word essay question

Once you write a first draft, put it in a drawer for a week. Taking some time away from it will allow you to come back to it with fresh eyes. Then, try to read your essay from the perspective of someone who knows nothing about you. Would they be able to understand the story? Do you explain clearly what you learned? Does your intro grab the reader's attention?

It can also be helpful to ask someone you trust, such as a parent, teacher, or peer, to read your essay and give you feedback. Really listen to what they say and think about how you can improve your writing.

Finally, try reading your essay aloud. This will help you catch any weird or awkward phrasings.

What's Next?

If you're struggling with how to approach your personal statement, consider looking at some college essay examples .

The essay is just one part of the college application process. Check out our guide to applying to college for a step-by-step breakdown of what you'll need to do.

Finally, if you're planning to take the SAT or ACT , consider taking a look at our expert test-prep guides for some helpful advice on whatever you might be struggling with.

Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT.

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How to Write a Good Answer to Exam Essay Questions

Last Updated: March 17, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 644,865 times.

Answering essay questions on an exam can be difficult and stressful, which can make it hard to provide a good answer. However, you can improve your ability to answer essay questions by learning how to understand the questions, form an answer, and stay focused. Developing your ability to give excellent answers on essay exams will take time and effort, but you can learn some good essay question practices and start improving your answers.

Understanding the Question

• Analyze: Explain the what, where, who, when, why, and how. Include pros and cons, strengths and weaknesses, etc.
• Compare: Discuss the similarities and differences between two or more things. Don't forget to explain why the comparison is useful.
• Contrast: Discuss how two or more things are different or distinguish between them. Don't forget to explain why the contrast is useful.
• Define: State what something means, does, achieves, etc.
• Describe: List characteristics or traits of something. You may also need to summarize something, such as an essay prompt that asks "Describe the major events that led to the American Revolution."
• Discuss: This is more analytical. You usually begin by describing something and then present arguments for or against it. You may need to analyze the advantages or disadvantages of your subject.
• Evaluate: Offer the pros and cons, positives and negatives for a subject. You may be asked to evaluate a statement for logical support, or evaluate an argument for weaknesses.
• Explain: Explain why or how something happened, or justify your position on something.
• Prove: Usually reserved for more scientific or objective essays. You may be asked to include evidence and research to build a case for a specific position or set of hypotheses.
• Summarize: Usually, this means to list the major ideas or themes of a subject. It could also ask you to present the main ideas in order to then fully discuss them. Most essay questions will not ask for pure summary without anything else.

• Raise your hand and wait for your teacher to come over to you or approach your teacher’s desk to ask your question. This way you will be less likely to disrupt other test takers.

Forming Your Response

• Take a moment to consider your organization before you start writing your answer. What information should come first, second, third, etc.?
• In many cases, the traditional 5-paragraph essay structure works well. Start with an introductory paragraph, use 3 paragraphs in the body of the article to explain different points, and finish with a concluding paragraph.
• It can also be really helpful to draft a quick outline of your essay before you start writing.

• You may want to make a list of facts and figures that you want to include in your essay answer. That way you can refer to this list as you write your answer.
• It's best to write down all the important key topics or ideas before you get started composing your answer. That way, you can check back to make sure you haven't missed anything.

• For example, imagine that your essay question asks: "Should the FIFA World Cup be awarded to countries with human rights violations? Explain and support your answer."
• You might restate this as "Countries with human rights violations should not be awarded the FIFA World Cup because this rewards a nation's poor treatment of its citizens." This will be the thesis that you support with examples and explanation.

• For example, whether you argue that the FIFA World Cup should or should not be awarded to countries with human rights violations, you will want to address the opposing side's argument. However, it needs to be clear where your essay stands about the matter.
• Often, essay questions end up saying things along the lines of "There are many similarities and differences between X and Y." This does not offer a clear position and can result in a bad grade.

• If you are required to write your answer by hand, then take care to make your writing legible and neat. Some professors may deduct points if they cannot read what you have written.

Staying Calm and Focused

• If you get to a point during the exam where you feel too anxious to focus, put down your pencil (or take your hands off of the keyboard), close your eyes, and take a deep breath. Stretch your arms and imagine that you are somewhere pleasant for a few moments. When you have completed this brief exercise, open up your eyes and resume the exam.

• For example, if the exam period is one hour long and you have to answer three questions in that time frame, then you should plan to spend no more than 20 minutes on each question.
• Look at the weight of the questions, if applicable. For example, if there are five 10-point short-answers and a 50-point essay, plan to spend more time on the essay because it is worth significantly more. Don't get stuck spending so much time on the short-answers that you don't have time to develop a complex essay.

• This strategy is even more important if the exam has multiple essay questions. If you take too much time on the first question, then you may not have enough time to answer the other questions on the exam.

• If you feel like you are straying away from the question, reread the question and review any notes that you made to help guide you. After you get refocused, then continue writing your answer.
• Try to allow yourself enough time to go back and tighten up connections between your points. A few well-placed transitions can really bump up your grade.

Community Q&A

• If you are worried about running out of time, put your watch in front of you where you can see it. Just try not to focus on it too much. Thanks Helpful 0 Not Helpful 0
• If you need more practice, make up your own questions or even look at some practice questions online! Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Look up relevant quotes if your exam is open notes. Use references from books or class to back up your answers.
• Make sure your sentences flow together and that you don't repeat the same thing twice!

You Might Also Like

• ↑ https://www.linnbenton.edu/student-services/library-tutoring-testing/learning-center/academic-coaching/documents/Strategies%20For%20Answering%20Essay%20Questions.pdf
• ↑ https://www.ius.edu/writing-center/files/answering-essay-questions.pdf
• ↑ https://success.uark.edu/get-help/student-resources/short-answer-essays.php

About This Article

To write a good answer to an exam essay question, read the question carefully to find what it's asking, and follow the instructions for the essay closely. Begin your essay by rephrasing the question into a statement with your answer in the statement. Include supplemental facts and figures if necessary, or do textual analysis from a provided piece to support your argument. Make sure your writing is clear and to the point, and don't include extra information unless it supports your argument. For tips from our academic reviewer on understanding essay questions and dealing with testing nerves, read on! Did this summary help you? Yes No

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Word Choice

What this handout is about.

This handout can help you revise your papers for word-level clarity, eliminate wordiness and avoid clichés, find the words that best express your ideas, and choose words that suit an academic audience.

Introduction

Writing is a series of choices. As you work on a paper, you choose your topic, your approach, your sources, and your thesis; when it’s time to write, you have to choose the words you will use to express your ideas and decide how you will arrange those words into sentences and paragraphs. As you revise your draft, you make more choices. You might ask yourself, “Is this really what I mean?” or “Will readers understand this?” or “Does this sound good?” Finding words that capture your meaning and convey that meaning to your readers is challenging. When your instructors write things like “awkward,” “vague,” or “wordy” on your draft, they are letting you know that they want you to work on word choice. This handout will explain some common issues related to word choice and give you strategies for choosing the best words as you revise your drafts.

As you read further into the handout, keep in mind that it can sometimes take more time to “save” words from your original sentence than to write a brand new sentence to convey the same meaning or idea. Don’t be too attached to what you’ve already written; if you are willing to start a sentence fresh, you may be able to choose words with greater clarity.

For tips on making more substantial revisions, take a look at our handouts on reorganizing drafts and revising drafts .

“Awkward,” “vague,” and “unclear” word choice

So: you write a paper that makes perfect sense to you, but it comes back with “awkward” scribbled throughout the margins. Why, you wonder, are instructors so fond of terms like “awkward”? Most instructors use terms like this to draw your attention to sentences they had trouble understanding and to encourage you to rewrite those sentences more clearly.

Difficulties with word choice aren’t the only cause of awkwardness, vagueness, or other problems with clarity. Sometimes a sentence is hard to follow because there is a grammatical problem with it or because of the syntax (the way the words and phrases are put together). Here’s an example: “Having finished with studying, the pizza was quickly eaten.” This sentence isn’t hard to understand because of the words I chose—everybody knows what studying, pizza, and eating are. The problem here is that readers will naturally assume that first bit of the sentence “(Having finished with studying”) goes with the next noun that follows it—which, in this case, is “the pizza”! It doesn’t make a lot of sense to imply that the pizza was studying. What I was actually trying to express was something more like this: “Having finished with studying, the students quickly ate the pizza.” If you have a sentence that has been marked “awkward,” “vague,” or “unclear,” try to think about it from a reader’s point of view—see if you can tell where it changes direction or leaves out important information.

Sometimes, though, problems with clarity are a matter of word choice. See if you recognize any of these issues:

• Misused words —the word doesn’t actually mean what the writer thinks it does. Example : Cree Indians were a monotonous culture until French and British settlers arrived. Revision: Cree Indians were a homogenous culture.
• Words with unwanted connotations or meanings. Example : I sprayed the ants in their private places. Revision: I sprayed the ants in their hiding places.
• Using a pronoun when readers can’t tell whom/what it refers to. Example : My cousin Jake hugged my brother Trey, even though he didn’t like him very much. Revision: My cousin Jake hugged my brother Trey, even though Jake doesn’t like Trey very much.
• Jargon or technical terms that make readers work unnecessarily hard. Maybe you need to use some of these words because they are important terms in your field, but don’t throw them in just to “sound smart.” Example : The dialectical interface between neo-Platonists and anti-disestablishment Catholics offers an algorithm for deontological thought. Revision : The dialogue between neo-Platonists and certain Catholic thinkers is a model for deontological thought.
• Loaded language. Sometimes we as writers know what we mean by a certain word, but we haven’t ever spelled that out for readers. We rely too heavily on that word, perhaps repeating it often, without clarifying what we are talking about. Example : Society teaches young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change society. Revision : Contemporary American popular media, like magazines and movies, teach young girls that beauty is their most important quality. In order to prevent eating disorders and other health problems, we must change the images and role models girls are offered.

Sometimes the problem isn’t choosing exactly the right word to express an idea—it’s being “wordy,” or using words that your reader may regard as “extra” or inefficient. Take a look at the following list for some examples. On the left are some phrases that use three, four, or more words where fewer will do; on the right are some shorter substitutes:

Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.

In academic writing, it’s a good idea to limit your use of clichés. Clichés are catchy little phrases so frequently used that they have become trite, corny, or annoying. They are problematic because their overuse has diminished their impact and because they require several words where just one would do.

The main way to avoid clichés is first to recognize them and then to create shorter, fresher equivalents. Ask yourself if there is one word that means the same thing as the cliché. If there isn’t, can you use two or three words to state the idea your own way? Below you will see five common clichés, with some alternatives to their right. As a challenge, see how many alternatives you can create for the final two examples.

Try these yourself:

Writing for an academic audience

When you choose words to express your ideas, you have to think not only about what makes sense and sounds best to you, but what will make sense and sound best to your readers. Thinking about your audience and their expectations will help you make decisions about word choice.

Some writers think that academic audiences expect them to “sound smart” by using big or technical words. But the most important goal of academic writing is not to sound smart—it is to communicate an argument or information clearly and convincingly. It is true that academic writing has a certain style of its own and that you, as a student, are beginning to learn to read and write in that style. You may find yourself using words and grammatical constructions that you didn’t use in your high school writing. The danger is that if you consciously set out to “sound smart” and use words or structures that are very unfamiliar to you, you may produce sentences that your readers can’t understand.

When writing for your professors, think simplicity. Using simple words does not indicate simple thoughts. In an academic argument paper, what makes the thesis and argument sophisticated are the connections presented in simple, clear language.

Keep in mind, though, that simple and clear doesn’t necessarily mean casual. Most instructors will not be pleased if your paper looks like an instant message or an email to a friend. It’s usually best to avoid slang and colloquialisms. Take a look at this example and ask yourself how a professor would probably respond to it if it were the thesis statement of a paper: “Moulin Rouge really bit because the singing sucked and the costume colors were nasty, KWIM?”

Selecting and using key terms

When writing academic papers, it is often helpful to find key terms and use them within your paper as well as in your thesis. This section comments on the crucial difference between repetition and redundancy of terms and works through an example of using key terms in a thesis statement.

Repetition vs. redundancy

These two phenomena are not necessarily the same. Repetition can be a good thing. Sometimes we have to use our key terms several times within a paper, especially in topic sentences. Sometimes there is simply no substitute for the key terms, and selecting a weaker term as a synonym can do more harm than good. Repeating key terms emphasizes important points and signals to the reader that the argument is still being supported. This kind of repetition can give your paper cohesion and is done by conscious choice.

In contrast, if you find yourself frustrated, tiredly repeating the same nouns, verbs, or adjectives, or making the same point over and over, you are probably being redundant. In this case, you are swimming aimlessly around the same points because you have not decided what your argument really is or because you are truly fatigued and clarity escapes you. Refer to the “Strategies” section below for ideas on revising for redundancy.

Building clear thesis statements

Writing clear sentences is important throughout your writing. For the purposes of this handout, let’s focus on the thesis statement—one of the most important sentences in academic argument papers. You can apply these ideas to other sentences in your papers.

A common problem with writing good thesis statements is finding the words that best capture both the important elements and the significance of the essay’s argument. It is not always easy to condense several paragraphs or several pages into concise key terms that, when combined in one sentence, can effectively describe the argument.

However, taking the time to find the right words offers writers a significant edge. Concise and appropriate terms will help both the writer and the reader keep track of what the essay will show and how it will show it. Graders, in particular, like to see clearly stated thesis statements. (For more on thesis statements in general, please refer to our handout .)

Example : You’ve been assigned to write an essay that contrasts the river and shore scenes in Mark Twain’s Huckleberry Finn. You work on it for several days, producing three versions of your thesis:

Version 1 : There are many important river and shore scenes in Huckleberry Finn.

Version 2 : The contrasting river and shore scenes in Huckleberry Finn suggest a return to nature.

Version 3 : Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

Let’s consider the word choice issues in these statements. In Version 1, the word “important”—like “interesting”—is both overused and vague; it suggests that the author has an opinion but gives very little indication about the framework of that opinion. As a result, your reader knows only that you’re going to talk about river and shore scenes, but not what you’re going to say. Version 2 is an improvement: the words “return to nature” give your reader a better idea where the paper is headed. On the other hand, they still do not know how this return to nature is crucial to your understanding of the novel.

Finally, you come up with Version 3, which is a stronger thesis because it offers a sophisticated argument and the key terms used to make this argument are clear. At least three key terms or concepts are evident: the contrast between river and shore scenes, a return to nature, and American democratic ideals.

By itself, a key term is merely a topic—an element of the argument but not the argument itself. The argument, then, becomes clear to the reader through the way in which you combine key terms.

Strategies for successful word choice

• Be careful when using words you are unfamiliar with. Look at how they are used in context and check their dictionary definitions.
• Be careful when using the thesaurus. Each word listed as a synonym for the word you’re looking up may have its own unique connotations or shades of meaning. Use a dictionary to be sure the synonym you are considering really fits what you are trying to say.
• Under the present conditions of our society, marriage practices generally demonstrate a high degree of homogeneity.
• In our culture, people tend to marry others who are like themselves. (Longman, p. 452)
• Before you revise for accurate and strong adjectives, make sure you are first using accurate and strong nouns and verbs. For example, if you were revising the sentence “This is a good book that tells about the Revolutionary War,” think about whether “book” and “tells” are as strong as they could be before you worry about “good.” (A stronger sentence might read “The novel describes the experiences of a soldier during the Revolutionary War.” “Novel” tells us what kind of book it is, and “describes” tells us more about how the book communicates information.)
• Try the slash/option technique, which is like brainstorming as you write. When you get stuck, write out two or more choices for a questionable word or a confusing sentence, e.g., “questionable/inaccurate/vague/inappropriate.” Pick the word that best indicates your meaning or combine different terms to say what you mean.
• Look for repetition. When you find it, decide if it is “good” repetition (using key terms that are crucial and helpful to meaning) or “bad” repetition (redundancy or laziness in reusing words).
• Write your thesis in five different ways. Make five different versions of your thesis sentence. Compose five sentences that express your argument. Try to come up with four alternatives to the thesis sentence you’ve already written. Find five possible ways to communicate your argument in one sentence to your reader. (We’ve just used this technique—which of the last five sentences do you prefer?)Whenever we write a sentence we make choices. Some are less obvious than others, so that it can often feel like we’ve written the sentence the only way we know how. By writing out five different versions of your thesis, you can begin to see your range of choices. The final version may be a combination of phrasings and words from all five versions, or the one version that says it best. By literally spelling out some possibilities for yourself, you will be able to make better decisions.
• Read your paper out loud and at… a… slow… pace. You can do this alone or with a friend, roommate, TA, etc. When read out loud, your written words should make sense to both you and other listeners. If a sentence seems confusing, rewrite it to make the meaning clear.
• Instead of reading the paper itself, put it down and just talk through your argument as concisely as you can. If your listener quickly and easily comprehends your essay’s main point and significance, you should then make sure that your written words are as clear as your oral presentation was. If, on the other hand, your listener keeps asking for clarification, you will need to work on finding the right terms for your essay. If you do this in exchange with a friend or classmate, rest assured that whether you are the talker or the listener, your articulation skills will develop.
• Have someone not familiar with the issue read the paper and point out words or sentences they find confusing. Do not brush off this reader’s confusion by assuming they simply doesn’t know enough about the topic. Instead, rewrite the sentences so that your “outsider” reader can follow along at all times.
• Check out the Writing Center’s handouts on style , passive voice , and proofreading for more tips.

Questions to ask yourself

• Am I sure what each word I use really means? Am I positive, or should I look it up?
• Have I found the best word or just settled for the most obvious, or the easiest, one?
• Am I trying too hard to impress my reader?
• What’s the easiest way to write this sentence? (Sometimes it helps to answer this question by trying it out loud. How would you say it to someone?)
• What are the key terms of my argument?
• Can I outline out my argument using only these key terms? What others do I need? Which do I not need?
• Have I created my own terms, or have I simply borrowed what looked like key ones from the assignment? If I’ve borrowed the terms, can I find better ones in my own vocabulary, the texts, my notes, the dictionary, or the thesaurus to make myself clearer?
• Are my key terms too specific? (Do they cover the entire range of my argument?) Can I think of specific examples from my sources that fall under the key term?
• Are my key terms too vague? (Do they cover more than the range of my argument?)

Works consulted

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

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Cook, Claire Kehrwald. 1985. Line by Line: How to Improve Your Own Writing . Boston: Houghton Mifflin.

Grossman, Ellie. 1997. The Grammatically Correct Handbook: A Lively and Unorthodox Review of Common English for the Linguistically Challenged . New York: Hyperion.

Houghton Mifflin. 1996. The American Heritage Book of English Usage: A Practical and Authoritative Guide to Contemporary English . Boston: Houghton Mifflin.

O’Conner, Patricia. 2010. Woe Is I: The Grammarphobe’s Guide to Better English in Plain English , 3rd ed. New York: Penguin Publishing Group.

Tarshis, Barry. 1998. How to Be Your Own Best Editor: The Toolkit for Everyone Who Writes . New York: Three Rivers Press.

Williams, Joseph, and Joseph Bizup. 2017. Style: Lessons in Clarity and Grace , 12th ed. Boston: Pearson.

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

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Good Essay Writing: A Social Sciences Guide

Student resources, identifying content and command words.

This activity will help you interpret essay questions. Being able to identify and properly interpret command – or process – and content words, and thereby better understand the question, is a fundamental essay-writing skill.

It is good practice to circle content words and underline process words. However, in some cases, you will find that the commands are implicit in the wording of the question, rather than actually stated. In these cases, write out what you think are the implicit commands.

Identify the content and process words in each of the essay questions below, then click to reveal the authors’ interpretations of the questions and ideas about the starting points for answering them.

Please note that these interpretations are not definitive. You will notice that we have sometimes mentioned where a question would suggest a very different essay, depending on the sort of social science that you are studying. This is, in fact, true of all of the questions to a greater or lesser extent – moreover, the specifics of an individual course or module should significantly inflect your response to questions.

1. Does capitalism require class inequality?

Identifying the content words is easy. They are ‘capitalism’ and ‘class inequality’. Note that there are three concepts that will all need to be defined: capitalism, class and inequality. There is no explicit process word, however: the action required is implicit in the term ‘does’. This is a discuss-type question, where you need to set out how and why capitalism does or doesn’t require class inequality. You will need to put both sides of the argument, but it would appear that you are expected to favour one of them. However, you shouldn’t overlook the very important term ‘require’, which adds a very specific determinant to the discussion.

2. Examine the key features of the US film industry before, during and after WWII.

The content words are ‘US film industry’, ‘key features of’ and ‘before, during and after WWII’. ‘Examine’ is the process word. This is a very helpful question, in terms of setting out the structure of your essay, provided that you understand the tasks required by the process word and implied by the formulation of the rest of the question. The essay is likely to have three main sections organised chronologically, but it will also have a section outlining what is meant by ‘industry’ – and the aspects of the film industry that the author intends to cover (funding? distribution? jobs? relation to the wider US economy? bulwark of the culture/propaganda industry? etc.). ‘Examine’ is potentially slippery in this context, as the three time periods suggest that you are asked to compare and possibly analyse stasis and change in the key features of the industry across time. For this reason, the essay will likely require a further main section, where the similarities and differences of the key features of the industry over time can be examined.

3. Put forward the main arguments for not raising the minimum wage.

The content words are ‘main arguments’, ‘not raising’ and ‘minimum wage’. The minimum wage is the area of interest, but the focus of the essay should be on the main arguments for not raising it. ‘Put forward’ is the command. That means that you have to state the main arguments, showing their logic and evidence. Note that this is not a discuss or evaluate question: this is a one-sided question – in other words, an advocacy question.

4. What arguments are given for and against alcoholism being seen as a disease?

The content words are ‘arguments’, ‘alcoholism’, ‘seen as’ and ‘disease’. This is not an essay about alcoholism, it is about the arguments that are made for seeing it – or not – as a disease (rather than other perceptions of alcoholism). There isn’t a process word to tell you directly what you need to do, but the clue is in the word ‘What’. ‘What’ indicates that the essay should be a description of the arguments that are given – for and against – seeing alcoholism as a disease. There is, therefore, also an element of contrast expected here.

5. Consider three theories that account for juvenile delinquency and say which of them you think is the most powerful.

The content words are ‘three theories’ and ‘juvenile delinquency’. ‘Consider’ and ‘think’ are the process words and they overlap a little. A consideration of the three theories will necessarily include a description of each, and then an analysis of their different accounts of juvenile delinquency. Saying what you think about which theory is most powerful requires evaluation. ‘Powerful’, by the way, is to do with explanatory power and, in short, means ‘most convincing’ based on evaluative criteria.

6. In what ways do people define what is ‘an American’?

The content words are ‘define’ and ‘an American’. ‘In what ways’ is the process phrase. ‘In what ways’ at base asks you to describe, in this case, the different ways (different) people define ‘an American’. But there is a question behind the question: it is implicit that you would be expected to provide some explanation of why there are disparate constructions, representations and so on, referring to the various theories that you have encountered in your studies. Your discipline background will influence your essay content enormously. If, for instance, your discipline is American Studies, your approach to the question will be different from that of a linguist or a French or Australian sociologist.

7. In what ways do ‘race’ and ‘ethnicity’ relate to ‘culture’?

The content words are ‘race’, ‘ethnicity’ and ‘culture’. ‘In what ways’ is the process phrase. As in Question 6, this is looking for an explanation: note, however, that in this case, you have three highly complex concepts to relate to each other. You will put a lot of effort into defining them, and you may well find that your explanatory work is already half done when you have arrived at satisfactory definitions.

8. How different is urban life from rural life in the UK today?

The content words are ‘urban life’ and ‘rural life’, constrained by the geographical and temporal limitation of ‘the UK today’. ‘How different is’ is the process phrase. This is asking for definitions and descriptions of the two concepts, and then an account of the ways in which – and the extent to which – they are different. You may well find yourself giving an account of where they are the same in order to give a better explanation of how they are different. Depending on the focus of your studies, you might also include some historical perspective. This is the sort of question that really tests the core social science skills of description and of using evidence. There are obvious ‘big picture’ differences between urban and rural life, but there are also myriad smaller-scale similarities and differences. At a higher level, you would probably want to introduce categories of comparison, such as transport, wealth/economics, political allegiances, health/lifespan, migration/immigration, etc.

9. Discuss the reasons given for prioritising the study of male athletes rather than female athletes in sports performance trials.

This is the kind of question that really takes practice to unpack properly. The content phrases are ‘the reasons given’, ‘prioritising the study of’ and ‘male athletes/female athletes in sports performance trials’. ‘Discuss’ is the process word. The question requires you, first to describe the reasons given (there will be explanations and evidence and both should be included) as to why sports performance trials prioritise the study of male athletes, then to weigh up the merit of those reasons. The question implies that the reasons may be contentious (the words ‘rather than’ are a hint), which might suggest that there is a question behind the question: what might be the difficulties in presuming universality of the male physique, or are there background economic realities of performance trial funding, which could throw a different light on some reasons? What’s important to note is that this is not asking you to review sports performance trials, but, instead, to consider the (perhaps ostensible) reasons for prioritising the study of male athletes (in those trials).

10. Compare and contrast the EU’s and California’s ‘clean beaches’ legislation.

The content words are ‘EU’s “clean beaches” legislation’ and ‘California’s “clean beaches” legislation’. ‘Compare and contrast’ is the command phrase. There is a clear structure implied by the question: similarities in the two sets of legislation; differences in the two sets of legislation. How you choose to organise this will depend in part on your field. If you are studying EU environmental law, then you will probably use California as a foil to help you interrogate EU legislation. If you are taking a coastal environment course, then your discussion would possibly focus on which of the two is more protective, or in what ways they are both effective/ineffective. But why the scare quotes? Because there is some legislation that includes the term ‘clean beaches’ explicitly – but there are directives, etc. that impact beach cleanliness that may not include the term or, alternatively, that are ostensibly about beach cleanliness but are really about public/private access, or the prominence of advertising billboards along the coastline. The tutor has done you a favour by flagging this, but it is up to you to notice and decide how to manage it. In large part, this will be a matter of clarifying terms, and letting your reader know which legislation you are including/excluding, and why: in other words, setting the parameters, based on reasoned criteria, for what you will be able to compare and contrast within the given word count.

11. Are we living in a ‘post-factual’ society? Choose a case study to discuss with reference to its broadsheet and tabloid newspaper, and television news coverage.

This is the sort of topical essay question that regularly appears in social science courses. Again, it is the sort of question that takes practice to unpack properly. The content phrases are ‘case study’, ‘with reference to broadsheet and tabloid newspapers, and television news’ and ‘“post-factual” society’. At the time of writing, the term ‘post-factual’ is being used to explain some of the voting choices in the US Presidential elections; prior to this, the term appeared in discussions of the so-called ‘Brexit’ votes (referring to Britain’s referendum on leaving the EU). The command word is ‘discuss’, but look at the structure of the question: it is in two parts, and the first part asks you to indicate whether, or to what extent, we are living in a ‘post-factual’ society. In addition, as ‘post-factual’ is a contentious notion, you will need to ensure that you offer a clearly delineated definition of the term. Your discussion will also involve introducing a case study, and exploring its coverage in the news. This will require evaluation, using carefully established criteria to determine ‘factual’ or ‘post-factual’ case study coverage. Even though ‘discuss’ is clearly the main command, you will need to do more than just ‘discuss’ a case study to do justice to this question.

12. ‘In the UK today, people pierce their bodies because they don’t feel good about themselves.’ How valid is this claim? Compare two theories that seek to explain body modification.

The content words are ‘pierce their bodies’, ‘don’t feel good about themselves’ and ‘UK today’. ‘UK today’ limits the scope of what you need to cover. The central content phrase is ‘pierce their bodies’, for which not feeling good about oneself is one of many possible explanations. Notice that the question has a number of parts and that there are both implicit and explicit commands. There is the (contentious) claim. There is the question of ‘how valid’ is the claim – which asks for a level of evaluation, but based on (only) two theories that seek to explain body modification. You might assume that one of those theories would seek to uphold the idea that body modification is a result of low self-esteem, but there is nothing in the question to suggest that you need do this. Indeed, the way in which the question is set out suggests that the claim is likely invalid, and that the two theories to be compared have different explanations of the reasons for body modification, but both may well undermine the claim. The main command word, of course, is ‘compare’, but with reference to the validity (or otherwise) of the claim.

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• 40 Useful Words and Phrases for Top-Notch Essays

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.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

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.”

2. In other words

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.”

3. To put it another way

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.”

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: “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.”

Adding additional information to support a point

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.

6. Moreover

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…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

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.”

9. Likewise

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.”

10. Similarly

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.”

11. Another key thing to remember

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.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

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.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

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.

16. Not to mention/to say nothing of

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.”

Words and phrases for demonstrating contrast

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.

17. However

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.”

18. On the other hand

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.”

19. Having said that

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.”

20. By contrast/in comparison

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.”

21. Then again

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.”

22. That said

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.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

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.”

25. With this in mind

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.”

26. Provided that

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.”

27. In view of/in light of

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…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

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.”

Giving examples

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.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

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.”

34. Notably

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.”

35. Importantly

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.”

Summarising

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.

36. In conclusion

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.”

37. Above all

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…”

38. Persuasive

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.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

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.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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• Applying For Scholarships

How to Write a Great 500 Word Essay

David Feb 14, 2018

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During your scholarship applications, you may need to submit a 500-word essay answering a specific question. The theme of the essay can range from personal achievements to political controversies. This means you can adjust your writing style to fit the message of the prompt. This guide will explain how to write a 500-word scholarship essay. We will also provide an example for inspiration.

How to Format a 500-Word Scholarship Essay

The format of a 500-word scholarship essay is similar to a shorter essay. Each paragraph is about 75-125 words, and it consists of 3-5 well-written sentences. If you are writing a story or personal anecdote, the formatting can be more like a novel than a news article.

The main components of a 500-word essay include:

Introduction paragraph that engages the reader and establishes the thesis. The thesis may be a question that you will later answer in the essay content, or it can be a statement that you support in the body paragraphs. If you are writing a story, your “thesis” may not be as apparent.

4-6 body paragraphs that provide evidence to back up your thesis. Each paragraph should be a cohesive element with an intro and conclusion. The body paragraphs should flow well from one point to the next.

A conclusion paragraph that reminds the reader of the thesis and highlights key points from the body text. The conclusion should answer the question or complete the statement made in the introduction. It should give the reader a sense of closure and resolution

500-word essays do not have to be exactly 500 words, but they should be as close as possible. The essay prompt may say “in under 500 words” or “in at least 500 words,” which would state whether 500 is the minimum or maximum word count. If that information is not specified, write as much as you need to comprehensively address the prompt without frivolous content.

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500-Word Essay vs. 250-Word Essay

500-word scholarship essays offer more writing flexibility than 250-word essays . With a shorter word count, you are often forced to summarize long-winded thoughts into quick to-the-point snippets. 500 words give you more room to express your opinion. Yet, it is still short enough that it does not need footnotes and cited resources, usually.

500-Word Essay vs. 1000+ Word Essay

Another scholarship essay length you may encounter is 1,000 words. With a 1,000-word scholarship essay, you will need to cite sources and provide detailed references to support your claims. 1,000+ word essay prompts are often used for writing competitions, where you may be asked to create a fictional story. The extra length gives room for extra creativity, but it also requires more time to put the perfect piece together.

You should approach all essays with the same mentality, regardless of their length. Your goal is to compose a piece that clearly guides the reader through your thoughts and reasoning. You may have to adjust how you convey those thoughts based on the length. Your essay should always have a beginning, middle, and end.

Scholarships for High School Seniors

Looking for scholarships for high school seniors? You’ve come to the right place! This handy guidebook will give you all the information (and more) you need to find scholarships for high school seniors. In this guide, you’ll learn about scholarships for different types of students, different scholarships by subject, scholarship applications, easy and weird scholarships, local scholarships, corporate scholarships, fraternity and sorority scholarships, and more. Read on for more information on how you can win scholarships for high school seniors…

READ THE GUIDE

A Step-by-Step 500-Word Essay Example

To help you see how to write a 500-word scholarship essay, we want to show you each section of the essay step-by-step. Use this as a general guide when you write your essay. However, feel free to add your own spin to it. Our writing sample will be in green, and the commentary will be in plain text. So…let’s begin!

TOPIC: Should cell phone usage be controlled in college classrooms?

Step 1 – Create a Thesis

Everything in your essay revolves around your thesis. This is the big point you are trying to make, which is usually an answer to a question in the essay prompt. You will use the rest of the essay to support this thesis.

For the topic Should cell phone usage be controlled in college classrooms? our thesis will be:

“Cell phone usage should be controlled in college classrooms, as long as it does not hinder students’ rights.”

Step 2 – Write the Introduction

The introduction should grab your reader’s attention and prepare for an explanation of the thesis. It usually starts with a general statement related to the topic at hand, followed by supplementary sentences that lead into the thesis. Here is a sample introduction for our essay, including the thesis at the end of the paragraph:

Cell phones have gone from a sought-after luxury to a daily necessity. While these devices provide convenient access to the outside world, they can be problematic for educators. High school teachers can tell children in their classes to put their phones away, but should professors have the same control over adult men and women? The key is to create cell phone usage policies that limit distractions without hindering student rights.

Word count: an Intro paragraph, 70 words.

Step 3 – Write the Body Paragraphs

The body paragraphs should provide support for the thesis. Why do you think this way, and what evidence do you have to support those beliefs? The paragraphs should flow from one to the next like a constant stream of thought. Each paragraph should conclude the statement made at the beginning of the paragraph.

Building on the thesis “Cell phone usage should be controlled in college classrooms, as long as it does not hinder students’ rights,” we will now explain how colleges can control cell phones in class while preserving student rights. If our thesis was that cell phones should NOT be controlled in college, we would explain the dangers of not having access to cell phones.

No matter which side of the argument you choose, you should acknowledge the other angle and negate those statements. As you will see below, we remark on why some students may not want cell phone usage policies. We will also suggest how to get around those concerns. Doing this provides the best possible support for your thesis because it shows you have taken every angle into consideration.

Here is the body for our 500-word essay sample:

The primary argument supporting cell phone control in the classroom is the fact that phones can be distracting. Not only do cell phones distract instructors, but they may also distract students trying to pay attention to the lecture. This is the same effect as a moviegoer looking at his phone in a theater. Even if the phone makes no noise, the light from the screen is enough to catch someone’s attention. Arguments against cell phone control typically focus on safety concerns. Should a crisis occurs in the classroom, students should have their phones on hand to make a call. If a student has a child, he or she may need a phone in case of a medical emergency. If the student is on call for work, he or she will need access to a phone. The list of exception-worthy scenarios is endless. The best solution is to create cell phone usage rules that allow devices to be accessible without disturbing other students’ educational opportunities. Students should be permitted to keep their phones in their bags, pockets, or other belongings as long as the phones are on silent in class. Vibrate settings may be permitted if the instructor does not believe it will distract him or her, since the noise of the vibration may not be noticeable in a large classroom. If a student needs to answer the phone during an emergency, he or she can step out of the classroom to do so. This setup would give the students and the instructor peace of mind. Cell phone restrictions in classrooms should also include specific disciplinary actions for breaking the rules. If a student is caught using the phone in class, he or she should be excused for the rest of the day. Professors should refrain from physically taking possession of a student’s phone because of liability conflicts. If the phone is damaged while in the professor’s possession, the school or the instructor could be held responsible for the repairs. It is safer to ask the student to leave the classroom than it is to take the phone away completely.

Word count: Body paragraphs, 349 words. Total essay is now 419 words.

Step 4 – Wrap It up with a Conclusion

Once you have covered all your points, you should summarize the essay’s contents in the conclusion. This is your last opportunity to convince the reader of your thesis. Touch on the most important aspects of your essay then leave the reader with something to think about. Here is an example of how to conclude our essay:

Each school, professor and student body is different. Colleges must adapt their rules and discipline efforts to reflect the current needs of their students. Eliminating cell phones in college classrooms is an overstretch, but there are ways to balance students’ rights and instructors’ rights. With the right amount of control and flexibility, colleges can create a pleasant learning environment with maximum safety and minimal interruptions.

Notice how our conclusion was definitive but optimistic. We explain that colleges need to adapt their rules to fit the needs of their students. Yet still, confirm that cell phone use policies should be enforced.

Word count: Conclusion paragraph, 65 words. Total essay is now 484 words.

But wait! You’re 16 words short! We know that. The essay covered everything we wanted to without the need for extra words. If the prompt asked for at least 500 words, we would add another sentence to support one of the paragraphs. Since that was not a requirement though, we kept the essay as-is to avoid sounding wordy or repetitive.

The Complete 500-Word Essay Example

Cell phones have gone from a sought-after luxury to a daily necessity. While these devices provide convenient access to the outside world, they can be problematic for educators. High school teachers can tell children in their classes to put their phones away, but should professors have the same control over grown men and women? The key is to create cell phone usage policies that limit distractions without hindering student rights. The primary argument supporting cell phone control in the classroom is the fact that phones can be distracting. Not only do cell phones distract instructors, but they may also distract students trying to pay attention to the lecture. This is the same effect as a moviegoer looking at his phone in a theater. Even if the phone makes no noise, the light from the screen is enough to catch someone’s attention. Arguments against cell phone control typically focus on safety concerns. Should a crisis occurs in the classroom, students should have their phones on hand to make a call. If a student has a child, he or she may need a phone in case of a medical emergency. If the student is on call for work, he or she will need access to a phone. The list of exception-worthy scenarios is endless. The best solution is to create cell phone usage rules that allow devices to be accessible without disturbing other students’ educational opportunities. Students should be permitted to keep their phones in their bags, pockets, or other belongings as long as the phones are on silent in class. Vibrate settings may be permitted if the instructor does not believe it will distract him or her, since the noise of the vibration may not be noticeable in a large classroom. If a student needs to answer the phone during an emergency, he or she can step out of the classroom to do so. This setup would give the students and the instructor peace of mind. Cell phone restrictions in classrooms should also include specific disciplinary actions for breaking the rules. If a student is caught using the phone in class, he or she should be excused for the rest of the day. Professors should refrain from physically taking possession of a student’s phone because of liability conflicts. If the phone is damaged while in the professor’s possession, the school or the instructor could be held responsible for the repairs. It is safer to ask the student to leave the classroom than it is to take the phone away completely. Each school, professor and student body is different. Colleges must adapt their rules and discipline efforts to reflect the current needs of their students. Eliminating cell phones in college classrooms is an overstretch, but there are ways to balance students’ rights and instructors’ rights. With the right amount of control and flexibility, colleges can create a pleasant learning environment with maximum safety and minimal interruptions.

Tips for Writing a Great 500-Word Essay

Here are some tips to help you write a great 500-word scholarship essay:

Give yourself at least two full days to write the essay. You can use the first day to write a draft and do some minor editing. Then on the second day, you can look at the essay with fresh eyes to do your final edits.

If you have a chance to show your essay to your English instructor or academic adviser, do so. You can use the feedback to improve the essay before submitting it.

Don’t focus on the word count as you write. Get all your thoughts on paper, and you can extend or shorten the essay during the editing process.

Write the first draft from start to finish, even if you know your thoughts are out of order. You can re-arrange them at a later time, but the initial run through will be as fluid as possible.

Re-read the prompt several times before writing. You don’t want to write an entire essay only to find out you were completely off topic.

Always think about your audience when writing a scholarship essay. What organization is issuing the scholarship, and how can you tie that into your writing? What is the underlying information they want to learn from your essay? Write in a way that shows you are the best candidate for the scholarship.

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• Scholarship Essay

David Tabachnikov is the CEO of ScholarshipOwl. Formerly at Waze and Google, David is an experienced CTO/R&D manager with over 10 years of experience of leading tech teams. David fervently believes that students should have greater access to education, and is passionate about using technology to help them achieve that goal.

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I Thought the Bragg Case Against Trump Was a Legal Embarrassment. Now I Think It’s a Historic Mistake.

By Jed Handelsman Shugerman

Mr. Shugerman is a law professor at Boston University.

About a year ago, when Alvin Bragg, the Manhattan district attorney, indicted former President Donald Trump, I was critical of the case and called it an embarrassment. I thought an array of legal problems would and should lead to long delays in federal courts.

After listening to Monday’s opening statement by prosecutors, I still think the district attorney has made a historic mistake. Their vague allegation about “a criminal scheme to corrupt the 2016 presidential election” has me more concerned than ever about their unprecedented use of state law and their persistent avoidance of specifying an election crime or a valid theory of fraud.

To recap: Mr. Trump is accused in the case of falsifying business records. Those are misdemeanor charges. To elevate it to a criminal case, Mr. Bragg and his team have pointed to potential violations of federal election law and state tax fraud. They also cite state election law, but state statutory definitions of “public office” seem to limit those statutes to state and local races.

Both the misdemeanor and felony charges require that the defendant made the false record with “intent to defraud.” A year ago, I wondered how entirely internal business records (the daily ledger, pay stubs and invoices) could be the basis of any fraud if they are not shared with anyone outside the business. I suggested that the real fraud was Mr. Trump’s filing an (allegedly) false report to the Federal Election Commission, and that only federal prosecutors had jurisdiction over that filing.

A recent conversation with Jeffrey Cohen, a friend, Boston College law professor and former prosecutor, made me think that the case could turn out to be more legitimate than I had originally thought. The reason has to do with those allegedly falsified business records: Most of them were entered in early 2017, generally before Mr. Trump filed his Federal Election Commission report that summer. Mr. Trump may have foreseen an investigation into his campaign, leading to its financial records. He may have falsely recorded these internal records before the F.E.C. filing as consciously part of the same fraud: to create a consistent paper trail and to hide intent to violate federal election laws, or defraud the F.E.C.

In short: It’s not the crime; it’s the cover-up.

Looking at the case in this way might address concerns about state jurisdiction. In this scenario, Mr. Trump arguably intended to deceive state investigators, too. State investigators could find these inconsistencies and alert federal agencies. Prosecutors could argue that New York State agencies have an interest in detecting conspiracies to defraud federal entities; they might also have a plausible answer to significant questions about whether New York State has jurisdiction or whether this stretch of a state business filing law is pre-empted by federal law.

However, this explanation is a novel interpretation with many significant legal problems. And none of the Manhattan district attorney’s filings or today’s opening statement even hint at this approach.

Instead of a theory of defrauding state regulators, Mr. Bragg has adopted a weak theory of “election interference,” and Justice Juan Merchan described the case , in his summary of it during jury selection, as an allegation of falsifying business records “to conceal an agreement with others to unlawfully influence the 2016 election.”

As a reality check: It is legal for a candidate to pay for a nondisclosure agreement. Hush money is unseemly, but it is legal. The election law scholar Richard Hasen rightly observed , “Calling it election interference actually cheapens the term and undermines the deadly serious charges in the real election interference cases.”

In Monday’s opening argument, the prosecutor Matthew Colangelo still evaded specifics about what was illegal about influencing an election, but then he claimed , “It was election fraud, pure and simple.” None of the relevant state or federal statutes refer to filing violations as fraud. Calling it “election fraud” is a legal and strategic mistake, exaggerating the case and setting up the jury with high expectations that the prosecutors cannot meet.

The most accurate description of this criminal case is a federal campaign finance filing violation. Without a federal violation (which the state election statute is tethered to), Mr. Bragg cannot upgrade the misdemeanor counts into felonies. Moreover, it is unclear how this case would even fulfill the misdemeanor requirement of “intent to defraud” without the federal crime.

In stretching jurisdiction and trying a federal crime in state court, the Manhattan district attorney is now pushing untested legal interpretations and applications. I see three red flags raising concerns about selective prosecution upon appeal.

First, I could find no previous case of any state prosecutor relying on the Federal Election Campaign Act either as a direct crime or a predicate crime. Whether state prosecutors have avoided doing so as a matter of law, norms or lack of expertise, this novel attempt is a sign of overreach.

Second, Mr. Trump’s lawyers argued that the New York statute requires that the predicate (underlying) crime must also be a New York crime, not a crime in another jurisdiction. The district attorney responded with judicial precedents only about other criminal statutes, not the statute in this case. In the end, the prosecutors could not cite a single judicial interpretation of this particular statute supporting their use of the statute (a plea deal and a single jury instruction do not count).

Third, no New York precedent has allowed an interpretation of defrauding the general public. Legal experts have noted that such a broad “election interference” theory is unprecedented, and a conviction based on it may not survive a state appeal.

Mr. Trump’s legal team also undercut itself for its decisions in the past year: His lawyers essentially put all of their eggs in the meritless basket of seeking to move the trial to federal court, instead of seeking a federal injunction to stop the trial entirely. If they had raised the issues of selective or vindictive prosecution and a mix of jurisdictional, pre-emption and constitutional claims, they could have delayed the trial past Election Day, even if they lost at each federal stage.

Another reason a federal crime has wound up in state court is that President Biden’s Justice Department bent over backward not to reopen this valid case or appoint a special counsel. Mr. Trump has tried to blame Mr. Biden for this prosecution as the real “election interference.” The Biden administration’s extra restraint belies this allegation and deserves more credit.

Eight years after the alleged crime itself, it is reasonable to ask if this is more about Manhattan politics than New York law. This case should serve as a cautionary tale about broader prosecutorial abuses in America — and promote bipartisan reforms of our partisan prosecutorial system.

Nevertheless, prosecutors should have some latitude to develop their case during trial, and maybe they will be more careful and precise about the underlying crime, fraud and the jurisdictional questions. Mr. Trump has received sufficient notice of the charges, and he can raise his arguments on appeal. One important principle of “ our Federalism ,” in the Supreme Court’s terms, is abstention , that federal courts should generally allow state trials to proceed first and wait to hear challenges later.

This case is still an embarrassment, in terms of prosecutorial ethics and apparent selectivity. Nevertheless, each side should have its day in court. If convicted, Mr. Trump can fight many other days — and perhaps win — in appellate courts. But if Monday’s opening is a preview of exaggerated allegations, imprecise legal theories and persistently unaddressed problems, the prosecutors might not win a conviction at all.

Jed Handelsman Shugerman (@jedshug) is a law professor at Boston University.

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Remarks by President   Biden at the White   House Correspondents’ Dinner

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8:12 P.M. EDT   THE PRESIDENT:  Thank you, thank you, thank you.    You think your Irish grandparents are wondering.  (Laughter.)  My great-great grandparents who got here in 1846 are going, “What in the hell is going on?”  (Laughter.)   I want to thank you for the warm welcome.  But please, not so loud.  (Laughter.)  Donald is listening.  “Sleepy Don.”  (Laughter.)  I kind of like that.  I may use that again.      Kelly O’Donnell, president of the White House Correspondents’ Association, thank you for having me.   MS. O’DONNELL:  Thank you, sir.  (Applause.)   THE PRESIDENT:  But, Kelly O., let’s be honest, you’re way too young to be president.  (Laughter.)   It’s been a year since I delivered this speech.  And my wife, Jill, who is with me tonight, was worried how I’d do.  I told her, “Don’t worry.  It’s just like riding a bike.”  She said, “That’s what I’m worried about.”  (Laughter.)   Of course, the 2024 election is in full swing.  And, yes, age is an issue.  I’m a grown man running against a six-year-old.  (Laughter and applause.)   But I feel great.  I really feel great.  I’m campaigning all over the country: Pennsylvania, Georgia, North Carolina.  I always done well in the original 13 colonies.  (Laughter.)   And speaking of history, did you hear what Donald just said about the major Civil War battle?  Quote, “Gettysburg.  Wow.”  (Laughter.)   Trump’s speech was so embarrassing, the statue of Robert E.  Lee surrendered again.  (Laughter.)   But, look — (laughs) — age is the only thing we have in common.  My Vice President actually endorses me.  (Laughter.)   I’ve had a great stretch since the State of the Union.  But Donald has had a few tough days lately.  You might call it stormy weather.  (Laughter.)  What the hell.  (Laughter.)   Trump is so desperate, he started reading those bibles he’s selling.  (Laughter.)   Then he got to the First Commandment, “You shall have no other Gods before me.”  That’s when he put it down and said, “This book is not for me.”  (Laughter.)   Look, being here is a reminder that folks think what’s going on in Congress is political theater.  But that’s not true.  If Congress were a theater, they’d have thrown out Lauren Boebert a long time ago.  (Laughter and applause.)   Now, to all of my friends in the press — and Fox News — (laughter) — some of you complain that I don’t take enough of your questions.  No comment.  (Laughter.)   Of course, the New York Times issued a statement blasting me for, quote, “actively and effectively avoiding independent journalists.”   Hey, if that’s what it takes to get the New York Times to say I’m active and effective, I’m for it.  (Laughter.)  It’s okay.   I have hi- — higher standards.  I do interviews with strong independent journalists who millions of people actually listen to, like Howard Stern.  (Laughter.)   And I know you’re looking around and saying, “This guy has been doing this for 50 years.  He’s had his moment.  Give him some- — give someone else a chance.”   To say that, I say, “Lorne, ignore the critics.  Ignore the critics.”  (Laughter.)   Lorne is a great friend who has had eight comedians play me over the years on “Saturday Night Live.”  Eight.  And who the hell says I’m not a real job creator?  (Laughter.)   Look, Lorne has had even more comedians and actors joke about me.  Like the funny guy on “Weekend Update,” Michael Che.  (Laughter.)  He’s hilarious.    Scarlett Johansson, you did such an incredible job in your State of the Union rebuttal that you should be — do “Weekend Update.”  (Laughter.)  Clearly, you’re — you’re the funny one in the family.  (Laughter.)   Look, folks, on a serious note, in addition to marrying up, Colin and I have another thing in common.  (Laughter.)  We both find strength in family.    I got to spend time with his family yesterday in the Oval Office.  Colin’s dad was a high school teacher in Staten Island, and his mom is an incredible woman — a family of firefighters, was the Chief Medical Officer in New York City Fire Department on 9/11.  As a doctor, she rushed to Ground Zero, risking her own life, treating and saving fellow first responders.  Rushing into danger for others for others is my definition of patriotism and heroism.  (Applause.)   And so is what all of you do when you report truth over lies.  That’s why I want to close tonight with my genuine thanks to the free press.    There are some who call you the “enemy of the people.”  That’s wrong, and it’s dangerous.  You literally risk your lives doing your job.  You do.  (Applause.)   Covering everything from natural disasters to pandemics to wars and so much more.  And some of your colleagues have given their lives, and many have suffered grievous injuries.  Other reporters have lost their freedom.    Journalism is clearly not a crime.  Not here, not there, not anywhere in the world.  (Applause.)   And Putin should release Evan and Alsu immediately.  (Applause.)    Just as we’re doing everything we can — we’re doing everything we can to bring home journalists — fellow journalists Austin and all Americans, like Paul Whelan, you know, who — wrongfully detained all around the world.    And I give you my word as a Biden, we’re not going to give up until we get them home.  All of them.  All of them.  (Applause.)   On the third anniversary of January 6th, I went to Valley Forge.  And I said the most urgent question of our time is whether democracy is still — is still the sacred cause of America.  That is the question the American people must answer this year.  And you, the free press, play a critical role in making sure the American people have the information they need to make an informed decision.    The defeated former President has made no secret of his attack on our democracy.  He has said he wants to be a “dictator on day one,” and so much more.   He tells supporters he is their “revenge” and “retribution.”  When in God’s name have you heard another president say something like that?  And he promised a “bloodbath” when he loses again.  We have to take this seriously.   Eight years ago, you could have written off it as just Trump talk.  But no longer.  Not after January 6th.    I’m sincerely not asking of you to take sides but asking you to rise up to the seriousness of the moment; move past the horserace numbers and the gotcha moments and the distractions, the sideshows that have come to dominate and sensantio- — sensationalize our politics; and focus on what’s actually at stake.  I think, in your hearts, you know what’s at stake.  The stakes couldn’t be higher.   Every single one of us has roles to play — a serious role to play in making sure democracy endures — American democracy.  I have my role, but, with all due respect, so do you.    In the age of disinformation, credible information that people can trust is more important than ever.  And that makes you — and I mean this from the bottom of my heart — it makes you more important than ever.   So, tonight, I’d like to make a toast.    To a free press, to an informed citizenry, to an America where freedom and democracy endure.  God bless America.  (Applause.)   (The President offers a toast.)    Now, I’m going to turn it over to Kelly, then you’ll hear from a real comedian.  (Laughter.)    I think I know what I’m in for.  You know, Colin Jost has taken aim at me before with his jokes.   MS. O’DONNELL:  Oh, I’m sure.  You ready?   THE PRESIDENT:  Like saying, “After winning the South Carolina primary, Biden barely edged out his closest rival: time.”  (Laughter.)   Colin, when I win, I’m going to have a whole hell of a lot of time, and I’m going to be watching, pal.  (Laughter.)   Kelly, back to you.  (Applause.)   8:22 P.M. EDT

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