remember: The study above involved a tablet and stylus, meaning that it’s the movement of writing by hand—not the lack of screens—that helps with memory . So, if the point of writing something down is to help you remember, take those notes using handwriting. The most obvious use case for this is taking notes during class. But it applies even if you’re not a student. 

Take paper notes during meetings

Do you attend meetings regularly? Consider leaving your laptop in your bag and taking notes by hand. You might not be able to write things down as quickly, granted, but you’ll remember the key points from the meeting with more clarity. As a bonus, it’s a lot easier to maintain eye contact when you’re not constantly looking down at your computer. 

I find this even works during online meetings. I leave my tablet between my computer and me, which allows me to jot things down during the conversation. This doesn’t just help me remember things; I’m also not interrupting the conversation with my infamously loud typing sounds. Win-win. 

Consider using paper productivity software

I’m straying pretty far from the research here, granted, but if writing things down instead of typing helps with memory you might want to consider replacing your productivity software with pen and paper , or a digital system that allows you to handwrite. I especially recommend this if you’re the kind of person who frequently sets up to-do lists and calendar apps only to forget that they exist. Writing things down might help you remember in a way that apps just don’t. 

Need to be quick? Use a keyboard.

The study went out of its way to say that keyboards have their place. To quote the conclusion:

Handwriting requires fine motor control over the fingers, and it forces students to pay attention to what they are doing. Typing, on the other hand, requires mechanical and repetitive movements that trade awareness for speed. 

There is a time and a place for keyboards: I’m typing this right now. The takeaway isn’t that writing is better , per se, just that the act itself can help you remember things. Keep this in mind and try out writing at times when you normally wouldn’t. You might be surprised.

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