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Objectives for Writing an Essay

An essay does more than inform or persuade a reader. The process of writing an essay teaches a student how to research a topic and organize her thoughts into an introduction, a body and a conclusion. Essay writing objectives apply to expository and persuasive essays on a variety of topics.

Thesis Development

Every essay should clearly state a thesis -- the main idea of the essay. A mere overview of a topic that does not take a stand one way or the other is not a thesis. The main idea of the essay should be obvious to the reader.

Organizational Patterns

The student's essay should be well organized and should not stray from his main topic. The essay should start by introducing the reader to the main points that the writer will cover in the essay. It should use transitions from general to specific to present the information. The essay should end with a conclusion that sums up the main points and restates the thesis.

Content Details

The student should provide detailed information about her thesis, supported by reputable, authoritative research references. The student should make her strongest points first, including just one main point in each paragraph. She should anticipate and rebut her opponent's arguments against the thesis and discuss plausible alternatives to the thesis.

Style Points

The student should use a consistent, academic voice. His essay should conform to assigned style guidelines and should be free of misspellings and grammatical errors. The writer should cite all references in proper format, and each reference must support the material for which he cited it.

Marilyn Lindblad practices law on the west coast of the United States. She has been a freelance writer since 2007. Her work has appeared on various websites. Lindblad received her Juris Doctor from Lewis and Clark Law School.

Essay Writing: A complete guide for students and teachers

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

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

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

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

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Planning an essay

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

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

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

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

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

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

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

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

RESEARCH YOUR ESSAY

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

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

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

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

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

●      Group ideas, counterarguments, and opinions together

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

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

WRITING YOUR ESSAY

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

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

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

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

Common Essay Structure

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

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

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

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

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

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

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

HOW TO EDIT AN ESSAY

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

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

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

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

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

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

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

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

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

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Writing objectively How and when to use an impersonal tone

For another look at the same content, check out the video on YouTube (also available on Youku ). There is a worksheet (with answers and teacher's notes) for this video.

Academic writing is generally impersonal and objective in tone. This section considers what objective writing is , how objective academic writing is , then presents several ways to make your writing more objective . There is also an academic article , to show authentic examples of objective language, and a checklist at the end, that you can use to check the objectivity of your own writing.

What is objective writing?

Objective writing places the emphasis on facts, information and arguments, and can be contrasted with subjective writing which relates to personal feelings and biases. Objective writing uses third person pronouns (it, he, she, they), in contrast to subjective writing which uses first person pronouns (I, we) or second person pronoun (you).

How objective is academic writing?

Although many academic writers believe that objectivity is an essential feature of academic writing, conventions are changing and how much this is true depends on the subject of study. An objective, impersonal tone remains essential in the natural sciences (chemistry, biology, physics), which deal with quantitative (i.e. numerical) methods and data. In such subjects, the research is written from the perspective of an impartial observer, who has no emotional connection to the research. Use of a more subjective tone is increasingly acceptable in areas such as naturalist research, business, management, literary studies, theology and philosophical writing, which tend to make greater use of qualitative rather than quantitative data. Reflective writing is increasingly used on university courses and is highly subjective in nature.

How to write objectively

There are many aspects of writing which contribute to an objective tone. The following are some of the main ones.

Use passive

Objective tone is most often connected with the use of passive, which removes the actor from the sentence. For example:

• The experiment was conducted.
• I conducted the experiment.
• The length of the string was measured using a ruler.
• I measured the length of the string with a ruler.

Most academic writers agree that passive should not be overused, and it is generally preferrable for writing to use the active instead, though this is not always possible if the tone is to remain impersonal without use of I or other pronouns. There is, however, a special group of verbs in English called ergative verbs , which are used in the active voice without the actor of the sentence. Examples are dissolve, increase, decrease, lower, and start . For example:

• The white powder dissolved in the liquid.
• I dissolved the white powder in the liquid.
• The white powder was dissolved in the liquid.
• The tax rate increased in 2010.
• We increased the tax rate in 2010.
• The tax rate was increased in 2010.
• The building work started six months ago.
• The workers started the building work six months ago.
• The building work was started six months ago.

Focus on the evidence

Another way to use active voice while remaining objective is to focus on the evidence, and make this the subject of the sentence. For example:

• The findings show...
• The data illustrate...
• The graph displays...
• The literature indicates...

Use evidence from sources

Evidence from sources is a common feature of objective academic writing. This generally uses the third person active. For example:

• Newbold (2021) shows that... He further demonstrates the relationship between...
• Greene and Atwood (2013) suggest that...

Use impersonal constructions

Impersonal constructions with It and There are common ways to write objectively. These structures are often used with hedges (to soften the information) and boosters (to strengthen it) . This kind of language allows the writer to show how strongly they feel about the information, without using emotive language, which should be avoided in academic writing.

• It is clear that... (booster)
• It appears that... (hedge)
• I believe that...
• There are three reasons for this.
• I have identified three reasons for this.
• There are several disadvantages of this approach.
• This is a terrible idea.

Personify the writing

Another way to write objectively is to personify the writing (essay, report, etc.) and make this the subject of the sentence.

• This essay considers the role of diesel emissions in global warming.
• I will discuss the role of diesel emissions in global warming.
• This report has shown that...
• I have shown that...

In short, objective writing means focusing on the information and evidence. While it remains a common feature of academic writing, especially in natural sciences, a subjective tone is increasingly acceptable in fields which make use of qualitative data, as well as in reflective writing. Objectivity in writing can be achieved by:

• using passive;
• focusing on the evidence ( The findings show... );
• referring to sources ( Newbold (2021) shows... );
• using impersonal constructions with It and There ;
• using hedges and boosters to show strength of feeling, rather than emotive language;
• personifying the writing ( This report shows... ).

Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer

Bennett, K. (2009) 'English academic style manuals: A survey', Journal of English for Academic Purposes , 8 (2009) 43-54.

Cottrell, S. (2013). The Study Skills Handbook (4th ed.) , Basingstoke: Palgrave MacMillan.

Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar . Mahwah: Lawrence Erlbaum Associates Inc Publishers.

Hyland, K. (2006) English for Academic Purposes: An advanced resource book . Abingdon: Routledge.

Jordan, R. R. (1997) English for academic purposes: A guide and resource book for teachers . Cambridge: Cambridge University Press.

Example article

Below is an authentic academic article. It has been abbreviated by using the abstract and extracts from the article; however, the language is unchanged from the original. Click on the different areas (in the shaded boxes) to highlight the different objective features.

Title: Obesity bias and stigma, attitudes and beliefs among entry-level physiotherapy students in the Republic of Ireland: a cross sectional study. Source: : https://www.sciencedirect.com/science/article/pii/S0031940621000353

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Below is a checklist for using objectivity in academic writing. Use it to check your writing, or as a peer to help. Note: you do not need to use all the ways given here.

Next section

Read more about writing critically in the next section.

• Critical writing

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Go back to the previous section about using complex grammar .

• Complex grammar

Author: Sheldon Smith    ‖    Last modified: 05 February 2024.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

Subjective vs. Objective Essay: Examples, Writing Guides, & Topics

Subjective or objective essay writing is a common task students have to deal with. On the initial stage of completing the assignment, you should learn how to differentiate these two types of papers. Their goals, methods, as well as language, tone, and voice, are different.

A subjective essay focuses on the writer’s personal opinion, while an objective one represents valid facts. So, be careful when composing an objective paragraph or paper. Don’t let your beliefs take over real arguments supported by substantial evidence.

In short, differences between these styles concern the following:

• The ground for objective essays is facts; for subjective essays – personal opinions and beliefs.
• Objective papers report the findings from scientific sources, while subjective ones describe the writer’s thoughts.
• The objective essay’s goal is to help the reader make a decision. Subjective writing aims to reflect the author’s vision of the issue.

So, if you face this task for the first time, you may need some explanations. Custom-writing.org experts prepared a list of tips on how to write objective and subjective essays. Some topics, as well as objective and subjective writing examples, will also be useful.

• 🆚 Subjective vs. Objective

🔗 References

🆚 subjective vs. objective essays.

First and foremost, let’s find out the critical differences between the writing styles. Take a look at the following table and shed light on this issue.

An objective essay is a presentation of the material with no independent opinion involved. Only facts matter in this paper, and only facts can back up some assertions. Writing subjective essays implies introducing your standpoint on a particular problem.

📋 How to Write an Objective Essay

Writing any essay consists of three parts: preparation, the actual writing, and revision. During the first one, you need to decide on your topic and do a little research. You can see how it looks in a real example.

Objective Essay Example: The Portrayal of Odysseus

In Odyssey, Homer portrays Odysseus, the king of Ithaca, as the true epic hero. The depiction of Odysseus is thoughtfully knitted together with the themes of love and loyalty that further magnify it, painting a holistic picture of a long 10-year journey home. Although it can be argued that some of Odysseus’s personality traits he displays cannot be applied to a true hero, he is still depicted following a very specific heroic archetype.

Now, let’s get into more detail!

Objective Essay Topics

If you’ve decided to write an objective essay, you need to come up with a topic. The topic gives a reader a brief overview of what will be covered in the paper.

Here are ten great examples:

• While the differences between Italy and Spain are evident, the resemblances are striking.
• There are several similarities between the movies “Deep Impact” and “Armageddon.”
• Compare and contrast the capitals of two English-speaking countries.
• Somatic symptoms in people with PTSD can be influenced by age, gender, and avoidance.
• Some might argue, but being overweight carries a social stigma.
• Environmental factors contribute to the phenotypic expression of psychological disorders.
• Although the exact reason remains unclear, depression is affected by sex, gender, hormonal changes, and age.
• When comparing and contrasting the Bible and Quran, it seems that they have more similarities than differences.
• Musical ability is the result of influence on the person from outside.
• In comparison to extroverts, introverts draw power from within themselves to use it in future activities.

Objective Essay Structure

We shall continue with exploring an essay structure. Note that the parts described below are essential for any essay.

• Introduction . The introduction is usually the part that broadly describes the topic and gets the interest of the reader. This part of the paper should cover some background information and present the purpose.
• Hypothesis . In case your essay has one, state it in your introduction. A hypothesis includes information about how you intend to prove or refute the claim. It briefly describes the way you intend to do so.
• Arguments . Present one side of the argument. In the next paragraph, present the opposing one, using such words as “however,” “nevertheless,” and “although.” The task is to provide the readers with two sides of the argument.
• Evidence . Provide the evidence for all of your points. Keep the balance in providing proof and refutal. Omit your personal opinion, rather than include the evidence you find informative and convincing.
• Conclusion . Summarize the arguments both for and against the position. While remaining objective, shortly go over the information you presented as evidence. If the instructions require a personal opinion, in conclusion, you might write one. In other cases, briefly recap the parts of the essay. Shorten sentence generator would be greatly beneficial in such endeavor.

📜 How to Write a Subjective Essay

As we’ve mentioned earlier, a subjective essay represents the author’s vision of a particular issue. You have an opportunity to introduce your point of view without supporting your ideas with evidence from the primary sources. However, make sure your arguments are still logical and adequate.

Now see how to write a subjective essay in the sections below.

Subjective Writing Example

A well-chosen topic is the vital determinant of a successful essay. Yet, the process of selecting an idea for your paper might be challenging. That’s why you may find our example helpful.

The rapid pace of development of modern technologies increases the demand for oil and gas every year. A considerable amount of these resources is necessary to maintain both industrial enterprises and private equipment. Despite active production, there are still many unexplored places on Earth, potentially rich in oil and gas deposits. However, while making them public would help solve the existing problem, I’m afraid I disagree with this proposal.

Subjective Essay Topics

Check our list of subjective essay topics, choose the one you like the most, or inspire and come up with your idea!

• The fake and too glamorous life presented in social media leads to the development of an inferiority complex among teenagers.
• The information flows within the country should not be controlled by the governments.
• Since developed nations provoked the climate crisis, they should take full responsibility for their past actions and reduce carbon emissions in the atmosphere.
• Cyberbullying should be a matter of the same importance as physical abuse.
• Remote learning opens more opportunities and expands the students’ horizons.
• Instead of catching up with fashion trends, it is better to develop your unique style.
• People should have enough rest to reduce the levels of anxiety and decrease the chances of depression.
• Studying abroad is an experience worth trying.
• Planning and scheduling are perfect strategies to deal with procrastination.
• While applying for a job position, work experience is more significant than having a degree.

📝 Subjective Essay Structure

When you deal with this task, you have full freedom of choice. You can decide for yourself what idea to support and what arguments to present. Still, you have to structure even a subjective essay properly.

Here are the elements you have to include in your paper:

• grab the readers’ attention;
• introduce your subject;
• state your position in the thesis statement.

Important note: your thesis should be clear and straightforward. Let your audience understand your opinion.

• Description . Dive deeper into your topic and describe your issue in detail. However, don’t go too far. Avoid including irrelevant facts and unnecessary information. Follow the principle “quality over quantity” to keep your reader engaged.
• Opinion . After describing your issue, move to the most crucial part of your essay—opinion. State it clearly and concisely. Although you don’t need to provide any evidence from scholarly sources, your ideas should be supported by substantial arguments or examples from your personal life.
• Conclusion . In the last paragraph of your subjective essay, restate your thesis statement. Don’t introduce any other ideas here. To make your paper more dynamic, ask a provocative question at the end. It may motivate your reader for further investigation of your subject.

A helpful tip:

Before submitting your work, make sure it is coherent. Check if all of your ideas follow the logical flow. To avoid redundancy and wordiness, mix shorter sentences with longer ones and apply transitional phrases. Polish your essay, turn it in, and wait for your perfect grade.

Thanks for reading the page! Share it with your peers who may need some guidance as well. Our writers are ready to explain any other essay type , not only objective or subjective ones.

Learn more on this topic:

• How to Write an Expository Essay in Simple Steps
• Nursing Reflective Essay Example and Guidelines for Students
• Essay on Dengue Fever: How to Write + Free Examples
• French Essay Writing: How-to Guide and Examples
• How to Write a Rebuttal Essay: Jackie Michael, Pen and the Pad
• Writing Objectively: OWLL, Massey University
• Subjective vs Objective: Difference and Comparison, Diffen
• Objective and Subjective Claims: TIP Sheet, Butte College
• Evidence: The Writing Center, University of North Carolina at Chapel Hill
• Organizing Your Argument: Purdue Online Writing Lab, College of Liberal Arts, University of Purdue
• Argumentative Paper Format: Courtesy the Odegaard Writing & Research Center, University of Washington
• How Do I Write an Intro, Conclusion, & Body Paragraph: LSA Sweetland Center for Writing, the University of Michigan
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Very helpful to make my assignment. Thank you so much!

Glad to know that. Thank you very much, Farhana!

Subjective and reflective.

That’s right, Raj 🙂

Thank you for this information. I submitted my subjective essay, which was rejected by my teacher for lack of an attractive hook. After reading your info on writing subjective essays, I know what I should change in my paper to get a good grade.

Thank you so sweet for these wonderful tips for objective essays! I love your blog, and it’s really helpful one online! Keep it up!

This is what I need to complete my paper. Your subjective essay writing secrets are appropriate for students who can’t cope with their essays themselves. Even those who write a paper for the first time will complete their subjective essays without any problems.

I really appreciate your help in posting all this information for students — this time you’ve taught me how to write an objective essay. You’re real specialists in writing all types of papers!

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• Instructional Guide

Writing Goals and Objectives

“If you’re not sure where you are going, you’re liable to end up some place else.” ~ Robert Mager, 1997

Instructional goals and objectives are the heart of instruction. When well- written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

Course Goals

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

A course goal may be defined as a broad statement of intent or desired accomplishment.

For example, an English 102 goal might be to prepare students for English 103. The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Course Goal Examples

Marketing course .

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

• Students will know how to communicate in oral and written formats.
• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve .
• Students will learn key elements and models used in education.
• Students will grasp basic math skills.
• Students will understand the laws of gravity.

Learning Objectives

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Comparison of Goals and Objectives

• Broad, generalized statements about what is to be learned
• General intentions
• Cannot be validated
• Defined before analysis
• Written before objectives

Objectives are

• Narrow, specific statements about what is to be learned and performed
• Precise intentions
• Can be validated or measured
• Written after analysis
• Prepared before instruction is designed

Objectives should be written from the student’s point of view

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task.  Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

Well-stated objectives clearly tell the student what they must do ... and under what conditions the performance will take place.

Educators from a wide range of disciplines follow a common learning objective model developed by Heinich (as cited by Smaldino, Mims, Lowther, & Russell, 2019). This guide will follow the ABCD model as a starting point when learning how to craft effective learning objectives.

ABCD Model of Learning Objectives

• A udience: Who will be doing the behavior?
• B ehavior: What should the learner be able to do? What is the performance?
• C ondition: Under what conditions do you want the learner to be able to do it?
• D egree: How well must the behavior be done? What is the degree of mastery?

Writing a learning objective for each behavior you wish to measure is good instructional practice. By using the model as illustrated in Table 2, you will be able to fill in the characteristics to the right of each letter. This practice will allow you to break down more complex objectives (ones with more than one behavior) into smaller, more discrete objectives.

Writing a learning objective for each behavior you wish to measure is good instructional practice.

Behavioral Verbs

The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning objectives because they are not measurable or observable. Use these words in your course goals but not when writing learning objectives. See Verbs to Use in Creating Educational Objectives (based on Bloom’s Taxonomy) at the end of this guide.

Overt behavior: If the behavior is covert or not typically visible when observed, such as the word discriminate, include an indicator behavior to clarify to the student what she or he must be able to do to meet your expectations. For example, if you want your learners to be able to discriminate between good and bad apples, add the indicator behavior “sort” to the objective: Be able to discriminate (sort) the good apples from the bad apples.

Some instructors tend to forget to write learning objectives from the students’ perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the instructor, want to accomplish. Also, avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable. These types of words can lead to student misinterpretation and misunderstanding of what you want them to do.

…avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable.

The Link Between Learning Objectives and Course Activities and Assessment

After you have crafted your course goals and learning objectives, it is time to design course activities and assessments that will tell you if learning has occurred. Matching objectives with activities and assessments will also demonstrate whether you are teaching what you intended. These strategies and activities should motivate students to gain knowledge and skills useful for success in your course, future courses, and real-world applications. The table below illustrates objective behaviors with related student activities and assessments.

Examples of Linked Instructional Goals, Objectives, and Assessments

Instructional goal .

Students will know the conditions of free Blacks during antebellum south.

Learning Objective

In at least 2 paragraphs, students will describe the conditions of free Blacks in pre-Civil War America, including 3 of 5 major points that were discussed in class.

A traditional essay or essay exam.

Instructional Goal

Students will know how to analyze blood counts.

Given a sample of blood and two glass slides, students will demonstrate the prescribed method of obtaining a blood smear for microscopic analysis.

Instructor observation of student demonstration in a lab using a criterion checklist of critical steps for objective scoring.

Students will understand how to interpret classic literature.

Learning Objective 

Students will compare/contrast Shakespeare’s Merchant of Venice and Marlowe’s Jaw of Malta in terms of plot, character, and social-political themes.

Assessment 

Instructional goals and learning objectives are the heart of your role as a learning facilitator. When written well, goals and objectives will assist you in identifying course content, help you structure your lecture, and allow you to select activities and assessments that are relevant and meaningful for learning. Make sure that you check with your department to determine whether they require certain learning objectives for a course, for example to align courses with Illinois Articulation Initiative (IAI) requirements for transferrable general education courses (see the current NIU Undergraduate Catalog section on “Illinois Articulation Initiative Core Curriculum).

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. The sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3 rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3 rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12 th ed.). Upper Saddle River, NJ: Pearson.

Selected Resources

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8 th ed.). Upper Saddle River, NJ: Pearson.

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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English that goes straight to the heart

What is an essay?

Aldous Huxley described an essay as “A literary device for saying almost everything about almost anything”.

What is an Essay?

An essay is a piece of writing that revolves around a particular theme and contains the academic opinions of the person writing it.

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An essay can perform one or more of the following functions:

• Analyses and critically evaluates a topic
• Presents the writer‘s argument for or against an idea
• Describes something
• Narrates a story
• Persuades the reader

Also, Read 6 Types of Essay

Characteristics of a Good Essay

• Brevity: Express what you want concisely. Do not beat around the bush.
• Coherence: Every sentence and paragraph should flow smoothly and logically from the previous one. A clumsily written essay reflects not only the lack of preparation but also the absence of clarity of thought.
• Unity: The essay should never stray from its main purpose. Different points of view can be introduced, but they should all be used for the same subject.
• Lucidity: The essay should be easy to read and understand. Using tough words or difficult phrases may impress a few but can confuse many others. Great writers are praised not only for their beautiful ideas but also for the simplicity of their language.

Also, Read Top 10 Essay Examples

The objective of Essay Writing

Essay writing often forms a part of English written exams to test the ability of students to

• Think critically: Critical thinking involves understanding the task at hand and evaluating it appropriately.
• Structure the ideas logically: The essay has to be structured and coherent. The ideas have to neatly flow from one paragraph to the other.
• Express views eloquently: The student should be fluent in the language he or she is writing in. Ideas when presented shoddily may not make the right impact.

Parts of an Essay

Introduction.

It constitutes the opening paragraph of the essay.

• It helps the reader get oriented with the topic.
• It states the purpose of the essay.
• It captures the interest of the reader.
• It presents the general idea of the essay.
• It often ends with the thesis or the main idea of the essay.

Body (Supporting Paragraphs)

They constitute the supporting sentences and ideas.

• They provide the reader with additional details about the main idea.
• They support the thesis of the writer.
• There is no fixed number of supporting paragraphs.
• Ideally, every supporting paragraph should contain a different idea.

It constitutes the ending paragraph(s) of the essay.

• It ties up loose ends of the paragraph.
• It helps in reiterating or highlighting the main idea.
• It summarises all the arguments.
• It brings the essay to a logical close.
• It never ends in detail.

Also, Read Short Essay Examples

Tips for Writing an Essay

Preparation.

• Read: The more you read, the better you get. Reading essays will give you the inspiration to write. It will fill you with knowledge that you can use to enrich your writing.
• Write: Practise writing essays. This will give you the necessary confidence that you require during the exams. Writing also sharpens your thought process preparing you to deal with essay questions with much ease.

1. Think about the idea given in the title or the prompt.

• What type of essay will be appropriate?
• What could be the main ideas?
• How to write the introduction, the body and the conclusion?
• Write all the ideas.

2. Structure your essay.

• Create an outline of your essay.
• Do not use more than two sentences for the introduction and conclusion, respectively.
• Therefore, it is important to plan your essay before instead of writing spontaneously.
• Arrange the ideas in chronological order if you are attempting a narrative essay.
• Arrange them in increasing order of importance while attempting a descriptive or expository essay.
• Remember to conclude the essay.

3. Use a consistent tense form while writing the essay.

4. Express clearly.

5. Be original in your ideas. Don‘t be afraid to think out of the box.

6. Use your own memories or your experiences to add to the essay.

7. Recheck for any grammatical errors after finishing the essay.

Also, Read Summarizing an Essay

Example of Essay

My native place.

My parents hail from a small village in Kerala which is nestled among mountains in a scenic district of the state. Every year, I visit my native place with my family. It is a trip that I look forward to all year. My father books the ticket two months in advance as it is difficult to procure reservations on short notice. Although I have lived in the city all my life, I feel that I never belonged to it. I have always felt at home in the quaint mountain village that is far removed from the hustle and bustle of city life.

It takes us 18 hours by train to reach the railway station that is closest to my village. The journey is usually gruelling in the summers but very pleasant in the winters and in the monsoons. We plan our trip in the summer months since we get a two-month vacation in April. In order to beat the heat, we travel by air-conditioned coaches every year. We board the train at noon and we reach our destination at 6 am the next day.

The morning air is heavy with the scent of flowers and wet foliage. The temple bells start ringing at 6:30 am and the sound of bhajans fills the air. The village is only a 20-minute rickshaw ride away from the station. When we enter my grandmother‘s house, we are welcomed by her diminutive figure holding a lamp.

According to her, it is auspicious to welcome loved ones by lighting the lamp at the altar of God. The moment we set foot into the house, we are filled with a sense of nostalgia and love. After a sumptuous yet simple breakfast, we relax with our family in the courtyard.

The cool mountain air is laden with scents of the rustic countryside. From afar, we hear the sounds of birds. My sister and I make paper boats and run to the little babbling brook that flows southwards. We set the boats on the water and watch them bob up and down. Far away from the world of video games and television, we seek fun in a world of simplicity.

The house itself has a personality. Simple, two-storeyed, made of stone walls and a thatched roof, the house is an old friend who warmly embraces you every time you meet. The rooms are small but well-maintained. On the ground floor is a room that my grandmother uses for storing condiments and grains. It is illuminated with a single light bulb and an old-fashioned lock-and-key style door. In its corner is a small bed.

The calming silence of the room soothes my ears and transports me into a magical place. I feel weightless. The smell of spices envelops me. On many occasions, I have spent hours sprawled on that bed reading a book or listening to music. If I ever have to pick a favourite place, then I have no doubt this would be it.

When twilight descends on the little hamlet, large clusters of stars start appearing in the sky. Such a sight is never seen in the city as the lights obscure the stars that appear in the sky. My grandmother lights the lamp again and we all gather around her to say our evening prayers. After enjoying her simple, rustic yet delicious meal, we retire for the night.

Sometimes when I am upset, I think of my quaint little house in the village, my grandmother‘s warm embrace, and the small room that smells of spices. They immediately help me put my worries away and bring a smile to my face.

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• Writing Tips

How to Write Research Objectives

3-minute read

• 22nd November 2021

Writing a research paper, thesis, or dissertation ? If so, you’ll want to state your research objectives in the introduction of your paper to make it clear to your readers what you’re trying to accomplish. But how do you write effective research objectives? In this post, we’ll look at two key topics to help you do this:

• How to use your research aims as a basis for developing objectives.
• How to use SMART criteria to refine your research objectives.

For more advice on how to write strong research objectives, see below.

Research Aims and Objectives

There is an important difference between research aims and research objectives:

• A research aim defines the main purpose of your research. As such, you can think of your research aim as answering the question “What are you doing?”
• Research objectives (as most studies will have more than one) are the steps you will take to fulfil your aims. As such, your objectives should answer the question “How are you conducting your research?”

For instance, an example research aim could be:

This study will investigate the link between dehydration and the incidence of urinary tract infections (UTIs) in intensive care patients in Australia.

To develop a set of research objectives, you would then break down the various steps involved in meeting said aim. For example:

This study will investigate the link between dehydration and the incidence of urinary tract infections (UTIs) in intensive care patients in Australia. To achieve this, the study objectives w ill include:

• Replicat ing a small Singaporean study into the role of dehydration in UTIs in hospital patients (Sepe, 2018) in a larger Australian cohort.
• Trialing the use of intravenous fluids for intensive care patients to prevent dehydration.
• Assessing the relationship between the age of patients and quantities of intravenous fluids needed to counter dehydration.

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Note that the objectives don’t go into any great detail here. The key is to briefly summarize each component of your study. You can save details for how you will conduct the research for the methodology section of your paper.

Make Your Research Objectives SMART

A great way to refine your research objectives is to use SMART criteria . Borrowed from the world of project management, there are many versions of this system. However, we’re going to focus on developing specific, measurable, achievable, relevant, and timebound objectives.

In other words, a good research objective should be all of the following:

• S pecific – Is the objective clear and well-defined?
• M easurable – How will you know when the objective has been achieved? Is there a way to measure the thing you’re seeking to do?
• A chievable – Do you have the support and resources necessary to undertake this action? Are you being overly ambitious with this objective?
• R elevant – Is this objective vital for fulfilling your research aim?
• T imebound – Can this action be realistically undertaken in the time you have?

If you follow this system, your research objectives will be much stronger.

Expert Research Proofreading

Whatever your research aims and objectives, make sure to have your academic writing proofread by the experts!

Our academic editors can help you with research papers and proposals , as well as any other scholarly document you need checking. And this will help to ensure that your academic writing is always clear, concise, and precise.

Submit a free sample document today to trial our services and find out more.

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How to Write Objectives | A Step-to-step Guide | 2024 Updates

Astrid Tran • 22 April, 2024 • 9 min read

Objectives are needed for every aspect of life, work and education. 

Whether you are setting objectives for academic research, teaching and learning, courses and training, personal development, professional growth, a project, or more, having clear objectives like having a compass to help you stay on track.

So, how to write objectives? Check out this article to get a complete guide on writing realistic and impactful objectives.

Table of Contents

How to write objectives of a project

How to write objectives for a presentation, how to write objectives for lesson plan, how to write objectives for a research, how to write objectives for personal growth.

More tips on how to write objectives

Frequently Asked Questions

Project objectives often focus on tangible results, such as completing specific tasks, delivering products, or achieving certain milestones within a defined timeframe. 

Writing project objectives should follow these principles:

Start early : It is important to set your project objectives at the beginning of your project to avoid unexpected situations and employees misunderstanding. 

Changes : Project objectives can be determined to address challenges of previous projects experience and seek to minimize potential risks prior to the project begins.

Achievement : An objective of a project should mention what success is. Different success is measured by specific and measurable objectives. 

OKR : OKR stands for “objectives and key results,” a managerial model that aims to set goals and identify metrics to measure progress. Objectives are your destination, while key results contribute to the path that will get you there. 

Focus : Different project objectives might consist of related issues such as:

• Customer satisfaction
• Turnover and Retention
• Sales and Revenue
• Return on investment (ROI)
• Sustainability
• Productivity

For example : 

• The goal of the campaign is to improve the traffic by 15% before the end of the first quarter. 
• This project aims to produce 5,000 units of products in the next three months.
• Add five new methods for clients to seek the feedback form in-product within the next three months.
• Increase click through rate (CTR) engagement on email by 20% by the end of the second quarter.

Presentation objectives outline what you intend to accomplish with your presentation, which might involve informing, persuading, educating, or inspiring your audience. They guide the content creation process and shape how you engage your listeners during the presentation.

When it comes to writing presentation objectives, there are some notes to look at:

The questions “Why” : To write a good presentation objective, start with answering why questions, such as Why is this presentation important to your audience? Why should people invest time and money to attend this presentation? Why is your content important to the organization?

What do you want the audience to know, feel and do ? Another important of writing objectives for a presentation is considering the comprehensive impact your presentation has on the audience. This pertains to the informational, emotional, and actionable aspect.

Rule of three : When you write your objectives in your PPT, don’t forget to express no more than three key points per slide. 

Some examples of objectives: 

• Ensure the managers understand that without additional funding of $10,000, the project will fail.
• Get commitment from the director of sales to a three-tier pricing proposal for customer Prime.
• Get the audience to commit to reducing their personal plastic usage by signing a pledge to avoid single-use plastics for at least a week.
• Participants will feel empowered and confident about managing their finances, replacing financial anxiety with a sense of control and informed decision-making.

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Learning objectives, often used in education and training, specify what learners are expected to gain from a learning experience. These objectives are written to guide curriculum development, instructional design, and assessment.

A guide on writing an objective for learning and lesson plan described as follows:

Learning objectives verbs : There is no better way to have learning objectives start with measurable verbs collected by Benjamin Bloom based on level of cognition.

• Knowledge level: tell, uncover, show, state, define, name, write, recall,…
• Comprehension level: indicate, illustrate, represent, formulate, explain, classify, translate,…
• Application level: perform, make a chart, put into action, build, report, employ, draw, adapt, apply,…
• Analysis Level: analyze, study, combine, separate, categorize, detect, examine,…
• Synthesis Level: integrate, conclude, adapt, compose, construct, create, design,…
• Evaluation Level: evaluate, interpret, decide, solve, rate, appraise, verify,…

Student-centered : Objectives should reflect the unique aspirations, strengths and weaknesses of each student, emphasize what students will know or be able to do, not what you will teach or cover. 

Learning Objective Examples:

• To recognize the power of different types of language
• By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
• By the end of this course, students will be able to identify their own position on the political spectrum.

The purpose of research objectives is congruent with research study outcomes.They articulate the purpose of the research, what the researcher intends to investigate, and the expected outcomes.

There are severals principles to follow to ensure a well-written research objectives:

Academic language : It is important to note that research writing is strict on the use of language. It is held to a high standard of clarity, precision, and formality.

Avoid using first-person references to state the objectives. Replace “I will” with neutral phrasing that emphasizes the research’s intention. Avoid emotional language, personal opinions, or subjective judgments.

Pinpoint the Focus : Your research objectives should clearly articulate what your study aims to investigate, analyze, or uncover.

Specify the Scope : Outline the boundaries of your research by specifying the scope. Clearly delineate what aspects or variables will be examined, and what will not be addressed.

Maintain Consistency with Research Questions : Ensure your research objectives align with your research questions.

Frequently used phrases in research objectives

• …contribute to the knowledge of…
• …search for…
• Our study will also document….
• The primary objective is to integrate…
• The purposes of this research include:
• We attempt to…
• We formulated these objective based on
• This study searches for
• The second gold is to test

Objectives for personal growth often focus on individual improvement on skills, knowledge, well-being, and overall development.

Personal growth objectives encompass various aspects of life, including emotional, intellectual, physical, and interpersonal dimensions. They serve as roadmaps for continuous learning, growth, and self-awareness.

• Read one non-fiction book each month to expand knowledge in areas of personal interest.
• Incorporate regular exercise into the routine by walking or jogging for at least 30 minutes five times a week.

Tips to write objectives for personal growth from AhaSlides.

💡 Development Goals For Work: A Step-By-Step Guide For Beginners with Examples

💡 What is Personal Growth? Set Up Personal Goals For Work | Updated in 2023

💡 Work Goals Examples For Evaluation with +5 Steps To Create in 2023

How to write objectives in general? Here are common tips for setting objectives of any field.

#1. Be concise and straightforward

Keep the words as simple and straightforward as much as possible. It is much better to remove unnecessary or ambiguous words that might lead to misunderstanding.

#2. Keep your number of objectives limited

Don’t confuse your learners or readers with too many objectives. Concentrating on a few key objectives can effectively maintain focus and clarity and prevent overwhelming. 

#3. Use action verbs

You can start each objective with one of the following measurable verbs: Describe, Explain, Identify, Discuss, Compare, Define, Differentiate, List, and more.

#4. Be SMART

SMART objectives framework can be defined with specific, measurable, achievable, relevant, and time-bound. These objectives are clearer and easier to understand and achieve.

⭐ Want more inspiration? Check out AhaSlides to explore the innovative way to get presentations and lesson engaging and fun!

What are the 3 parts of an objective?

According to Mager (1997), objective statements contain three parts: behavior (or, performance), conditions, and criteria.

What are the 4 elements of a well-written objective?

The four elements of an objective are Audience, Behavior, Condition, and Degree, called A-B-C-D method. They are used to identify what a student is expected to know and how to test them.

What are the 4 components of objective writing?

There are four components of an objective include: (1) the action verb, (2) conditions, (3) standard, and (4) the intended audience (always the students)

Ref: Indeed | Batchwood | 

Astrid Tran

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More from AhaSlides

Part 1: The Basics of Lesson Planning

How to: writing objectives.

• Before beginning this section, be sure to read this section:  Foundational Understanding: Learning Standards and Foundational Understanding: DOK .

The Five rules of writing objectives

Rule #1: All objectives are one sentence long and start with “The student will…” or “The learner will…”

Rule #2 : All objectives contain one Bloom’s Taxonomy verb. Bloom’s Taxonomy verbs are necessary for an objective. It allows for the objective to be assessed. This resource offers a good overview of how Bloom’s Taxonomy verbs work.

Rule #3 : The objective needs to be tied to a state standard.

Rule #4 : The objective needs to indicate a DOK level.

Rule #5 : An objective should typically have one topic. It is always better to make two separate objectives rather than one objective that will measure two things.

Anatomy of an Objective

Locating the Mississippi State Standards

The State of Mississippi has  content standards for every subject and grade level . They are called “College and Career Readiness Standards” and are aligned with Common Core. For the main subject areas (math, science, social studies, and English) there is an app that can be downloaded to a smart phone ( click here for Android ;  click here for Apple ).

Writing Objectives, Step by Step

Step 1: write “the student will…”, step 2: find a state standard you wish to cover with the objective..

Add the short-hand abbreviation to the end of the objective. For example, let’s say you are teaching Geometry, and want to use standard “G-GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.” This standard covers several shapes, so our objective will need to be a little more specific. Since the objective will be tied to the standard, we would add “G-GMD.3” to the very end of the objective.

At this point, your objective should look something like “ The student will…(G-GMD.3) ”

Step 3: Choose a Bloom’s Taxonomy verb.

Continuing with the geometry example, this topic lends itself to students applying a formula to solve a problem. Therefore, it makes sense to pull a verb from the “apply” category. In this case, there are several potential verbs: solve, implement, use, compute , and apply . For the sake of this example, the Bloom’s Taxonomy verb solve will be used.

At this point, your objective should look something like “ The student will solve… (G-GMD.3) ”

Step 4: Decide on the topic covered.

Be as specific and direct as you can. In this case, the word “problems” and “pyramids” will be pulled straight from the state standard.

At this point, your objective should look something like “ The student will solve word problems using the volume formula for pyramids. (G-GMD.3) ”

Step 5: Add the appropriate DOK level.

Add the appropriate DOK level based on the charts from that section. In this case, students are applying a formula (what could be considered a “skill”) to find an answer. Therefore, this objective would fall into a DOK 2 because students are “applying skills and concepts.”

Now, your finished objective should look as follows: “ The student will solve word problems using the volume formula for pyramids. (DOK 2) (G-GMD.3) ”

Other thoughts

The objective writing process requires you to consider at least two other questions: “What do the students already know?” and “What objectives support and/or complement this objective?”

What do the students already know?

The objective written above assumes that students are already familiar with the volume formula for pyramids. However, if they have never been exposed to this formula, we will need to teach the students that before we attempt this objective. Gaining an understanding of what students know is part of the assessment process, which will be covered in that section of this text.

“What objectives support and/or complement this objective?”

This objective covers pyramids, but there are other shapes mentioned in the standard. Please resist the temptation to cover an entire standard in one objective. Remember, an objective should typically have only one verb and one topic. If one were teaching a series of lessons or a unit, It makes sense that we would have other objectives like the following:

The student will solve word problems using the volume formula for cylinders. (DOK 2) (G-GMD.3) The student will solve word problems using the volume formula for cones. (DOK 2) (G-GMD.3) The student will solve word problems using the volume formula for spheres. (DOK 2) (G-GMD.3)

In addition, notice the objectives have students looking at word problems. There is the possibility that English Language Arts (ELA) objectives might come into play for these lessons. This will be covered in more detail in the cross-curricular section of this text.

Writing Course Goals/Learning Outcomes and Learning Objectives

The goal is where we want to be. The objectives are the steps needed to get there. As seen in this flow chart, the outcome and the learning objectives connect you with (and among) your students, the course content, assignments, and your teaching approach.

Example Learning Objectives

Upon completion of the unit on plant growth and development students will be able to:

• List the five most common plant growth hormones
• Describe the relationship between carbon dioxide level and photosynthesis
• Illustrate the transpiration stream in a corn plant

It is easy to measure each of the objectives.

Either the student has or has not accomplished each one. These measurable objectives can then be used as the basis for your grading or another type of student assessment. For example, based on the first learning objective above, if a student is able to list all 5 plant hormones they earn 100% for the assignment if they can only list 4 plant hormones they earn 90%, and so on.

Bloom’s Taxonomy as a Framework for Writing Learning Objectives

Developing a basic understanding of Bloom’s Taxonomy (Bloom et al., 1956) is a good place to start as you begin writing learning objectives.

Bloom’s Taxonomy in a nutshell: In the late 1940s a group of educators began classifying educational goals and objectives. The intent was to develop a classification system for three domains: the cognitive (mental skills or knowledge), the affective (feelings and emotional skills or attitude), and the psychomotor (manual or physical skills). The work that resulted in the cognitive domain was completed in 1956 and is commonly referred to as Bloom’s Taxonomy of the Cognitive Domain ( Bloom et al., 1956).

The major concept of the taxonomy is that educational objectives can be arranged in a hierarchy that moves from less to more complex levels of knowledge. The levels are successive; one level must be mastered before the next level can be reached.

The original levels published by Bloom et al. (1956) were ordered as follows:  Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

In 2001 Anderson and Krathwohl published a  revised version of Bloom’s Taxonomy  that reflected what has been learned in the forty or so years since it was first published. In summary, the changes reflect more outcome-focused modern education objectives and include switching the names of the levels from nouns to active verbs. The two highest levels have also been changed with the pinnacle level now being ‘create’.  The revised levels are: Remember, Understand, Apply, Analyze, Evaluate and Create. View CELT’s Revised Bloom’s Taxonomy page.

Applying Bloom’s Taxonomy to Learning Objectives

Effective learning objectives need to be observable and/or measurable, and using action verbs is a way to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measurable than vague or passive verbs such as “understand” or  “be aware of”. As you design your course focus on creating clear learning objectives and then use these objectives to guide class assignments, exams, and overall course assessment questions.

Action Verbs

Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in writing learning objectives, assignment objectives, and exam questions.

Choose Describe Define Label List Locate Match Memorize Name Omit Recite Select State Count Draw Outline Point Quote Recall Recognize Repeat Reproduce

Classify Defend Demonstrate Distinguish Explain Express Extend Give Examples Illustrate Indicate Interrelate Interpret Infer Match Paraphrase Represent Restate Rewrite Select Show Summarize Tell Translate Associate Compute Convert Discuss Estimate Extrapolate Generalize Predict

Choose Dramatize Explain Generalize Judge Organize Paint Prepare Produce Select Show Sketch Solve Use Add Calculate Change Classify Complete Compute Discover Divide Examine Graph Interpolate Manipulate Modify Operate Subtract

Categorize Classify Compare Differentiate Distinguish Identify Infer Point out Select Subdivide Survey Arrange Breakdown Combine Detect Diagram Discriminate Illustrate Outline Point out Separate

Appraise Judge Criticize Defend Compare Assess Conclude Contrast Critique Determine Grade Justify Measure Rank Rate Support Test

Combine Compose Construct Design Develop Formulate Hypothesize Invent Make Originate Organize Plan Produce Role Play Drive Devise Generate Integrate Prescribe Propose Reconstruct Revise Rewrite Transform

View the  interactive model of learning objectives  which shows the relationship between the knowledge dimension and the cognitive process dimension .

Download and review Bloom’s Digital Taxonomy on this website

Content on sample learning objectives adapted from: Center for Teaching, Learning and Technology, Washington State University (2013).

Anderson, L.W., & Krathwohl (Eds.). (2001).  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . Longman.

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956).  Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . Longmans, Green.

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Home » Blog » Learning Objectives: How to Write, Types and Examples

Learning Objectives: How to Write, Types and Examples

For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.

Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.

As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.

In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.

What are Learning Objectives?

Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.

Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.

In simple terms, learning objectives:

• Outline what students should be able to do after completing the lesson
• Provide a shared understanding of the topics covered in a course or lesson
• Help teachers plan and assess learning activities
• Allow administrators to monitor student progress
• Make it easier for students to review key material

Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.

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What’s the difference between a learning objective and a learning outcome.

Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.

However, there is an essential distinction between the two.

A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.

For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”

The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.

Benefits of Well-Written Learning Objectives

Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.

There is a wide range of material benefits associated with creating and leveraging learning objectives, including:

Improved lesson and course planning

A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.

Improved assessment

Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.

Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.

Improved student understanding

Clear learning objectives are helpful for students in a number of ways.

For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.

Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.

Increased student engagement

Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.

When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.

Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.

More effective communication between teachers, students, and administrators

A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.

Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.

Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.

A better focus on the topics covered in a given course or lesson

Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.

Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.

By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.

Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.

How to Write Effective Learning Objectives

While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.

Let’s take a look at some tips to help you craft practical learning objectives:

Understanding the ABCD Model

The ABCD model provides a foundation for creating effective learning objectives.

The ABCD stands for:

The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.

For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.

The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.

This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.

The type of behaviour should be specific and clearly defined in order for it to be effectively measured.

The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.

For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).

The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.

The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.

This can include anything from basic understanding to complete mastery of the topic in question.

The degree should be clearly specified so that it can be effectively measured when assessing student performance.

Putting it all together

In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.

Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.

Breaking Down the Process

To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:

Identify your audience

When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.

Specify desired learner behaviour

Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.

Determine the conditions and constraints

The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.

It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.

Define the degree of success desired

Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.

By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.

The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.

Taking a step-by-step process

By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.

Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.

To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.

Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.

Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.

By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.

Types of Learning Objectives

There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.

Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.

Knowledge-based Objectives

Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.

This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.

A good example of a knowledge-based objective would be:

“The learner will be able to explain the process of photosynthesis in at least three sentences.”

Skill-based Objectives

Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.

This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.

A good example of a skill-based objective would be:

“The learner will be able to apply the principles of photosynthesis to solve a problem.”

Attitude-based Objectives

Attitude-based objectives are used to assess the learner’s attitude towards the concept.

This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.

A good example of an attitude-based objective would be:

“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”

Learning Objectives Examples

To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.

Knowledge-Based Objectives Examples

“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”

“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Skill-Based Objectives Examples

“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”

“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “

Attitude-Based Objectives Examples

“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”

“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”

Best Practices for Writing Learning Objectives

While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.

By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.

Make your Objectives Specific and Measurable

Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.

Use Action Verbs

Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.

Action verbs include:

• Understand • Identify • Demonstrate • Apply

Consider the Level of Difficulty

Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.

Align objectives with the overall learning goals

Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.

Turning Learning Objectives into Training Objectives

While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.

Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.

The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.

Some strategies for turning objectives into training objectives include:

• Focus on how to effectively apply the knowledge or skills acquired from the learning activity.
• Consider how best to facilitate the transfer of this knowledge or skill so that learners can use it in their professional lives. Make sure the objective is measurable and achievable.

An example of a training objective derived from a learning objective is:

Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”

Developing content and assessments that align with objectives

The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.

Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.

When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.

By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.

Assessing and Evaluating Learning Objectives

Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.

Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.

On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.

By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.

Measuring Learning Objectives

The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.

As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.

Other methods for measuring learning objectives include:

• Pre- and Post-Tests: This involves administering a test or quiz before and after the lesson to measure how much the learners have learned.
• Self-Assessments: Ask learners to reflect on what they have learned at the end of each lesson or session.
• Observation: An observer can be used to watch a learning activity and provide feedback on how well learners are performing.
• Projects: Ask learners to create a project or product at the end of the lesson that demonstrates their understanding of the material.

By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.

Final Thoughts

Learning objectives are essential for any educational or training setting.

By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.

Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.

Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.

With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.

If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

Contact us today to find out how we can help you achieve your educational goals.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 11 October, 2023

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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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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:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

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.

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Tone in Writing: 42 Examples of Tone For All Types of Writing

by Joe Bunting | 0 comments

What is tone in writing and why does it matter?

Tone is key for all communication. Think of the mother telling her disrespectful child, “Watch your tone, young man.” Or the sarcastic, humorous tone of a comedian performing stand up. Or the awe filled way people speak about their favorite musician, author, or actor. Or the careful, soft tones that people use with each other when they first fall in love.

Tone  is  communication, sometimes more than the words being used themselves.

So then how do you use tone in writing, and how does tone influence the meaning of a writing piece?

In this article, you'll learn everything you need to know about how to use tone in all types of writing, from creative writing to academic and even business writing. You'll learn what tone actually  is  in writing and how it's conveyed. You'll learn the forty-two types of tone in writing, plus even have a chance to test your tone recognition with a practice exercise. 

Ready to become a tone master? Let's get started.

Why You Should Listen To Me?

I've been a professional writer for more than a decade, writing in various different formats and styles. I've written formal nonfiction books, descriptive novels, humorous memoir chapters, and conversational but informative online articles (like this one!).

Which is all to say, I earn a living in part by matching the right tone to each type of writing I work on. I hope you find the tips on tone below useful!

Table of Contents

Definition of Tone in Writing Why Tone Matters in Writing 42 Types of Tone Plus Tone Examples How to Choose the Right Tone for Your Writing Piece Tone Writing Identification Exercise Tone Vs. Voice in Writing The Role of Tone in Different Types of Writing

Tone in Creative Writing Tone in Academic Writing Tone in Business Writing Tone in Online Writing

Conclusion: How to Master Tone Practice Exercise

Definition of Tone in Writing

Examples of tone can be formal, informal, serious, humorous, sarcastic, optimistic, pessimistic, and many more (see below for all forty-two examples)

Why Does Tone Matter in Writing

I once saw a version of Shakespeare's  A Midsummer Night's Dream in which the dialogue had been completely translated into various Indian dialects, including Hindi, Urdu, Bengali, and more. And yet, despite not knowing any of those languages, I was amazed to find that I could follow the story perfectly, infinitely better than the average Shakespeare in the park play.

How could I understand the story so well despite the fact that it was in another language? In part, it was the skill of the actors and their body language. But one of the biggest ways that the actors communicated meaning was one thing.

Their tone of voice.

Tone is one of the most important ways we grasp the meaning of what someone is saying. If someone says, “I love you,” in an angry, sneering way, it doesn't matter what their words are saying, the meaning will be completely changed by their tone.

In the same way, tone is crucial in writing because it significantly influences how readers interpret and react to the text. Here are a few reasons why tone is important:

• Tone conveys feeling. The tone reflects the writer's attitude toward the subject and the audience, helping to shape readers' perceptions and emotional responses.
• Tone can help readers understand the meaning of the text. A well-chosen tone can clarify meaning, making it easier for readers to understand the writer's intent and message.
• Tone is engaging! As humans, we are designed to respond to emotion and feeling! Tone can help to engage or disengage readers. A relatable or compelling tone can draw readers in, while an off-putting tone can push them away.
• Tone sets the mood. Tone can set the mood or atmosphere of a piece of writing, influencing how readers feel as they go through the text.
• Tone persuades. In persuasive writing, tone plays a significant role in influencing how convincing or compelling your arguments are.
• Tone reflects professionalism. In professional or academic contexts, maintaining an appropriate tone is crucial to uphold the writer's authority.

42 Types of Tone in Writing Plus Examples of Tone

Tone is about feeling—the feeling of a writer toward the topic and audience. Which means that nearly any attitude or feeling can be a type of tone, not just the forty-two listed below.

However, you have to start somewhere, so here a list of common tones that can be used in writing, with an example for each type:

• Example : “Upon analysis of the data, it's evident that the proposed hypothesis is substantiated.”
• Example : “Hey folks, today we'll be chatting about the latest trends in tech.”
• Example : “The implications of climate change on our future generations cannot be overstated.”
• Example : “Why don't scientists trust atoms? Because they make up everything!”
• Example : “Oh great, another diet plan. Just what I needed!”
• Example : “Despite the setbacks, we remain confident in our ability to achieve our goals.”
• Example : “Given the declining economy, it's doubtful if small businesses can survive.”
• Example : “We must act now! Every moment we waste increases the danger.”
• Example : “The experiment concluded with the subject showing a 25% increase in performance.”
• Example : “I've always found the taste of coffee absolutely heavenly.”
• Example : “We owe our success to the ceaseless efforts of our esteemed team.”
• Example : “So much for their ‘revolutionary' product. It's as exciting as watching paint dry.”
• Example : “The film's plot was so predictable it felt like a tiresome déjà vu.”
• Example : “Every setback is a setup for a comeback. Believe in your potential.”
• Example : “A politician making promises? Now there's something new.”
• Example : “We must fight to protect our planet—it's the only home we have.”
• Example : “Whether it rains or shines tomorrow, it makes little difference to me.”
• Example : “As the doors creaked open, a chilling wind swept through the abandoned mansion.”
• Example : “She gazed at the fading photograph, lost in the echoes of a time long past.”
• Example : “The fire station caught on fire—it's almost poetic, isn't it?”
• Example : “I can understand how challenging this period has been for you.”
• Example : “His excuse for being late was as pathetic as it was predictable.”
• Example : “Our feline companion has gone to pursue interests in a different locale” (meaning: the cat ran away).
• Example : “Your report is due by 5 PM tomorrow, no exceptions.”
• Example : “So, you've got a hankering to learn about star constellations—well, you're in the right place!”
• Example : “She tiptoed down the dim hallway, every shadow pulsating with the mysteries of her childhood home.”
• Example : “With the approaching footsteps echoing in his ears, he quickly hid in the dark alcove, heart pounding.”
• Example : “His eyes were a stormy sea, and in their depths, she found an anchor for her love.”
• Example : “In the heart of the mystical forest, nestled between radiant will-o'-the-wisps, was a castle spun from dreams and starlight.”
• Example : “The quantum mechanical model posits that electrons reside in orbitals, probabilistic regions around the nucleus, rather than fixed paths.”
• Example : “When constructing a thesis statement, it's crucial to present a clear, concise argument that your paper will substantiate.”
• Example : “The juxtaposition of light and dark imagery in the novel serves to illustrate the dichotomy between knowledge and ignorance.”
• Example : “Upon deconstructing the narrative, one can discern the recurrent themes of loss and redemption.”
• Example : “One must remember, however, that the epistemological underpinnings of such an argument necessitate a comprehensive understanding of Kantian philosophy.”
• Example : “The ephemeral nature of existence prompts us to contemplate the purpose of our pursuits and the value of our accomplishments.”
• Example : “She left the room.”
• Example : “Global warming is a major issue that needs immediate attention.”
• Example : “Maybe she’ll come tomorrow, I thought, watching the cars pass by, headlights blurring in the rain—oh, to be somewhere else, anywhere, the beach maybe, sand between my toes, the smell of the sea…”
• Example : “In the quiet solitude of the night, I grappled with my fears, my hopes, my dreams—how little I understood myself.”
• Example : “The autumn leaves crunched underfoot, their vibrant hues of scarlet and gold painting a brilliant tapestry against the crisp, cerulean sky.”
• Example : “Looking back on my childhood, I see a time of joy and innocence, a time when the world was a playground of endless possibilities.”
• Example : “Gazing up at the star-studded sky, I was struck by a sense of awe; the universe's vast expanse dwarfed my existence, reducing me to a speck in the cosmic canvas.”
• Example : “His unwavering determination in the face of adversity serves as a shining beacon for us all, inspiring us to strive for our dreams, no matter the obstacles.”

Any others that we forgot? Leave a comment and let us know!

Remember, tone can shift within a piece of writing, and a writer can use more than one tone in a piece depending on their intent and the effect they want to create.

The tones used in storytelling are particularly broad and flexible, as they can shift and evolve according to the plot's developments and the characters' arcs.

​​How do you choose the right tone for your writing piece?

The tone of a piece of writing is significantly determined by its purpose, genre, and audience. Here's how these three factors play a role:

• Purpose: The main goal of your writing guides your tone. If you're trying to persuade someone, you might adopt a passionate, urgent, or even a formal tone, depending on the subject matter. If you're trying to entertain, a humorous, dramatic, or suspenseful tone could be suitable. For educating or informing, an objective, scholarly, or didactic tone may be appropriate.
• Genre: The type of writing also influences the tone. For instance, academic papers often require a formal, objective, or scholarly tone, while a personal blog post might be more informal and conversational. Similarly, a mystery novel would have a suspenseful tone, a romance novel a romantic or passionate tone, and a satirical essay might adopt an ironic or sarcastic tone.
• Audience: Understanding your audience is crucial in setting the right tone. Professional audiences may expect a formal or respectful tone, while a younger audience might appreciate a more conversational or even irreverent tone. Furthermore, if your audience is familiar with the topic, you can use a more specialized or cerebral tone. In contrast, for a general audience, a clear and straightforward tone might be better.

It's also worth mentioning that the tone can shift within a piece of writing. For example, a novel might mostly maintain a dramatic tone, but could have moments of humor or melancholy. Similarly, an academic paper could be mainly objective but might adopt a more urgent tone in the conclusion to emphasize the importance of the research findings.

In conclusion, to choose the right tone for your writing, consider the intent of your piece, the expectations of the genre, and the needs and preferences of your audience. And don't forget, maintaining a consistent tone is key to ensuring your message is received as intended.

How to Identify Tone in Writing

How do you identify the tone in various texts (or even in your own writing)? What are the key indicators that help you figure out what tone a writing piece is?

Identifying the tone in a piece of writing can be done by focusing on a few key elements:

• Word Choice (Diction): The language an author uses can give you strong clues about the tone. For instance, formal language with lots of technical terms suggests a formal or scholarly tone, while casual language with slang or contractions suggests an informal or conversational tone.
• Sentence Structure (Syntax): Longer, complex sentences often indicate a formal, scholarly, or descriptive tone. Shorter, simpler sentences can suggest a more direct, informal, or urgent tone.
• Punctuation: The use of punctuation can also impact tone. Exclamation marks may suggest excitement, urgency, or even anger. Question marks might indicate confusion, curiosity, or sarcasm. Ellipsis (…) can suggest suspense, uncertainty, or thoughtfulness.
• Figurative Language: The use of metaphors, similes, personification, and other literary devices can help set the tone. For instance, an abundance of colorful metaphors and similes could suggest a dramatic, romantic, or fantastical tone.
• Mood: The emotional atmosphere of the text can give clues to the tone. If the text creates a serious, somber mood, the tone is likely serious or melancholic. If the mood is light-hearted or amusing, the tone could be humorous or whimsical.
• Perspective or Point of View: First-person narratives often adopt a subjective, personal, or reflective tone. Third-person narratives can have a range of tones, but they might lean towards being more objective, descriptive, or dramatic.
• Content: The subject matter itself can often indicate the tone. A text about a tragic event is likely to have a serious, melancholic, or respectful tone. A text about a funny incident will probably have a humorous or light-hearted tone.

By carefully analyzing these elements, you can determine the tone of a text. In your own writing, you can use these indicators to check if you're maintaining the desired tone consistently throughout your work.

Tone Writing Exercise: Identify the tone in each of the following sentences

Let’s do a little writing exercise by identifying the tones of the following example sentences.

• “The participants in the study displayed a significant improvement in their cognitive abilities post intervention.”
• “Hey guys, just popping in to share some cool updates from our team!”
• “The consequences of climate change are dire and demand immediate attention from world leaders.”
• “I told my wife she should embrace her mistakes. She gave me a hug.”
• “Despite the challenges we've faced this year, I'm confident that brighter days are just around the corner.”
• “Given the state of the economy, it seems unlikely that we'll see any significant improvements in the near future.”
• “No mountain is too high to climb if you believe in your ability to reach the summit.”
• “As she stepped onto the cobblestone streets of the ancient city, the echoes of its rich history whispered in her ears.”
• “Oh, you're late again? What a surprise.”
• “The methodology of this research hinges upon a quantitative approach, using statistical analysis to derive meaningful insights from the collected data.”

Give them a try. I’ll share the answers at the end!

Tone Versus Voice in Writing

Tone and voice in writing are related but distinct concepts:

Voice is the unique writing style or personality of the writing that makes it distinct to a particular author. It's a combination of the author's syntax, word choice, rhythm, and other stylistic elements.

Voice tends to remain consistent across different works by the same author, much like how people have consistent speaking voices.

For example, the voice in Ernest Hemingway's work is often described as minimalist and straightforward, while the voice in Virginia Woolf's work is more stream-of-consciousness and introspective.

Tone , on the other hand, refers to the attitude or emotional qualities of the writing. It can change based on the subject matter, the intended audience, and the purpose of the writing.

In the same way that someone's tone of voice can change based on what they're talking about or who they're talking to, the tone of a piece of writing can vary. Using the earlier examples, a work by Hemingway might have a serious, intense tone, while a work by Woolf might have a reflective, introspective tone.

So, while an author's voice remains relatively consistent, the tone they use can change based on the context of the writing.

Tone and voice are two elements of writing that are closely related and often work hand in hand to create a writer's unique style. Here's how they can be used together:

• Consistency: A consistent voice gives your writing a distinctive personality, while a consistent tone helps to set the mood or attitude of your piece. Together, they create a uniform feel to your work that can make your writing instantly recognizable to your readers.
• Audience Engagement: Your voice can engage readers on a fundamental level by giving them a sense of who you are or the perspective from which you're writing. Your tone can then enhance this engagement by setting the mood, whether it's serious, humorous, formal, informal, etc., depending on your audience and the purpose of your writing.
• Clarity of Message: Your voice can express your unique perspective and values, while your tone can help convey your message clearly by fitting the context. For example, a serious tone in an academic research paper or a casual, friendly tone in a personal blog post helps your audience understand your purpose and message.
• Emotional Impact: Voice and tone together can create emotional resonance. A distinctive voice can make readers feel connected to you as a writer, while the tone can evoke specific emotions that align with your content. For example, a melancholic tone in a heartfelt narrative can elicit empathy from the reader, enhancing the emotional impact of your story.
• Versatility: While maintaining a consistent overall voice, you can adjust your tone according to the specific piece you're writing. This can show your versatility as a writer. For example, you may have a generally conversational voice but use a serious tone for an important topic and a humorous tone for a lighter topic.

Remember, your unique combination of voice and tone is part of what sets you apart as a writer. It's worth taking the time to explore and develop both.

The Role of Tone in Different Types of Writing

Just as different audiences require different tones of voice, so does your tone change depending on the audience of your writing. 

Tone in Creative Writing

Tone plays a crucial role in creative writing, shaping the reader's experience and influencing their emotional response to the work. Here are some considerations for how to use tone in creative writing:

• Create Atmosphere: Tone is a powerful tool for creating a specific atmosphere or mood in a story. For example, a suspenseful tone can create a sense of tension and anticipation, while a humorous tone can make a story feel light-hearted and entertaining.
• Character Development: The tone of a character's dialogue and thoughts can reveal a lot about their personality and emotional state. A character might speak in a sarcastic tone, revealing a cynical worldview, or their internal narrative might be melancholic, indicating feelings of sadness or regret.
• Plot Development: The tone can shift with the plot, reflecting changes in the story's circumstances. An initially optimistic tone might become increasingly desperate as a situation worsens, or a serious tone could give way to relief and joy when a conflict is resolved.
• Theme Expression: The overall tone of a story can reinforce its themes. For instance, a dark and somber tone could underscore themes of loss and grief, while a hopeful and inspirational tone could enhance themes of resilience and personal growth.
• Reader Engagement: A well-chosen tone can engage the reader's emotions, making them more invested in the story. A dramatic, high-stakes tone can keep readers on the edge of their seats, while a romantic, sentimental tone can make them swoon.
• Style and Voice: The tone is part of the writer's unique voice and style. The way you blend humor and seriousness, or the balance you strike between formal and informal language, can give your work a distinctive feel.

In creative writing, it's important to ensure that your tone is consistent, unless a change in tone is intentional and serves a specific purpose in your story. An inconsistent or shifting tone can be jarring and confusing for the reader. To check your tone, try reading your work aloud, as this can make shifts in tone more evident.

Tone in Academic Writing

In academic writing, the choice of tone is crucial as it helps to establish credibility and convey information in a clear, unambiguous manner. Here are some aspects to consider about tone in academic writing:

• Formal: Academic writing typically uses a formal tone, which means avoiding colloquialisms, slang, and casual language. This helps to maintain a level of professionalism and seriousness that is appropriate for scholarly work. For instance, instead of saying “experts think this is really bad,” a more formal phrasing would be, “scholars have identified significant concerns regarding this matter.”
• Objective: The tone in academic writing should usually be objective, rather than subjective. This means focusing on facts, evidence, and logical arguments rather than personal opinions or emotions. For example, instead of saying “I believe that climate change is a major issue,” an objective statement would be, “Research indicates that climate change poses substantial environmental risks.”
• Precise: Precision is crucial in academic writing, so the tone should be specific and direct. Avoid vague or ambiguous language that might confuse the reader or obscure the meaning of your argument. For example, instead of saying “several studies,” specify the exact number of studies or name the authors if relevant.
• Respectful: Even when critiquing other scholars' work, it's essential to maintain a respectful tone. This means avoiding harsh or judgmental language and focusing on the intellectual content of the argument rather than personal attacks.
• Unbiased: Strive for an unbiased tone by presenting multiple perspectives on the issue at hand, especially when it's a subject of debate in the field. This shows that you have a comprehensive understanding of the topic and that your conclusions are based on a balanced assessment of the evidence.
• Scholarly: A scholarly tone uses discipline-specific terminology and acknowledges existing research on the topic. However, it's also important to explain any complex or specialized terms for the benefit of readers who may not be familiar with them.

By choosing an appropriate tone, you can ensure that your academic writing is professional, credible, and accessible to your intended audience. Remember, the tone can subtly influence how your readers perceive your work and whether they find your arguments convincing.

Tone in Business Writing

In business writing, your tone should be professional, clear, and respectful. Here are some aspects to consider:

• Professional and Formal: Just like in academic writing, business writing typically uses a professional and formal tone. This ensures that the communication is taken seriously and maintains an air of professionalism. However, remember that “formal” doesn't necessarily mean “stiff” or “impersonal”—a little warmth can make your writing more engaging.
• Clear and Direct: Your tone should also be clear and direct. Ambiguity can lead to misunderstanding, which can have negative consequences in a business setting. Make sure your main points are obvious and not hidden in jargon or overly complex sentences.
• Respectful: Respect is crucial in business communication. Even when addressing difficult topics or delivering bad news, keep your tone courteous and considerate. This fosters a positive business relationship and shows that you value the other party.
• Concise: In the business world, time is often at a premium. Therefore, a concise tone—saying what you need to say as briefly as possible—is often appreciated. This is where the minimalist tone can shine.
• Persuasive: In many situations, such as a sales pitch or a negotiation, a persuasive tone is beneficial. This involves making your points convincingly, showing enthusiasm where appropriate, and using language that motivates the reader to act.
• Neutral: In situations where you're sharing information without trying to persuade or express an opinion, a neutral tone is best. For example, when writing a business report or summarizing meeting minutes, stick to the facts without letting personal bias influence your language.

By adapting your tone based on these guidelines and the specific context, you can ensure your business writing is effective and appropriate.

Tone in Online Writing

Online writing can vary greatly depending on the platform and purpose of the content. However, some common considerations for tone include:

• Conversational and Informal: Online readers often prefer a more conversational, informal tone that mimics everyday speech. This can make your writing feel more personal and relatable. Blogs, social media posts, and personal websites often employ this tone.
• Engaging and Enthusiastic: With so much content available online, an engaging and enthusiastic tone can help grab readers' attention and keep them interested. You can express your passion for a topic, ask questions, or use humor to make your writing more lively and engaging.
• Clear and Direct: Just like in business and academic writing, clarity is key in online writing. Whether you're writing a how-to article, a product description, or a blog post, make your points clearly and directly to help your readers understand your message.
• Descriptive and Vivid: Because online writing often involves storytelling or explaining complex ideas, a descriptive tone can be very effective. Use vivid language and sensory details to help readers visualize what you're talking about.
• Authoritative: If you're writing content that's meant to inform or educate, an authoritative tone can help establish your credibility. This involves demonstrating your knowledge and expertise on the topic, citing reliable sources, and presenting your information in a confident, professional manner.
• Optimistic and Inspirational: Particularly for motivational blogs, self-help articles, or other content meant to inspire, an optimistic tone can be very effective. This involves looking at the positive side of things, encouraging readers, and offering hope.

Remember, the best tone for online writing depends heavily on your audience, purpose, and platform. Always keep your readers in mind, and adapt your tone to suit their needs and expectations.

How to Master Tone

Tone isn't as hard as you think.

If you've ever said something with feeling in your voice or with a certain attitude, you know how it works.

And while mastering the word choice, syntax, and other techniques to use tone effectively can be tricky, just by choosing a tone, being aware of tone in your writing, and making a concerted effort to practice it will add depth and style to your writing, heightening both the meaning and your audiences enjoyment.

Remember, we all have tone. You just need to practice  using  it. Happy writing!

What tone do you find yourself using the most in your writing ? Let us know in the comments .

Here are two writing exercises for you to practice tone.

Exercise 1: Identify the Tone

Using the ten identification examples above, write out the tones for each of the examples. Then use this answer guide to check your work.

• Pessimistic
• Inspirational

How many did you get correctly? Let me know in the comments .

Exercise 2: Choose One Tone and Write

Choose one of the tones above, set a timer for fifteen minutes, then free write in that tone. 

When your time's up, post your practice in the Pro Practice Workshop (and if you’re not a member yet, you can join here ), and share feedback with a few other writers. 

Joe Bunting

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

Want best-seller coaching? Book Joe here.

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WSJ Bestselling author, founder of The Write Practice, and book coach with 14+ years experience. Joe Bunting specializes in working with Action, Adventure, Fantasy, Historical Fiction, How To, Literary Fiction, Memoir, Mystery, Nonfiction, Science Fiction, and Self Help books. Sound like a good fit for you?

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2024 Theses Doctoral

Writing My Way Through: (re)Storying a Writer/Writing Teacher’s Life

Benchimol, Judith

This dissertation journeys into the heart of narrative writing, exploring how personal stories shape the practices and identities of both students and instructors within academic writing instruction. At its core, it is an autoethnographic study that employs my own writing life as primary data to investigate the impact of narrative writing on teaching pedagogy. The research interrogates the traditional academic prioritization of objective, linear essay structures, questioning how such practices may obscure other legitimate forms of knowledge representation and identity construction within educational settings. Drawing from personal experiences of struggle within the constrictions of academic writing expectations, this work advocates for a narrative pedagogy. It recognizes storytelling as a rich, inclusive medium through which students can engage with texts and express complex understandings. By weaving in elements of motherhood, ancestry, and lived experience, the study underscores the need for a pedagogical shift towards recognizing the multiplicity of writer identities and the value of diverse narrative expressions.

• Education, Higher
• Creative writing (Higher education)--Study and teaching
• Personal narratives--American
• Autobiography--Study and teaching
• Ethnology--Study and teaching (Higher)

This item is currently under embargo. It will be available starting 2026-06-06.

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