Example answer:.
I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.
So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.
I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.
So, the best idea is look around and try to do something good for our planet and for us and our children.
Practice, write & improve, examiners comments & grade:.
3 | All content is relevant to the task but the target reader is on the whole informed rather than fully informed as, the central question as to whether or not the problems can be solved has not really been addressed. The candidate discusses the environmental impact of transport and the cleanliness of rivers, and provides one suggested solution for the problem of transport (They don’t go anywhere by car one day a month). The writer’s opinion is clear in I think it could be very good if we had a tradition like that. No solutions are discussed for rivers and seas, and no third aspect of environmental damage is provided. | |
| 3 | The conventions of essay writing are used; there is an opening statement and a development of the subject matter, with a conclusion at the end. The register is suitably neutral for the most part, although the use of a colloquial yeah is not consistent with the rest of the essay. The essay is written for the most part in an objective way, but there is use of personal, subjective examples (Once I saw the river; I can’t make a sigh), which lessen the impact of the bigger problems. The target reader’s attention is held and straightforward ideas are communicated |
3 | The text is generally well organised and coherent. It is separated into paragraphs and the punctuation is generally used effectively, although there are some long sentences (And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road). There is a variety of linking words (because; and; So; because of that) and some cohesive devices such as referencing pronouns, relative clauses and rhetorical questions to connect the ideas within the text. | |
3 | There is a range of everyday vocabulary used appropriately, and although there are errors, they do not impede communication (atmospeer; bycicle; sigh). There is a range of simple and some more complex grammatical forms: past and present verb forms are used with a good degree of control. |
To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.
First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.
In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.
Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.
4 | All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed. Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused (harmful exhaust; factories which pour off their waste to ponds) and some limited mention of solutions. No tangible 3rd aspect of environmental damage is discussed. While the writer does conclude with a strong statement of opinion (every person can and must) the reader is not fully informed on the solutions proposed (Doing a little steps for protection our environment every day we will be able to save our Earth) | |
| 3 | The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using more formal language to introduce the ideas within the text (To begin with; First of all; It’s a fact of common knowledge). There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the writer’s point of view. Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are sometimes not as successful (Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents). |
3 | The text is generally well organised and coherent, using a variety of linking words and cohesive devices, particularly to introduce the ideas throughout the text (To begin with; In addition to this; Needless to say; Apart from this). The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the followup examples are not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then offer a solution which would help ocean residents | |
3 | There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis (a global ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving). There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not impede communication (a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger situation). |
DEVELOPMENT VS ENVIRONMENT
If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.
If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.
Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.
We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.
But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!
5 | All content is relevant to the task and the target reader is fully informed. Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to achieve this …). Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The writer’s opinion is clear in the choice of modal should. A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If, when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!). | |
| 5 | The conventions of the essay format are used effectively to hold the target reader’s attention. There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in more concrete terms, what we, the readers can do to help. The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing on electrical transport; If a country decided. Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against these actions). |
4 | The essay is well organised and coherent, using a variety of cohesive devices. The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the paragraphs, to make them less independent, but the overall effect is of a cohesive text. | |
5 | There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy). There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey certain ideas succinctly. There are minimal errors which do not impede communication. |
In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view. |
In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.
Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.
In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.
In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.
5 | All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made. | |
| 2 | Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed. |
2 | The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases. | |
2 | There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the third person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined. |
Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.
There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.
On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.
In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.
5 | All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes) | |
| 3 | The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention. |
4 | The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition. There are a variety of appropriate linking words and cohesive devices (many people who; According to them; this industry; thanks to that; On the other hand; In addition; In my opinion). | |
3 | A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion). A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be). There are some repeated errors with prepositions and third person verbs, but these do not impede communication. |
The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.
On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.
Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.
I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.
5 | All content is relevant to the task and the target reader is fully informed. The candidate presents a balanced argument, discussing their own idea first that the fashion industry is important as it provides jobs and income for a huge number of people. The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion. | |
| 5 | The conventions of essay writing are used effectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry affects people, communities and wider society (the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority). |
5 | The essay is well organised and coherent. There is a clear overall structure and the ideas are linked effectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profitable business is also believed; Nevertheless, for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good effect, for example links are made between fashion and industry, fashion and finance and fashion and society throughout the text, making clear connections between the separate aspects. | |
5 | There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to). A range of simple and complex grammatical forms is used with control and flexibility to express more complex ideas. Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication. |
In your English class, you have been talking about learning languages. Now your English teacher has asked you to write an essay for homework. Write an essay using the notes and giving reasons for your point of view.
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“There are more reasons to learn a foreign language than to pass a test”
Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.
Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.
Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.
To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.
5 | All of the content is relevant to the task. The candidate has discussed pleasure, personal challenge and travel as different motivations for learning a language, so the target reader is fully informed. | |
| 5 | The conventions of the essay genre have been used effectively to hold the target reader’s attention. Straightforward and complex ideas have been communicated: |
4 | The text is well organised and coherent, using a variety of linking words and cohesive devices: | |
4 | A range of vocabulary, including less common lexis, is used appropriately: A range of simple and some complex grammatical forms has been used with control and some fexibility: The errors do not impede communication: … |
Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.
I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.
Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.
3 | There is some minor irrelevance here, since the focus of the discussion seems to be the candidate’s personal experience and motivation, and the points about learning for pleasure and personal challenge are only incidentally addressed. The target reader is on the whole informed. | |
| 4 | The conventions of the essay genre have been used to hold the target reader’s attention. Straightforward and some complex ideas have been communicated: |
3 | The text is generally well organised and coherent, using a variety of linking words and cohesive devices: | |
4 | A range of vocabulary, including less common lexis, has been used appropriately: A range of simple and complex grammatical forms has been used with a good degree of control: The errors do not impede communication: |
In your English class you have been talking about learning history at school. Now, your English teacher has asked you to write an essay. Write an essay using all the notes and giving reasons for your point of view.
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A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.
However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.
In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.
All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity
5 | All content is relevant to the task and the target reader is fully informed. The first two points have been discussed together in detail and a third point, about origins and identity, has been included. | |
| 5 | The conventions of essay writing have been used effectively to discuss the issues in an informed manner. Straightforward and some more complex ideas, for example the point about the Ancient Greeks and the closing statement, are communicated using an engaging tone which is suitable for a wide audience and which holds the reader’s attention throughout. |
5 | The text is well organised and coherent and makes effective use of a variety of cohesive devices to skilfully connect ideas both within and across sentences and paragraphs. Some organisational patterns are used to good effect, for example the parallel short statements ending the third and fourth paragraphs. | |
5 | There is a range of vocabulary, including less common lexis (numerous politicians; shape democracy and our constitution; our origins, our identity; your ethnicity) used appropriately. There is a range of simple and complex grammatical forms used with control and flexibility. Errors, mainly related to less common lexis, are minimal. |
To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.
Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.
It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.
If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.
Let’s start by looking at language for general explanations of complex points.
Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”
Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”
Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”
Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”
Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”
Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.
Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”
Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”
Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”
Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”
Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”
Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”
Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”
Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”
Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”
Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.
Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”
When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.
Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”
Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”
Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”
Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”
Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”
Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”
Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”
Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.
Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”
Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”
Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”
Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”
Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”
Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”
Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”
Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.
Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”
Example: “To give an illustration of what I mean, let’s look at the case of…”
When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.
Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”
Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”
Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”
You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.
Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”
Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”
Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”
Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”
Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”
How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.
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Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.
This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .
Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .
As you read, hover over the highlighted parts to learn what they do and why they work.
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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.
The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.
In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.
Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.
Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.
Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.
While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).
Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.
The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).
Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.
Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://doi.org/10.1001/archophthalmol.2009.286.
Herron, M. (2009, May 6). Blind visionary. Retrieved from https://eandt.theiet.org/content/articles/2009/05/blind-visionary/.
Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://doi.org/10.1016/j.survophthal.2008.10.006.
Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://www.jstor.org/stable/40214926.
Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.
Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.
Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.
If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!
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An essay is a focused piece of writing that explains, argues, describes, or narrates.
In high school, you may have to write many different types of essays to develop your writing skills.
Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.
The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.
Your essay introduction should include three main things, in this order:
The length of each part depends on the length and complexity of your essay .
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
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Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved October 15, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/
Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.
How to write an essay introduction | 4 steps & examples, academic paragraph structure | step-by-step guide & examples, how to write topic sentences | 4 steps, examples & purpose, what is your plagiarism score.
La rédaction d’un essai en anglais exige une méthodologie rigoureuse pour produire un texte cohérent, structuré et convaincant. Voici une série de conseils pratiques pour réussir cet exercice académique. D’abord les plus essentiels, puis quelques erreurs courantes, et enfin quelques conseils plus experts.
Éviter les erreurs courantes.
Pour réussir votre essay, il est crucial d’éviter certaines erreurs communes :
Pour réussir la rédaction d’un essai en anglais, il est essentiel de suivre une méthodologie précise, d’éviter les erreurs courantes et de faire preuve d’originalité et de clarté dans l’expression de vos idées. En vous appuyant sur ces conseils, vous pourrez élaborer un essai cohérent, bien structuré et convaincant, répondant aux attentes académiques de Sciences Po ou autre institution.
Enregistrer mon nom, mon e-mail et mon site dans le navigateur pour mon prochain commentaire.
Lorsqu’on étudie à Londres, ou dans n’importe quelle autre ville du Royaume-Uni, on peut pas y échapper : pour valider un semestre ou une année universitaire, on demande aux étudiant·e·s de rédiger un essay , c’est-à-dire une dissertation en anglais.
Si vous êtes sur le point de vous inscrire à l’université, ou si vous êtes déjà étudiants mais que vous y avez pour l’instant encore échappé, préparez-vous psychologiquement. Car les moyens d’échapper à la préparation de l’ essay en anglais sont de plus en plus limités. Aujourd’hui, dans n’importe quelle université du monde, de plus en plus de cours sont dispensés en anglais, dont certains sont obligatoires, et les dissertations en anglais sont beaucoup plus fréquentes que les examens classiques de chez nous. Les examens d’anglais divisent les étudiants en deux catégories : ceux qui réussissent haut la main et ceux qui ratent leurs examens pendant trois, voire cinq ans, en attente d’un miracle.
Et il y a pire. Dans certains cas, des cours sont entièrement dispensés en anglais, non seulement dans les pays anglophones mais aussi dans de nombreux pays de l’UE, dont la France. C’est ce que l’on appelle une arme à double tranchant : elle peut vous permettre d’aller étudier dans n’importe quel pays de l’UE , ne serait-ce que pour un Erasmus, mais elle peut aussi vous créer d’énormes difficultés.
Cependant, un certain nombre d’astuces peuvent vous aider à limiter la casse. Bien sûr, une bonne base d’anglais est nécessaire , mais l’anglais académique varie beaucoup de la langue anglaise de tous les jours. C’est pourquoi, dans cet article, nous allons étudier la structure d’une bonne dissertation en anglais sous toutes ses coutures : plan, argumentation et langue. Et pour vous permettre de mieux comprendre les différents points, j’utiliserai à titre d’exemple un essay en anglais rédigé par mes soins, sur les droits de l’homme au Japon.
(Lire aussi : Comment préparer un « elevator pitch » ? )
1. la dissertation en anglais : c’est-à-dire .
Avant de nous mettre à écrire des pages et des pages, nous devons clarifier la nature de l’ essay académique. Les formations diplômantes en anglais privilégient ce type d’examen parce qu’il ne s’agit pas de l’interrogation classique dans laquelle les étudiants récitent les notions apprises. Dans un essai, les leçons doivent être comprises, internalisées et retravaillées. La connaissance, en effet, n’est pas le point final mais seulement la base sur laquelle construire une argumentation complexe et originale. En d’autres termes, l’université de type anglo-saxon préfère l’ essay académique, car il apprend aux étudiants à faire des recherches, à argumenter et surtout à utiliser les connaissances qu’ils ont étudiées, ce qui est tout sauf une fin en soi.
Une fois sa nature comprise, la première chose à faire est de partir de l’essence même de la dissertation en anglais : la recherche, qui se divise en deux étapes.
La première et la plus courte est le choix du sujet. En général, les étudiants ont le choix parmi plusieurs sujets, ou dans les cours les plus extrêmes, où je me retrouve toujours, ils doivent même choisir leur sujet eux-mêmes. Après une brève sélection dans laquelle vous identifiez deux ou trois possibilités, une petite recherche sur Google Scholar vous montrera à quel point il est facile de trouver vos sources : articles universitaires et livres sur le sujet. Si vous vous rendez compte, à l’issue de cette première recherche, que les sources sont rares, je peux vous le dire tout de suite : abandonnez et changez de thème.
La deuxième étape de la recherche est la partie la plus longue et la plus importante du processus de préparation d’un essay universitaire en anglais. À ce stade, vous devrez lire un certain nombre d’articles universitaires, de livres et de chapitres de livres, en identifiant les informations qui, selon vous, seront les plus utiles à votre dissertation. Pendant cette étape, je vous recommande de prendre de nombreuses notes, classées par auteur, éventuellement sur un ordinateur, afin de pouvoir retrouver facilement des informations utiles à l’aide de la fonction « recherche ». En général, un essay de 2 500 mots comporte environ 12 sources académiques, ou primaires, plus des articles de journaux tels que The Economist , qui constituent les sources dites non académiques, ou secondaires.
Mon essay de 2 000 mots comportait 11 sources académiques, telles que les suivantes :
– Barrett, K., 2004. Women in the Workplace: Sexual Discrimination in Japan. Human Rights Brief , 11(2), pp.1-4.
Au milieu ou même à la fin de votre recherche, vous devrez presque toujours choisir une thèse à défendre au cours de votre essay . D’après mon expérience, les thèses précises ont plus de chances d’obtenir de bonnes notes car elles mènent à un essay précis et non pas vague, dont l’argumentation est très forte. Chaque professeur a des préférences très spécifiques quant au type de thèse qu’il apprécie, je vous suggère donc de leur demander conseil.
Dans mon essay , la thèse était :
“ when international and Japanese norms and customs clash there is a compliance gap between pressured ratification of treaties and the country’s norms, which result in human rights violations. “
À ce stade, en effet, bien que cette pratique ne soit malheureusement pas encore très répandue chez nous, l’idéal est de contacter directement les professeurs. N’ayez pas peur de les harceler : même si vous n’en avez pas l’impression parfois, c’est leur travail de vous répondre ! Dans un échange par e-mail ou lors d’une courte rencontre, je vous recommande de leur présenter votre thèse et vos recherches, pour voir s’ils aiment la direction que prend votre essay .
5. structure d’un essay en anglais.
Avec les conseils que vous avez (espérons-le) reçus de l’enseignant⸱e, c’est maintenant à vous de vous asseoir à votre bureau et de réorganiser toutes vos notes, afin d’esquisser une structure logique qui va venir défendre votre thèse.
Je sais, je sais : vous n’avez jamais vraiment cru à cette histoire de structure. Moi non plus, à vrai dire, avant de déménager à Londres. Pendant plusieurs années, j’ai toujours trouvé que c’était une énorme perte de temps. Dans une dissertation en anglais, cependant, la structure est cruciale, à tel point qu’elle est parfois incluse dans les points à évaluer pour calculer la note finale.
Un essay se compose généralement de trois parties : introduction, développement (ou main body ) et conclusion. Le développement (ou « main body » en anglais), qui est la partie qui nous intéresse maintenant, doit être composée de plusieurs paragraphes de 250-350 mots. Les paragraphes sont des blocs de texte logiques qui viennent soutenir votre thèse : chaque paragraphe doit présenter un argument différent à l’appui de la thèse, et les paragraphes doivent se suivre dans un ordre logique.
Le développement de mon essay se composait de six paragraphes : le premier examinait le modèle théorique sur lequel l’ essay était basé, expliquant quelles théories de politique internationale étaient utilisées. Les deux suivants analysaient comment les stéréotypes de genre et les idéaux familiaux traditionnels conduisent à la discrimination contre les femmes (dans le deuxième) et la communauté LGBTQ+ (dans le troisième). Les quatrième et cinquième démontraient ensuite comment les idéaux d’ethnicité, de pureté, de japonisme, ont conduit à la discrimination des minorités ethniques (dans le quatrième) et des migrants et réfugiés (dans le cinquième). Enfin, dans le sixième paragraphe, j’expliquais les mesures qui pouvaient être prises pour améliorer la situation.
Chaque paragraphe individuel est comme un mini- essay , et doit suivre une structure précise, le fameux PQE : Point (point, argumentation), quote (citation), explanation/examples (explications et exemples) . En d’autres termes, la première phrase doit constituer l’argument du paragraphe.
Voici un exemple tiré de ma dissertation en anglais. La première phrase constitue le P, la seconde, le Q, et celles qui suivent, le E.
“Japan’s traditional gender and family ideals also result in a discrimination against members of the LGBTQ+ community. McLelland observes how in Japanese society ‘little space is given to reflection on issues concerning gay rights, […] lifestyle or […] identity.’ (2000: 460). These categories clash with Japan’s traditionalist society and the idea of nation as a family, although theoretically protected by the International Covenant on Civil and Political Rights (ICCPR). The country fails to respect the rights of these groups, lacking a comprehensive anti-discrimination legislation against discrimination on the grounds of sexual orientation, gender identity and expression (Amnesty International 2020: 5). Moreover, Japan does not recognise same-sex marriage at national level, violating the rights of same-sex partners to marry and have a family, breaching articles 17 and 23 of the ICCPR. This could also stem from Japan’s dramatic birth rate, as homosexuals have been defined ‘unproductive’ (6). Conversely, one criterion that allows transgender people to change their birth gender is sterilisation, violating the prohibition of inhuman or degrading treatment under article 7 (6). Such inadequate respect inevitably streams in the failure to protect and fulfil. The absence of same-sex marriage implies the inability to access a partner’s health insurance, to claim tax exemption, or to have joint custody of an adopted child (Amnesty International 2020: 6). Moreover, LGBTQ+ members risk violence, harassment and other abuses and are often forcibly outed, violating their right to privacy. For instance, in 2016 two transgender women were placed in a male detention facility where they faced physical and mental abuse and had their hair shaved off because their gender identity was not recognised (7). Thus, in implementing the ICCPR norms, Japan has localised them with highly traditional gender roles, politics of shame and rejection of what is different.”
Comme vous pouvez le constater, lorsque je cite un article universitaire, je le mets entre guillemets et à la fin j’écris, entre parenthèses, le nom de l’auteur, l’année de publication de la source et la page où se trouve la citation. Ce style, qui est le même que celui que j’ai utilisé pour construire ma bibliographie, dont je vous ai montré un exemple dans la section « Recherche », est appelé Harvard, mais il en existe de nombreux autres et vous devriez, là encore, demander au professeur⸱e celui qu’il ou elle préfère.
8. introduction.
Une fois le main body rédigé et les citations choisies, vous pouvez enfin rédiger l’introduction et la conclusion de votre dissertation en anglais. Jusqu’à il y a quelques années, je commençais toujours un essay par l’introduction, mais c’est une erreur de débutant, si je peux me permettre.
L’introduction, en effet, doit être rédigée en dernier, car elle trace le chemin de votre dissertation en anglais, que vous devez donc avoir déjà écrit. En principe plus courte qu’un paragraphe normal, l’introduction doit contenir une brève présentation du sujet, environ la moitié de la longueur de l’introduction, puis ce que l’on appelle le signposting , dans lequel vous fournissez au lecteur une carte pour lire votre essay , en expliquant quelle thèse vous soutenez et avec quels paragraphes vous allez la défendre.
Voici un exemple :
“ in this essay I argue that when international and Japanese norms conflict there is a compliance gap between pressured ratification of treaties and the country’s norms, stemming in human rights violations. To do so, I will examine how the traditional notions of ethnic purity and fixed gender societal roles result in discriminations against women, members of the LGBTQ+ community, ethnic minorities and refugees, migrants and asylum seekers. “
Un autre point essentiel à noter est que vous devez délimiter votre essay : si vous omettez des informations qui pourraient être pertinentes, pour des raisons de place bien sûr, le fait de les préciser vous évitera bien des problèmes.
Although violations also occur in relation to the rights of children, freedom of assembly, comfort women and the death penalty, these go beyond the scope of this essay.
Il en va de même pour la conclusion, qui doit être rédigée en dernier. Dans celle-ci, vous devez résumer le contenu de votre essay , en évitant à tout prix d’ouvrir de nouvelles parenthèses ou de formuler de nouvelles questions.
Enfin, last but not least , le style ! Tout d’abord, votre essay ne doit pas contenir de termes trop familiers, et doit pour cela éviter autant que possible les verbes à particules. Utilisez plutôt leurs homologues latins, comme « continue » au lieu de « carry on » pour « continuer ». Les formes contractées sont également à proscrire ! Oubliez can’t, won’t et hasn’t, vous devez toujours écrire la forme non contractée : cannot, will not et has not . Enfin, les connecteurs sont très importants : apprenez à utiliser indeed (en effet), en début de phrase, however (cependant), moreover et furthermore (de plus), nevertheless et nonetheless (malgré que, en dépit de).
Vous êtes-vous déjà demandé quel est le secret pour décrire un bon essai ? Vous êtes-vous trouvé incapable de dépasser les deux premières lignes à cause de la confusion ou de l’incapacité de mettre vos pensées en phrases organisées ? En fait, la clé pour surmonter cela est assez simple, que ce soit en anglais ou dans toute autre langue. Il y a quelques étapes et une méthodologie que vous devez suivre afin de produire un essai cohérent et bien écrit. Dans cet article, nous partagerons avec vous quelques-uns d’eux.
La toute première étape consiste à déterminer le sujet principal de votre essai. Si un thème général vous a déjà été présenté, vous devez le réduire à un domaine plus spécifique. Afin de pouvoir effectuer les recherches nécessaires à ce sujet. Vous pouvez essayer de créer une histoire originale à travers votre imagination ou utiliser des souvenirs du passé lorsque vous fondez et construisez dessus, essayez de penser à votre vie, à vos intérêts et à vos goûts, il vous sera donc plus facile de générer des idées et des intrigues.
Pour réussir la rédaction de votre essai, vous devez organiser vos pensées. En prenant ce qui est déjà dans votre tête et en le mettant sur papier, vous êtes en mesure de voir plus clairement les connexions et les liens entre les idées. Cette structure sert de base à votre article. Utilisez un plan pour noter vos idées et les organiser. À partir de là, commencez à lister vos idées principales, en laissant de l’espace sous chacune d’elles. Dans cet espace, assurez-vous d’énumérer d’autres idées plus petites qui se rapportent à chaque idée principale. Cela vous permettra de voir les liens et vous aidera à rédiger un essai plus organisé.
Maintenant que vous avez choisi un sujet et trié vos idées dans des catégories pertinentes, vous devez créer un énoncé de thèse. Votre énoncé de thèse indique au lecteur le but de votre essai. Regardez votre plan et trouvez les idées principales. Votre énoncé de thèse comportera deux parties. La première partie énonce le sujet, et la deuxième partie énonce le but de l’essai. On pourrait penser que ce n’est pas une étape nécessaire et simplement une perte de temps. Mais cela rendra votre processus d’écriture beaucoup plus facile et plus fluide et vous pourrez mettre vos idées dans l’essai dans l’ordre que vous avez imaginé au préalable sans vous laisser distraire. ou détourné.
Le but principal du corps de l’essai est de développer les idées principales que vous avez précédemment préparées dans le plan et l’énoncé de thèse. Il aura la plus grande longueur de la plupart des parties et il inclura vos arguments et exemples. Assurez-vous de suivre votre plan sur tout le corps et de ne pas vous écarter de ce que vous avez déjà préparé. Vous pourriez avoir des difficultés à trouver des exemples pour défendre vos arguments. cela peut vous aider si vous revenez sur vos expériences passées ou même si vous choisissez des exemples de personnes célèbres ou de médias connus.
L’introduction précède le corps de l’essai mais il vaut mieux le laisser jusqu’à la fin. De cette façon, le lien entre ces deux parties sera fluide et transparent. Essayez d’attirer l’attention du lecteur dans l’introduction en utilisant des mots mystérieux et en déformant un peu l’intrigue afin de stimuler son intérêt.
La conclusion est la dernière partie de l’essai, vous devez donc la garder brève et précise. Essayez de résumer tout le contenu de l’essai, mais veillez à éviter la répétition des mêmes phrases ou idées, car cela peut être redondant et ennuyeux.
Ce sont les étapes les plus importantes à suivre lors de la rédaction de votre dissertation. J’espère que la prochaine fois. que vous le ferez, ce sera une expérience beaucoup plus facile pour vous. N’oubliez pas que tout nécessite un travail acharné et de la pratique afin de le perfectionner. Alors ne soyez pas déçu si vous n’êtes pas capable de l’écrire parfaitement la prochaine fois.
Si vous souhaitez lire plus d’articles sur des sujets similaires. Veuillez visiter notre blog ou envisager de vous inscrire à notre plateforme d’apprentissage en ligne. Vous aurez accès à nos coachs et leçons qui peuvent vous aider dans votre parcours d’apprentissage des langues.
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This resource begins with a general description of essay writing and moves to a discussion of common essay genres students may encounter across the curriculum. The four genres of essays (description, narration, exposition, and argumentation) are common paper assignments you may encounter in your writing classes. Although these genres, also known as the modes of discourse, have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these genres and students’ need to understand and produce these types of essays. We hope these resources will help.
The essay is a commonly assigned form of writing that every student will encounter while in academia. Therefore, it is wise for the student to become capable and comfortable with this type of writing early on in her training.
Essays can be a rewarding and challenging type of writing and are often assigned either to be done in class, which requires previous planning and practice (and a bit of creativity) on the part of the student, or as homework, which likewise demands a certain amount of preparation. Many poorly crafted essays have been produced on account of a lack of preparation and confidence. However, students can avoid the discomfort often associated with essay writing by understanding some common genres.
Before delving into its various genres, let’s begin with a basic definition of the essay.
Though the word essay has come to be understood as a type of writing in Modern English, its origins provide us with some useful insights. The word comes into the English language through the French influence on Middle English; tracing it back further, we find that the French form of the word comes from the Latin verb exigere , which means "to examine, test, or (literally) to drive out." Through the excavation of this ancient word, we are able to unearth the essence of the academic essay: to encourage students to test or examine their ideas concerning a particular topic.
Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.
The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from his or her purpose; the writing must be deliberate and interesting.
This handout should help students become familiar and comfortable with the process of essay composition through the introduction of some common essay genres.
This handout includes a brief introduction to the following genres of essay writing:
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L’essai en anglais est une épreuve parfois négligée par les étudiants, elle est pourtant très importante. Un bon essai peut faire la différence le jour j.
La première chose à faire quand on commence son essai est d ’analyser le sujet. Il ne faut surtout pas partir tête baissée. Sur une feuille de brouillon note les mots clefs, et définis les . Essaie ensuite de faire ressortir la/les thématiques vues au cours de l’année qui traitent de ce sujet. Ce travail va t’aider à trouver des arguments et à structurer ton travail.
Tu dois ensuite trouver des actualités récentes en lien avec le sujet. Cela te servira pour une phrase d’accroche et pour le corps de ton essai. L’actualité est un point essentiel dans le barème des essais, un très bel essai, parfaitement rédigé mais qui ne fait aucune référence à l’actualité ne sera pas valorisé.
Il y a deux manières d’amorcer l’introduction de ton essai. Tu peux commencer avec une citation ou avec une actualité . Les deux sont très pertinentes et font preuve d’un travail rigoureux tout au long de l’année.
Définis ensuite le/ les terme(s) centraux du sujet. Essaie de ne pas donner une définition simpliste du dictionnaire mais de r elier la définition au sujet, à l’actualité et aux grandes thématiques transversales .
Tu dois ensuite noter la problématique. C’est le point central de ton essai, prends le temps d’en trouver une pertinente, qui te permette de traiter tous les facettes du sujet . Mais attention à ne pas trop t’éloigner du coeur du sujet. Pour ce faire tu peux noter sur un brouillon quelles sont pour toi les limites, cela peut t’éviter un hors sujet.
Une annonce de plan est déconseillée pour un essai de langue, compte tenu de la limite de mots imposée. A moins que cela ne soit justifié, ne “dilapide” pas tes mots pour annoncer ton raisonnement.
Lire aussi : Vocabulaire : expressions courantes pour les essais et l’oral
Il peut se faire en 2 ou 3 parties, le mieux étant d’en faire 3 car cela fait preuve d’un raisonnement plus profond et plus abouti. L ’important est que ton développement soit clair, concis, structuré et cohérent.
Chaque partie doit être composée d’une argumentation et d’une illustration. L’illustration peut être un exemple tiré de l’actualité, une théorie philosophique/sociologique ou encore une référence à un auteur.
Sépare bien les parties en sautant une ligne à chaque fois et en commençant par un alinéa ; cela donne de la clarté à ton essai et donc à ton raisonnement.
Elle est très importante et ne doit pas être négligée ! Ne garde pas que 2 minutes à la fin pour écrire une phrase à la volée. Le mieux est d’ écrire la conclusion, sur ta feuille de brouillon, au moment où tu rédiges ton introduction. La conclusion doit répondre à la problématique sans reprendre les arguments du développement. Elle ne doit pas apporter de nouveaux éléments mais elle doit donner une réponse tranchée.
La conclusion n’est pas un petit résumé de l’essai ! C’est la réponse à la problématique.
Pense à utiliser des expressions idiomatiques, elles donnent une impression d’authenticité à ton essai.
Utilise un lexique varié, c’est le moment de montrer que tu as un vocabulaire riche. Evite le vocabulaire que tu as appris en primaire tel que “good” “bad” “happy”… ils n’apportent rien ni au devoir, ni à l’argumentation.
Tu as maintenant toutes les clefs en main pour réussir ton essai le jour j ! Tu n’as plus qu’à t’entrainer !
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Accueil » Révisions » Langues Vivantes » Anglais » Méthodologie de l’essai d’anglais du bac
Dans cet article, on fait le point avec toi sur les bons réflexes à avoir pour réussir ton épreuve d’Anglais au baccalauréat. Notamment, lorsqu’il s’agit de la rédaction ! La partie la plus compliquée, n’est-ce pas ? 😉
Vocabulaire, méthodologie, conseils, exemples, etc. Voici un petit aperçu de ce qui t’attend pendant l’année. Si tu n’es pas tout à fait au point avec l’exercice de l’essai en anglais ? Don’t panic ! La team Au Futur est là pour t’épauler pendant tes révisions.
Aujourd’hui, on te propose un article pour réussir à coup sûr tes essais d’anglais. C’est un exercice qui n’est pas nécessairement difficile, cependant, il requiert une méthodologie précise et des règles que tu dois connaître sur le bout des doigts. Revenons donc ensemble sur la méthodologie de l’essai d’anglais. Tout va bien se passer ! Let’s go !
Tu n’es sans savoir que, cette année encore, les langues vivantes seront évaluées grâce au contrôle continu ! Autrement dit, tu n’auras pas d’épreuve terminale pan anglais. Rien n’empêche que tu dois faire preuve de sérieux tout au long de l’année pour décrocher les meilleures notes possibles.
Avant de lire cet article, on te conseille de regarder notre vidéo YouTube qui te donne tous les conseils sur comment réussir ton essai (expression écrite) en anglais ! Si tu regardes la vidéo et lis l’article par la suite, tu vas mémoriser d’autant plus de choses alors n’hésite pas. Et comme on dit : « vaut mieux deux fois qu’une ».
Afin de te donner des pistes concrètes, nous nous intéresserons à un sujet particulier : To what extent is exploration related to travelling ? (300 words, +/- 10%, ce qui indique que ton essai doit faire entre 270 et 330 mots).
When we think of famous explorers such as Christopher Columbus, we imagine an adventurer taking on a trip to discover uncharted territories. ( Je lie mon amorce au sujet ). Thus, the link between exploration and travelling seems obvious. Indeed, to discover places you are unfamiliar with, you need to travel there, whether it is by bus, by plane, by car or by boat. ( Je reformule la question du sujet / ou je la répète si je n’ai pas d’idées ). However, is exploration necessarily linked to travelling? ( J‘annonce mon plan en deux parties, sans dire “I will first discuss… parce que c’est lourd et répétitif ). If it is true that one needs to travel to explore a foreign region, one can also explore a place that is already near them.
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When tourists travel to another country, it often leads to exploration. They expect to wander about in the streets or in the countryside and enjoy the landscape around them. They can decide to change their habits and explore a new way of life: ( 1 exemple par idée minimum ) if they go to Spain for instance, they can adapt their schedule to the Spanish way of life. They can explore with food they have never tried before. ( À chaque fin de paragraphe, je rappelle mon argument principal ). Travelling is thus very much linked to discoveries and exploration.
However , ( j’utilise un connecteur logique (however/yet/nevertheless ) pour bien marquer l’opposition entre mes deux parties ) modern travelling is sometimes not about exploration at all. ( 1 exemple par idée minimum ). The “all-inclusive” resorts focus more on the tourists enjoying all-you-can-eat buffets and the swimming pool than on exploration. It is quite frequent for tourists to go to foreign countries and not leave once their hotel. In that case, absolutely no exploration is made through travelling. Sometimes, exploration has nothing to do with travel. ( 1 exemple par idée minimum ). If you are born in a city like Paris, you can still explore it because it remains full of hidden places you may have never seen. Exploring your region, and discovering new areas can be done without travelling. You can do more exploring in your hometown than you can do by travelling to a foreign country.
To conclude, there is no denying that travelling allows you to become an explorer. ( En conclusion, je répète ma première idée ). Yet, travelling does not guarantee a real exploration ( et je rappelle ma seconde ). At the end of the day, exploration has more to do with an attitude than with travel. If you feel like exploring, nothing can stop you: neither distance nor sufficient funds. Sometimes, exploration is just around the corner. ( Je finis par une réflexion plus large sur le voyage en général, car il est bienvenu d’ouvrir le sujet, mais il vaut mieux encore une fois éviter le hors-sujet. Si tu n’as pas d’idée d’ouverture, mieux vaut rester sur les arguments déjà avancés lors de ta rédaction et ne pas trop s’aventurer ).
Lire aussi : L’essentiel sur les adverbes en anglais
Faire une ouverture.
L’introduction doit amener le sujet soit avec une ouverture : une vérité générale, une statistique, un fait d’actualité, etc. en rapport avec ton sujet. Ici, par exemple, tu pourrais nommer un explorateur. Si tu n’as aucune idée, tu peux aussi te contenter de rappeler le sujet. Il vaut mieux se contenter de rappeler le sujet plutôt que de faire une amorce absurde ou un hors sujet qui agacerait ton correcteur dès le début de ton récit. Une ouverture pertinente fait mouche, mais une amorce inadaptée fait mauvaise impression.
La problématique, c’est le cœur même de ton essai. Elle va permettre d’accès tes propos. Elle se veut donc importante ! Tu te demandes comment bien formuler ta problématique ? Différents types de problématique d’essai d’ anglais sont possibles.
La problématique peut être une question directe :
Attention, dans le cas où la problématique est une question directe, n’oublie pas de mettre le verbe (ou l’auxiliaire) avant le sujet , soit en tête de la question ( Is exploration related to travelling ? ), soit juste après to what extent/how .
La problématique peut être une question indirecte :
Dans le cas où la problématique est une question indirecte, n’oublie pas qu’il ne s’agit plus d’une question et qu’elle n’est absolument pas suivie d’un point d’interrogation. De plus, il n’y a pas d’inversion du verbe et du sujet : veille à écrire ta phrase comme une affirmation.
Quand tu as une question qui t’invite à argumenter ( to what extent/ how ) et à donner ton point de vue, il faut que tu sois capable de reformuler la question avec tes propres mots en l’adaptant à ce que tu comptes démontrer. Il ne faut jamais reprendre la question telle quelle.
La reformulation du sujet avec tes propres mots et la définition des termes de la question (qu’est-ce que exploration , qu’est-ce que travelling ?) sont les deux étapes cruciales qui vont te permettre de trouver une bonne problématique.
Ce n’est qu’une fois que tu as défini les deux termes et que tu vois qu’ils sont assez différents (pour explorer quelque chose, il ne faut pas forcément aller à l’autre bout du monde) que tu pourras comprendre l’enjeu du sujet.
Par exemple, dans le cadre du sujet To what extent is exploration related to travelling ? , on t’invite à te demander si l’exploration est nécessairement liée au voyage. Il faudra donc trouver des arguments qui montrent qu’en réalité, l’exploration n’est pas seulement liée au voyage. Ta problématique doit refléter ce que tu veux vraiment démontrer . Si ton argument le plus fort (c’est à toi de le définir) est que le voyage ne garantit pas une vraie exploration (par exemple, les hôtels de luxe où on reste au bord de la piscine), ta problématique doit s’axer là-dessus.
Elle restera cependant très proche de la question originale .
Ainsi, pour ce sujet, tu peux demander : “ However, is exploration necessarily linked to travelling ? ” Dans cette formulation, introduite par un connecteur logique, le correcteur ou la correctrice voit bien que tu as compris l’enjeu de la question et que tu ne vas pas seulement répondre par un simple “oui”.
Dis-toi que si on te pose cette question, c’est sûrement parce qu’on ne peut pas y répondre simplement par un oui ou par un non. Sinon, à quoi bon écrire 300 mots ?
La problématique peut être une question directe (comme ici) ou bien une question indirecte telle que, we will wonder if exploration is really linked to travelling or if it can be found at home. Les deux se valent complètement et c’est toi qui choisis.
Pour les autres sujets de type articles ou discours, tu n’as pas besoin de formuler une problématique claire dans l’introduction. Cependant, faire ce travail d’analyse du sujet et d’exploration de la question au brouillon est tout de même une étape cruciale.
Lire aussi : Comment j’ai eu 20 au bac en anglais : mes conseils
L’importance du brouillon.
Face à n’importe quelle question qui t’est posée, il faut absolument que tu fasses au préalable un plan très détaillé au brouillon avant la rédaction. Cette étape garantit la clarté et la force de ton argumentation. Elle te permet aussi de voir à quoi va ressembler ton travail finalisé. Le brouillon t’est donc d’une grande aide. Il te permet aussi de construire convenablement le fil conducteur de ton essai.
Pour cela, on te recommande de te poser la question à toi-même. Par exemple, dans le cadre d’un sujet tel que To what extent is exploration related to travelling ? , une seule réponse – exploration is related to travelling ne suffit pas. La question invite les candidats et les candidates à penser de façon nuancée. Tu dois te dire : oui, l’exploration a un lien avec le voyage, mais… l’exploration n’est pas seulement ça / voyager ne garantit pas l’exploration, par exemple. Ainsi, ta rédaction va être divisée par paragraphes allant dans un sens ou dans l’autre.
Sur ton brouillon, écris :
Laisse un espace blanc d’une dizaine de lignes entre chaque partie que tu vas remplir (toujours au brouillon) avec tes idées et tes exemples. 1 exemple par argument suffit vu le nombre de mots que l’on te demande, mais il faut absolument l’écrire au brouillon avant de l’utiliser, pour vérifier qu’il illustre bien ton argument.
Pour t’aider, on te conseille d’appliquer la méthode « AEI », une méthode efficace pour t’aider à étoffer un argument à l’heure de rédiger un essai, une rédaction, une expression écrite, etc. En gros, c’est une méthode qui te rappelle que chaque partie doit contenir un argument que tu expliques et que tu illustres par exemple. D’où la méthode « AEI » (Argumenter, Expliciter, Illustrer).
À noter : Cette méthode est à utiliser sans modération dès qu’il s’agit de faire une épreuve de rédaction problématisée.
Ton brouillon peut également ressembler à ça :
a. Argument principal (= pourquoi affirmes-tu ceci ?) : b. Exemple pertinent : | a. Argument principal : b. Exemple pertinent : | a. Argument principal : b. Exemple pertinent : |
Les exemples dans un essai ou une dissertation sont généralement utilisés pour renforcer l’argument proposé. Un exemple permet d’illustrer le propos et de le rendre plus clair pour notre interlocuteur. Le but est donc de choisir un exemple pertinent et parlant qui va t’aider à convaincre ton correcteur ou ta correctrice.
Des exemples de la vie quotidienne.
En anglais, il est conseillé de choisir des exemples de la vie quotidienne qui ne sont pas trop pointus, car la simplicité est souvent synonyme de clarté. Privilégies alors des exemples qui englobent le maximum de personnes, des chose que tout le monde connaît. Plus ton exemple est évident, mieux c’est.
Not all tourists go backpacking across the world to explore other cultures. Some of them stay in their hotel and enjoy the swimming-pool without ever exploring the country they are in.
Cependant, il est très souvent malin et bienvenu d’utiliser les exemples offerts par le sujet de l’examen. Si le récit fictionnel est lié à l’exploration et non au voyage par exemple, tu peux tout à fait citer l’extrait (ou simplement en parler, car ton temps est limité) dans le paragraphe où tu dis que l’exploration est différente du voyage.
Non seulement cette utilisation du corpus t’évite de devoir faire preuve d’imagination au cas où tu es bloqué, mais les correcteurs apprécient également de voir que tu as bien compris en quoi l’essai était lié au corpus qui t’a été donné à explorer.
Attention, un exemple doit être bien utilisé et bien placé pour être utile. Je recommande fortement d’utiliser son exemple après avoir donné son argument. L’exemple ne saurait en aucun cas remplacer l’argumentation. Il est un “bonus” (nécessaire, cela dit) en quelque sorte, qui vient s’ajouter à ton argument en fin de paragraphe pour lui donner plus de poids. Enfin, si tu veux citer un texte, n’oublie jamais les guillemets et introduis la citation avant par des formules telles que :
Lire aussi : Apprendre l’anglais en regardant des séries
Ne pas utiliser d’exemples.
L’erreur majeure à ne pas commettre dans une expression écrite, c’est de ne pas utiliser d’exemples quand tu proposes un argument. Exactement comme quand tu discutes avec quelqu’un et que tu souhaites le convaincre d’une théorie, il faut toujours illustrer ton propos avec quelque chose qui sera facilement compréhensible pour ton interlocuteur.
Par exemple, si tu veux prouver l’existence d’extra-terrestres, tu ne peux pas dire “ils existent parce que je le dis”. Il va falloir trouver des preuves à ce que tu avances (et bon courage…). Sans cela, tu ne convaincs personne. Il en va de même lors de la rédaction d’un essai. À chaque argument avancé, il te faut un exemple.
Une copie sans exemple manquera de clarté et sera désagréable à lire. Tu perdras la moitié des points du barème pour un essai sans aucun exemple.
La deuxième erreur à ne pas commettre est d’ignorer les spécificités de l’expression écrite qu’on te demande d’écrire.
Si on te demande d’écrire un discours , on s’attend à ce que tu t’adresses à un public (“Hello everyone” / “Thank you for letting me speak today”, etc.).
Si on te demande de faire un dialogue , on attend un vrai échange entre personnages.
Si on te demande un essai , on attend de toi des arguments (et des exemples) clairs et précis. Un discours sur l’environnement par exemple qui ressemble plus à un essai argumenté en faveur des énergies renouvelables ne sera pas recevable pour le correcteur. Fais donc bien attention à ce qui t’est demandé et demande-toi ce qu’on attend de toi.
Une autre erreur très pénalisante pour ton essai en anglais est la paraphrase . Comme lorsque tu réponds à des questions, il ne faut surtout pas paraphraser les textes du corpus dans ta rédaction. On attend tes arguments et tes idées . Bien sûr, il est bienvenu (et parfois même nécessaire) d’utiliser les textes pour ta rédaction. Mais il faut l’assumer pleinement et citer. Il n’y a rien de plus agaçant pour un correcteur de voir que tu essaies de faire passer l’idée d’un autre (qu’il connaît bien, car il a également lu le corpus) pour la tienne. Quand tu utilises un texte, cite-le. Sinon, abstiens-toi.
Enfin, et cela peut paraître évident pour certains, il est absolument impensable d’utiliser des mots en français dans la rédaction. Si tu ne sais pas comment dire un mot en anglais, il faut le reformuler en anglais. Il est interdit d’utiliser du français dans la rédaction . Si tu ne sais plus comment dire “eco-friendly”, dis “for people who love the environment”. Même si c’est moins idiomatique et parfois même inexact, ce sera bien plus apprécié qu’un mot en français dans le corps de ta rédaction. N’écris jamais en français, coûte que coûte.
Si tu es très ambitieux, tu peux aussi consulter cet article de notre site Major Prépa .
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Scared of essays ? No worries. You are in the right spot to find all the info you need.
To start with, a brief video to remind you of the most common mistakes in the baccalauréat.
To check if you won’t make these mistakes, here is a little online exercise .
The most common exercise given is the essays. Here is a quick video about the method. You can also have a look at the page dedicated to « Argumentative essays «
and a PDF document to remind you of some basic rules :
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Need help with vocabulary :
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[bsk-pdf-manager-pdf id= »22″]
[bsk-pdf-manager-pdf id= »23″]
Now, just pick the type of work you’d like to study :
Argumentative Essays
Narrative Essays
Letters / Emails
Diary Entries
Or check the Games section for some fun activities related to writing.
Some links about writing here
IMAGES
VIDEO
COMMENTS
En fait, acquérir la méthode de l'essai d'anglais c'est surtout comprendre les attentes, les satisfaire, et, pour bluffer le correcteur, savoir faire la différence avec des exemples originaux et des tournures maîtrisées à la perfection. Pour épater ton correcteur, le premier impératif est d'éliminer toutes les fautes de ...
Un essay est une dissertation en anglais. Cet exercice académique doit respecter une méthodologie très différente des règles de la dissertation française. L'essay doit être personnel et mettre en exergue la position de l'auteur sur le sujet. N'hésitez pas à donner votre avis en argumentant fortement dans cette dissertation en ...
Planning 1: Address the question. If you are writing for a class assignment or an exam, it is crucial that you address the question given. Adequate planning (five minutes is better than nothing) will keep you on track. Start by breaking the question down into its parts. There will usually be two or three aspects to the question.
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
1. Set aside time to write. You cannot write a quality essay in 10 minutes. It's best to give yourself ample time to write and revise the essay. Try to factor in some time for breaks between drafts as well. If you're approaching a deadline, however, you may need to make the best use of the time you have. 2.
To write an English essay, it is crucial to understand and follow a precise structure, which includes an introduction, a body, and a conclusion. Start by clearly defining your thesis in the introduction, develop your arguments logically in the body, and conclude by summarizing your main points while reaffirming your thesis.
FCE Essays - Sample/model answers and examiner comments. An essay is always written for the teacher. It should answer the question given by addressing both content points and providinga new content point of the writer's own. The essay should be well organised, with an introduction and an appropriate conclusion,and should be written in an appropriate register and tone
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
Example of a Great Essay | Explanations, Tips & Tricks. Published on February 9, 2015 by Shane Bryson. Revised on July 23, 2023 by Shona McCombes. This example guides you through the structure of an essay. It shows how to build an effective introduction, focused paragraphs, clear transitions between ideas, and a strong conclusion.
Réussir l'essay en anglais : la méthode. La rédaction d'un essai en anglais exige une méthodologie rigoureuse pour produire un texte cohérent, structuré et convaincant. Voici une série de conseils pratiques pour réussir cet exercice académique. D'abord les plus essentiels, puis quelques erreurs courantes, et enfin quelques ...
Planification 1 : Aborder la question. Si vous écrivez pour un devoir de classe ou un examen, il est essentiel que vous abordiez la question posée. Une planification adéquate (cinq minutes valent mieux que rien) vous permettra de rester sur la bonne voie. Commencez par décomposer la question en plusieurs parties.
Chaque paragraphe individuel est comme un mini- essay, et doit suivre une structure précise, le fameux PQE : Point (point, argumentation), quote (citation), explanation/examples (explications et exemples). En d'autres termes, la première phrase doit constituer l'argument du paragraphe. Voici un exemple tiré de ma dissertation en anglais.
En fait, la clé pour surmonter cela est assez simple, que ce soit en anglais ou dans toute autre langue. Il y a quelques étapes et une méthodologie que vous devez suivre afin de produire un essai cohérent et bien écrit. Dans cet article, nous partagerons avec vous quelques-uns d'eux.
This handout includes a brief introduction to the following genres of essay writing: The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the ...
L'essai en anglais est une épreuve parfois négligée par les étudiants, elle est pourtant très importante. Un bon essai peut faire la différence le jour j. Analyse du sujet La première chose à faire quand on commence son essai est d'analyser le sujet. Il ne faut surtout pas partir tête baissée.
Lire aussi : L'essentiel sur les adverbes en anglais. Des éléments de méthodologie de l'essai en anglais Faire une ouverture. L'introduction doit amener le sujet soit avec une ouverture : une vérité générale, une statistique, un fait d'actualité, etc. en rapport avec ton sujet. Ici, par exemple, tu pourrais nommer un explorateur.
THE ELEMENTS OF A SOLID ESSAY. The Thesis Statement. The thesis statement tells your reader what to expect: it is a restricted, precisely worded declarative sentence that states the purpose of your essay -- the point you are trying to make. Without a carefully conceived thesis, an essay has no chance of success.
Some links about writing here. Bac Anglais : tout pour réussir l'épreuve du bac Anglais Bac, la référence pour vos révisions et décrocher une excellente note au bac d'anglais. Conseils, Astuces, Méthodes et toutes les Notions et leurs problématiques : Notion de Progrès, Espaces et Echanges, Lieux et formes de pouvoir, Mythes et Héros.