essay writing paper of upsc

UPSC Essay Topic wise Question Papers of last 31 years (1993-2023) for Civil Services IAS/IPS Exam Free Download

In the UPSC mains examination, essay paper is worth 250 marks and three hours. Here is the topic wise questions from the earlier years for the benefit of civil service IAS IPS aspirants.

1.1 India Since Independence

1.2 federalism, decentralization, 1.3 administration, 1.4 judiciary, 1.5 poverty, social justice, 1.6 indian society, culture and values, 1.7 media, tv & cinema, literature, 2.1 growth vs development, 2.2 environment vs development, 2.4 sectors of economy, 3.1 values in education, 3.2 scheme implementation, 3.3 higher education, 4.1 character, honesty, ethics, 4.2 knowledge, 4.3 compassion, 4.4 truth and reality, 4.5 youth, discipline, 4.6 towards excellence, 5.1 @national politics, 5.2 @world / quote type, 5.3 empowerment overall, 5.4 compared to men, 6.1 globalization, 6.2 international org./ bilateral, 6.3 security, 6.4 history, 7.1 science and religion, 7.2 science and education, 7.3 computer and internet, 7.4 sci-tech: others, appendix: linear paper of upsc essay 2023, appendix: linear paper of upsc essay 2022, appendix: model answer pe free lecture & powerpoint, appendix: syllabus of essay paper in upsc, 1 india: democracy, administration, society, culture.

Is the Colonial mentality hindering India’s Success? -2013
In the context of Gandhiji’s views on the matter, explore, on an evolutionary scale, the terms ‘Swadhinata’, ‘Swaraj’ and ‘Dharmarajya’. Critically comment on their contemporary relevance to Indian democracy -2012
Dreams which should not let India sleep. -2015
Why should we be proud of being Indians? -2000
Whither Indian democracy? -1995
How far has democracy in India delivered the goods? -2003
What we have not learnt during fifty years of independence. -1997
What have we gained from our democratic set-up? -2001
My vision of India in 2001 a.d. -1993
Impact of the new economic measures on fiscal ties between the union and states in India. -2017
Water disputes between States in federal India. -2016
Cooperative federalism : Myth or reality. -2016
Creation of smaller states and the consequent administrative, economic and developmental implication -2011
Evaluation of panchayati raj system in India from the point of view of eradication of power to people. -2007
Water resources should be under the control of the central government. -2004
The language problem in India: its past, present and prospects. -1998
There are better practices to “best practices”. -2021
How should a civil servant conduct himself? -2003
Politics without ethics is a disaster. -1995
The VIP cult is a bane of Indian democracy -1996
Need for transparency in public administration -1996
The country’s need for a better disaster management system. -2000
Politics, bureaucracy and business – fatal triangle. -1994
We may brave human laws but cannot resist natural laws. -2017
Justice must reach the poor -2005
Judicial activism and Indian democracy. -2004
Judicial activism. -1997
A society that has more justice is a society that needs less charity. (- जिस समाज में अधिक न्याय होता है उस समाज को दान की कम आवश्यकता होती है।) – 2023
There can be no social justice without economic prosperity but economic prosperity without social justice is meaningless (बिना आर्थिक समृद्धि के सामाजिक न्याय नहीं हो सकता, किन्तु बिना सामाजिक न्याय के आर्थिक समृद्धि निरर्थक है ) -2020
Neglect of primary health care and education in India are reasons for its backwardness. -2019
The focus of health care is increasingly getting skewed towards the ‘haves’ of our society. -2009
Food security for sustainable national development -2005
Reservation, politics and empowerment. -1999
Culture is what we are, civilization is what we have (जो हम है, वह संस्कार; जो हमारे पास है, वह सभ्यता ) -2020
Indian culture today: a myth or a reality? -2000
Modernism and our traditional socio-ethical values. -2000
The composite culture of India. -1998
The Indian society at the crossroads. -1994
From traditional Indian philanthropy to the gates-buffet model-a natural progression or a paradigm shift? -2010
New cults and godmen: a threat to traditional religion -1996
Biased media is a real threat to Indian democracy. -2019
Responsibility of media in a democracy. -2002
Role of media in good governance -2008
Does Indian cinema shape our popular culture or merely reflect it? -2011
How has satellite television brought about cultural change in Indian mindsets? -2007
Is sting operation an invasion on privacy? -2014
Mass media and cultural invasion. -1999
The misinterpretation and misuse of freedom in India. -1998
Poets are the unacknowledged legislators of the world (कवि संसार के अनधिकृत रूप से विधायक होते हैं) – 2022

2 Economy, Development

Poverty anywhere is a threat to prosperity everywhere. -2018
Digital economy: A leveller or a source of economic inequality. -2016
Innovation is the key determinant of economic growth and social welfare. -2016
Near jobless growth in India: An anomaly or an outcome of economic reforms. -2016
Crisis faced in India – moral or economic. -2015
Was it the policy paralysis or the paralysis of implementation which slowed the growth of our country? -2014
GDP (Gross Domestic Product) along with GDH (Gross Domestic Happiness) would be the right indices for judging the wellbeing of a country-2013
Can capitalism bring inclusive growth? -2015
Resource management in the Indian context. -1999
Economic growth without distributive justice is bound to breed violence. -1993
Forests are the best case studies for economic excellence (आर्थिक समृद्धि हासिल करने के मामले में वन सर्वोत्तम प्रतिमान होते हैं।) – 2022
Alternative technologies for a climate change resilient India. -2018
Should a moratorium be imposed on all fresh mining in tribal areas of the country? -2010
Urbanisation and its hazards -2008
Protection of ecology and environment is essential for sustained economic development. -2006
Urbanization is a blessing in disguise. -1997
Ecological considerations need not hamper development. -1993
Globalization would finish small-scale industries in India. -2006
Multinational corporations – saviours or saboteurs -1994
Special economic zone: boon or bane -2008
Is the criticism that the ‘Public-Private-Partnership’ (PPP) model for development is more of a bane than a boon in the Indian context, justified ?-2012
Farming has lost the ability to be a source of subsistence for majority of farmers in India. -2017
BPO boom in India. -2007
Tourism: Can this be the next big thing for India? -2014
Are our traditional handicrafts doomed to a slow death? -2009

3 Education

Education is what remains after one has forgotten what one has learned in – school. (- शिक्षा वह है जो विद्यालय में विधालय में सीखी गई बातों को भूल जाने के बाद भी शेष रह जाती है।)
Destiny of a nation is shaped in its classrooms. -2017
Education without values, as useful as it is, seems rather to make a man more clever devil-2015
Independent thinking should be encouraged right form the childhood. -2007
Are the standardized tests good measure of academic ability or progress? -2014
Irrelevance of the classroom. -2001
Is the growing level of competition good for the youth? -2014
Literacy is growing very fast, but there is no corresponding growth in education. -1996
Is an egalitarian society possible by educating the masses ? -2008
What is real education? -2005
“Education for all” campaign in India: myth or reality. -2006
Restructuring of Indian education system. -1995
Privatization of higher education in India. -2002
Credit – based higher education system – status, opportunities and challenges -2011

4 Quote based, Philosophy, Ethics

A smile is the chosen vehicle for all ambiguities (हर असमंजस के लिए मुस्कराहट ही चुनिन्दा साधन है) – 2022
Philosophy of wantlessness is a Utopian, while materialism is a chimera. -2021
Your perception of me is a reflection of you; my reaction to you is an awareness of me. -2021
Simplicity is the ultimate sophistication (सरलता चरम परिष्करण है ) -2020
Ships don’t sink because of water around them ships sink because of water that gets into them (जहाज अपने चारों तरफ के पानी के वजह से नहीं डूबा करते, जहाज पानी के अंदर समां जाने की वजह से डूबता हैं ) -2020
Life is a long journey between being human and being humane. (मनुष्य होने और मानव बनने के बीच का लम्बा सफर ही जीवन है)-2020
Values are not what humanity is, but what humanity ought to be -2019
Best for an individual is not necessarily best for the society -2019
Courage to accept and dedication to improve are two keys to success -2019
Wisdom finds truth -2019
A people that values its privileges above its principles loses both. -2018
Customary morality cannot be a guide to modem file. -2018
Need brings greed, if greed increases it spoils breed. -2016
Character of an institution is reflected in its leader. -2015
With greater power comes greater responsibility. -2014
Words are sharper than the two-edged sword. -2014
Attitude makes, habit makes character and character makes a man. -2007
He would reigns within himself and folds his passions and desires and fears is more than a king. -1993
Thinking is like a game, it does not begin unless there is an opposite team. (- सोच एक खेल की तरह है, यह तब तक शुरू नहीं होता है जब तक कि एक विपरीत टीम/पक्ष न हो।) – 2023
Mathematics is the music of reason. (- गणित ज्ञान का संगीत है।) – 2023
The real is rational and the rational is real. -2021
Mindful manifesto is the catalyst to a tranquil self (विचारपरक संकल्प स्वयं के शांतचित्त रहने का उत्प्रेरक है )-2020
‘The past’ is a permanent dimension of human consciousness and values. -2018
A good life is one inspired by love and guided by knowledge. -2018
There is nothing either good or bad but thinking makes it so. -2003
Disinterested intellectual curiosity is the lifeblood of civilisation. -1995
Joy is the simplest form of gratitude. -2017
Compassion is the basic of all morality of the world -1993
Lending hands to someone is better than giving a dole. -2015
Be the change you want to see in others (Gandhi)-2013
Just because you have a choice, it does not mean that any of them has to be right (केवल इसलिए कि आपके पास विकल्प हैं, इसका यह अर्थ कदापि नहीं है कि उनमें से किसी को भी ठीक होना ही होगा) – 2022
Reality does not conform to the ideal, but confirms it. -2018
Truth is lived, not taught -1996
When money speaks, the truth is silent. -1995
Search for truth can only be a spiritual problem. -2002
The time to repair the roof is when the sun is shining (छप्पर मरम्मत करने का समय तभी होता है, जब धूप खिली हुई हो) – 2022
You cannot step twice in the same river (आप उसी नदी में दोबारा नहीं उतर सकते) – 2022
Discipline means success, anarchy means ruin -2008
Youth is a blunder, manhood a struggle, old age a regret -1994
If youth knew, if age could. -2002
Youth culture today. -1999
Fifty Golds in Olympics: Can this be a reality for India? -2014
Visionary decision-making happens at the intersection of intuition and logic. (- दूरदर्शी निर्णय तभी लिए जाते है अंतर्ज्ञान और तर्क का परस्पर मेल होता है।) – 2023
Not all who wander are lost. (- भटकने वाले सभी गुम नहीं हो जाते।) – 2023
Inspiration for creativity springs from the effort to look for the magical in the mundane (- रचनात्मकता की प्रेरणा अलौकिक ता में चमत्कार ढूंढने के प्रयास से उपजति है) – 2023
A ship in harbour is safe, but that is not what ship is for (जहाज बन्दरगाह के भीतर सुरक्षित होता है, परन्तु इसके लिए तो वह होता नहीं है) – 2022
Quick but steady wins the race. -2015
Useless life is an early death. -1994
Our deeds determine us, as much as we determine our deeds. -1995
The paths of glory lead but to the grave. -2002
The pursuit of excellence. -2001

5 Women empowerment

Greater political power alone will not improve women’s plight. -1997
Women’s reservation bill would usher in empowerment for women in India. -2006
The new emerging women power: the ground realities. -1995
Hand that rocks the cradle rules the world. -2021
If women ruled the world -2005
The hand that rocks the cradle -2005
Patriarchy is the least noticed yet the most significant structure of social inequality (पितृ-सत्ता की व्यवस्था नजर मैं बहुत काम आने के बावजूद सामाजिक विषमता की सबसे प्रभावी संरचना है) -2020
Fulfilment of ‘new woman’ in India is a myth. -2017
If development is not engendered, it is endangered. -2016
Whither women’s emancipation? -2004
Empowerment alone cannot help our women. -2001
Women empowerment: challenges and prospects. -1999
Woman is god’s best creation. -1998
Men have failed: let women take over. -1993
Managing work and home – is the Indian working woman getting a fair deal ?-2012

6 International issues, Internal Security, History

South Asian societies are woven not around the state, but around their plural cultures and plural identities. -2019
Modernisation and westernisation are not identical concepts. -1994
‘globalization’ vs. ‘nationalism’ -2009
National identity and patriotism -2008
Globalizations and its impact on Indian culture. -2004
The masks of new imperialism. -2003
As civilization advances culture declines. -2003
The implications of globalization for India. -2000
My vision of an ideal world order. -2001
India’s contribution to world wisdom. -1998
The world of the twenty-first century. -1998
Preparedness of our society for India’s global leadership role. -2010
Technology as the silent factor in international relations (अंतर्राष्ट्रीय संबंधों मैं मौन करक के रूप मैं प्रौद्योगिकी) -2020
Has the Non-Alignment Movement (NAM) lost its relevance in a multipolar world ? -2017
Restructuring of UNO reflect present realities -1996
The global order: political and economic -1993
India’s role in promoting ASEAN co-operation. -2004
Importance of Indo-US nuclear agreement -2006
Management of Indian border dispute is a complex task. -2018
In the Indian context , both human intelligence and technical intelligence are crucial in combating terrorism -2011
Are we a ‘soft’ state ? -2009
Good fences make good neighbours -2009
Is autonomy the best answer to combat balkanization? -2007
Terrorism and world peace -2005
True religion cannot be misused. -1997
History repeats itself, first as tragedy, second as farce. -2021
Geography may remain the same ; history need not. -2010

7 Science-Technology

Spirituality and scientific temper. -2003
Science and Mysticism : Are they compatible ?-2012
What is research, but a blind date with knowledge! -2021
Modern technological education and human values. -2002
Value-based science and education. -1999
The march of science and the erosion of human values. -2001
The process of self-discovery has now been technologically outsourced. -2021
Rise of Artificial Intelligence: the threat of jobless future or better job opportunities through reskilling and upskilling. -2019
‘Social media’ is inherently a selfish medium. -2017
Cyberspace and Internet : Blessing or curse to the human civilization in the long run -2016
Increasing computerization would lead to the creation of a dehumanized society. -2006
The cyberworld: its charms and challenges. -2000
Computer: the harbinger of silent revolution. -1993
Technology cannot replace manpower. -2015
Science and technology is the panacea for the growth and security of the nation-2013
The modern doctor and his patients. -1997
The lure of space. -2004

Section-A (write any one)

Thinking is like a game, it does not begin unless there is an opposite team. (- सोच एक खेल की तरह है, यह तब तक शुरू नहीं होता है जब तक कि एक विपरीत टीम/पक्ष न हो।)
Visionary decision-making happens at the intersection of intuition and logic. (- दूरदर्शी निर्णय तभी लिए जाते है अंतर्ज्ञान और तर्क का परस्पर मेल होता है।)
Not all who wander are lost. (- भटकने वाले सभी गुम नहीं हो जाते।)
Inspiration for creativity springs from the effort to look for the magical in the mundane (- रचनात्मकता की प्रेरणा अलौकिक ता में चमत्कार ढूंढने के प्रयास से उपजति है)

Section-B (write any one)

Girls are weighed down by restrictions, boys with demands – two equally harmful disciplines. (-लड़कियां बंदिशों के तथा लड़के अपेक्षा के बोझ तले दबे हुए होते हैं दोनों ही समान रूप से हानिकारक व्यवस्थाएं हैं।)
Mathematics is the music of reason. (- गणित ज्ञान का संगीत है।)
A society that has more justice is a society that needs less charity. (- जिस समाज में अधिक न्याय होता है उस समाज को दान की कम आवश्यकता होती है।)

Answer one-one essay from each section in 1000-1200 words

History is a series of victories won by the scientific man over the romantic man (इतिहास वैज्ञानिक मनुष्य के रूमानी मनुष्य पर विजय हासिल करने का एक सिलसिला है।) – 2022
A ship in harbour is safe, but that is not what ship is for (जहाज बन्दरगाह के भीतर सुरक्षित होता है, परन्तु इसके लिए तो वह होता नहीं है) & 2022
Just because you have a choice, it does not mean that any of them has to be right (केवल इसलिए कि आपके पास विकल्प हैं, इसका यह अर्थ कदापि नहीं है कि उनमें से किसी को भी ठीक होना ही होगा) – 2022

Year	Lectures	Powerpoint
2023	Free Lecture:	Free Powerpoint:
2022	Free Lecture:	Free Powerpoint:

Essay: Candidates may be required to write essays on multiple topics. They will be expected to keep closely to the subject of the essay to arrange their ideas in orderly fashion, and to write concisely. Credit will be given for effective and exact expression.

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Essay Writing

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How to Write a Perfect and Balanced Essay

“It is my ambition to say in ten sentences what others say in a whole book.” -- Friedrich Neitzsche

Essay writing is among those areas in UPSC IAS Exam that can be your savior and improve your marks significantly if worked efficiently. However lack of practice and rudimentary approach may also reduce your marks and jeopardize your chances of selection in Civil services exam . A well-developed approach and rigorous practice can significantly enhance your score in essay paper in UPSC mains Exam . But before delving into the techniques to write a perfect essay it is very important to understand what is an essay and what are its different organs?

What is an essay?

An Essay Writing is a focused, descriptive and analytical write up on any particular topic. But this is different in format and presentation from any other kind of write up on the same topic.
An essay is a tight write up which has a certain theme at its core and the write up is marked by its simplicity, lucidity, flow and orderliness.
It should generally avoid terse and unwieldy expressions, unnecessary exposition and excessive facts, especially numbers.
An essay is a write up that evolves from childhood to youth and thereafter to maturity.
An essay should generally reflect the perceptions, understanding, and stance/take of the writer, which may be supported by facts, quotes and findings of similar kinds.

Let's have a look on Vikram Grewal's Copy

For full copy click here

What an essay writing should not be....

It should not be a mere compilation of information or facts.
It should not be a long note.
It should not be a brief note.
It should not be a theoretical exposition.
It should not be a conglomeration of great ideas by great people.

What constitutes a good essay?

A good essay should have three distinct parts-

Introduction
Description

A good essay should be close to its subject or theme throughout the write up.

Essay Writing Strategy by Vikram Grewal (AIR 51, CSE 2018), A must watch session for more clarity.

A good essay should reflect...

Understanding of the writer
Thoroughness of the writer
Analytical capacity of the writer
Research and analytical capability of the writer
Reading habits of the writer

For Example:

Vikram Grewal's Copy, all the following things are considered by him:

Click Here for Full Copy

Essay needs a higher level of communication abilities viz..

Articulation
Effective expression
Logic, flow and rhythm
Right grammar

Brief for practicing essay writing – pre exam hall approach.

How to write a good Essay can be viewed sequentially, as if going through ten sequential steps in an essay writing process.

Research : Begin the essay writing process by researching your topic, making yourself an expert.Assuming you've been given a topic, or have narrowed it sufficiently down, your first task is to research this topic. You will not be able to write intelligently about a topic you know nothing about. To discover worthwhile insights, you'll have to do some patient reading and information gathering. Though IAS aspirants are hard pressed of time but don’t forget it is of 250 marks and highly neglected. It can be done through integration of your daily newspaper reading and through preparation of GS also. But you need some different strategy to do so.
Analysis : Now that you have a good knowledge base, start analyzing the arguments of the essays/articles you're reading. Clearly define the claims, write out the reasons, the evidence, etc. Look for weaknesses of logic, and also strengths. Learning how to write an essay begins by learning how to analyze essays written by others.

In case of analysis Vikram Grewal shows it perfectly: Here is a look

For Full Copy Click Here

3 .Brainstorming : Your essay will require insight of your own. Ask yourself a dozen questions and answer them. Meditate with a pen in your hand. Think and think until you come up with original insights to write about.

Thesis: Pick your best idea and pin it down in a clear assertion that you can write your entire essay around. Your thesis is your main point, summed up in a concise sentence that lets the reader know where you're going, and why. It's practically impossible to write a good essay without a clear thesis.
Outline: Sketch out your essay before straight away writing it out. Use one-line sentences to describe paragraphs, and bullet points to describe what each paragraph will contain. Play with the essay's order. Map out the structure of your argument, and make sure each paragraph is unified.
Introduction: Now sit down and write the essay. The introduction should grab the reader's attention, set up the issue, and lead in to your thesis. Your intro is merely a buildup of the issue, a stage of bringing your reader into the essay's argument.(Note: The title and first paragraph are probably the most important elements in your essay. This is an essay-writing point that doesn't always sink in within the context of the classroom. In the first paragraph you either hook the reader's interest or lose it.)
Paragraphs: Each individual paragraph should be focused on a single idea that supports your thesis. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay.
Conclusion: Gracefully exit your essay by making a quick wrap-up sentence, and then end on some memorable thought, perhaps a quotation, or an interesting twist of logic, or some call to action. Is there something you want the reader to walk away and do? Let him or her know exactly that.
Style: Format your essay according to the correct guidelines for citation. All borrowed ideas and quotations should be correctly cited in the body of your text, followed up with a Works Cited (references) page listing the details of your sources.
Language: You're not done writing your essay until you've polished your language by correcting the grammar, making sentences flow, incorporating rhythm, emphasis, adjusting the formality, giving it a level-headed tone, and making other intuitive edits. Proof read until it reads just how you want it to sound. Writing an essay can be tedious, but you don't want to bungle the hours of conceptual work you've put into writing your essay by leaving a few slippy misspellings and poorly worded phrases.

Steps to be followed during examination:

We must keep in mind that an essay writting in the examination hall is developed on the spot within a given time period, is something different from an essay written leisurely and with mature deliberation for a publication or for a prize competition.

A Candidate writing an essay for Civil Service Examination should keep in mind that he has to satisfy the examiner with regard to 3 things:

He has good ideas on given subject / chosen field.
He can arrange his ideas systematically.
He can express, and analyze his opinion correctly using good language.

Required Steps to create a rough sketch before actual writing :

Selection of suitable topic
Make an outline of your ideas
Write introduction points
Write main points of the body
Brief sketch about view, history, facts, illustrations, examples etc
Idea about critical discussions, pro and opposite views
Drawing a conclusion that clearly expresses your opinion and always end with a futuristic note

Selection of topic is the key for scoring in essay writing . Around 15 to 20 minutes can be spent on choosing best topic. we also needs to be sure about the flow of thought, rich facts and figures, history, analytical expression and all to be collectively rated high in the selected topic. It impacts your marks. Out of six topics consider each one independently in-depth your knowledge and presentation skills not in bird-eye-view manner.

Patience and perseverance must be maintained while selecting a topic and make it sure about excellence to present cogently.

Next step is outlining the selected topic by putting ideas in a separate page, in organized form by writing sub topics and important points to be covered in the essay. For this one can make use flow chart model or line chart or tabulation. Grouping of thoughts must in a way to categories the sub headings while writing the detailed essay. We can use 15 to 20 minutes for this task.

Then start with the introduction which can be a dialogue, quotation or anecdotes produces complete idea to the reader about the essay. A dialogue could be simply the pertinent fact that explicitly illustrates the point you are planning to make. An anecdote is stories that illustrate the point. Be sure your anecdote is short, precise and relevant to the topic.

Three problems that candidates face while writing an essay. They are:

Coherent arrangement
Expression Ideas

Essay Copy: Vikram Grewal(AIR 51, CSE 2018)

About the subject is nothing but knowledge that needs to be looked in different perspective, whether social, economical, political, religious, cultural, literary, national, and environmental. Candidate should think on different questions

What are definition / scope / history of the topic?
What can be said on particular subject from various perspectives?
What are positives / negatives?
Answers for different questions/dimensions
your thought for critical appraisal

Arrangement :

Arrangement of an essay means the contents with a definite structure to be framed. The structure must be exposed indirectly through the flow of writing with interlinking of sub topics and paragraphs explaining the scope meaning, description and discussion.

Illustration and quotations known can be presented lively aptly to increase the richness of the content. It is like the flavor added to the dishes to attract the reader to be perfectly relevant to the topic/ argument. If the Quotations exceed unnecessarily, it will disturb the quality of presentation. Interlinking of thoughts, comparison and contrasting viewpoints can be expressed only with the special reference to the application of thoughts.

Opinions and arguments with strong self explanatory sentences will reflect the candidates’ solid and clear understanding of the subjects.

Now you need to give the powerful and logical conclusion which is the consequence of everything discussed earlier. Conclusion brings the reader closure or summing up of points and also gives final perspective. It should not be rhetoric outburst. It must be balanced and free from prejudice. Mind it, give proper space to the conclusion. Don’t sump in haste.

Do s and Don’ts for that ‘killer’ 3 Hrs:

Read the title, understand the meaning and scope.
Think and comprehensive planning before start.
Effective, brief and strong words consist of good thoughts makes your essay best.
Avoid vague generalization, slang’s and colloquialism
Don’t try to present whatever you know on the subject.
In controversial topic discuss pros and cons dispassionately and give effective conclusion.
Length of essay is not fixed. But don’t be exhaustive. This time you may to write multiple essay
Never forget to read and revise the essay written before submission to examiner.

Verifying, please be patient.

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UPSC Essay Topics: Structure and Effective Writing Strategies

Crack the UPSC Essay Topics with insights on Paper, structure, and effective writing strategies. Exploring the exam format, marks distribution, and practice tips for success. Get a list of previously asked UPSC essay topics and expected themes for 2024. Boost your essay writing skills with valuable information on word limits, sections, and scoring.

Know about UPSC Essay Topics and Exam Structure

The Union Public Service Commission conducts Civil Services Exams every year which comprises three stages i.e Prelims, Mains, and the Interview. The Mains exam consists of multiple papers, with the first paper being the Essay paper. Every year UPSC mains essay papers have UPSC Essay Topics relevant to current scenarios. So, in this article, we will explore every aspect of the Essay paper and probable UPSC Essay Topics. Before going further let’s see the structure of the UPSC exam .

Marks Distribution of Mains examination: The 250-Mark Weightage of UPSC Essay Topics

Each UPSC Essay Topics of the main UPSC exam has an equal weight of 250 marks.
So, essay papers have a weight of 250 marks, and marks scored on the essay papers were considered for evaluation.

Structure of UPSC Essay Topics: Sections, Paper, and Scoring

Marks Distribution- The UPSC CSE Essay Paper in Mains Exam consists of two sections A and B with four UPSC Essay Topics each of 125 marks and a total of 250 (125×2) marks.
Word Limit- Candidates are given a choice to select a UPSC Essay Topics from each section and write about it in 1,000 to 2,000 words within the given time of three hours.

UPSC Essay Topics: Practice Strategies and Important Topics

Practicing for UPSC Essay Topics: Tackling Changing Topics with Practice
UPSC Essay topics of the UPSC mains exam change every year, so it becomes quite challenging for candidates to decide which UPSC Essay Topics they will face in the exam. It can be about things like how the economy is doing, how women can be stronger, art and culture, or how the media affects us. To make some predictions of UPSC Essay Topics from previous years question papers can be used.
It is a good idea to look at the essay questions from previous years to get an idea of what might be asked.
This will help candidates to practice writing essays and do well in the exam. With enough practice, candidates can excel in writing essays for the UPSC exam.
So here we will see the UPSC Essay Topics from the previous year’s question papers and will give a list of probable UPSC Essay Topics which can be asked in the coming exam.





	(Gross Domestic Product) along with GDH (Gross Domestic Happiness) would be the right indices for judging the wellbeing of a country. (2013)

Expected UPSC Essay Topics for Paper 2024: UPSC Essay Topics and Writing Skills

For better practice we are putting some expected questions on which candidates can write an UPSC Essay Topics to brush up their essay writing skill.



	: Transforming public service delivery.

Frequently Asked Questions

Do upsc essay topics get repeated, how many essay questions are asked in the upsc essay paper, what if the candidate exceeds the word limit of the essay paper, how can i write a good essay for upsc.

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Writing a good Essay in UPSC Mains, Explained by Anudeep Durishetty

ForumIAS announcing GS Foundation Program for UPSC CSE 2025-26 from 26th June. Click Here for more information.

Novelist Stephen King put it beautifully when he said, “I write to find out what I think.”

Writing is a window to your thought process. What you write on paper will tell the reader how you think, how you argue and the way you substantiate your viewpoint. This is why for most competitive examinations and academic entrance tests, essay is mandatory.

In the Civil Services Exam too, we have a paper worth 250 marks, equivalent to a General Studies paper. Despite its importance, essay paper often does not get the attention it deserves from aspirants. First timers think they will write an excellent essay in the final exam itself, whereas experienced aspirants believe that since they had already studied a ton for GS, it will alone be enough to write a good essay. This is a fatal miscalculation.

I was one of those who made these errors in the past, and it is not a coincidence that I scored only 100 in CSE 2015. But in 2017, I devoted adequate time to this paper. I collected useful quotes, prepared notes and even made rough essay drafts for frequently asked topics. All this effort in essay paper helped me score 155.

What follows is an elaborate post on how you should tackle the Essay paper. I’ve organised the content as follows:

What UPSC says about the essay paper

How and from where to prepare?

Improving language and expression

On subheadings and rough drafts
What you must avoid
How to write a powerful introduction?
Developing the content of an Essay

Substantiating your arguments

How to conclude an Essay
My notes, quote collection and sample essays

“Candidates may be required to write essays on multiple topics. They will be expected to keep closely to the subject of the essay, to arrange their ideas in an orderly fashion, and to write concisely . Credit will be given for effective and exact expression .”

Essay distinguishes itself from GS in the sense that in GS, marks will be awarded purely for content. But in essay, examiners will pay special attention to not just the content, but also the language, coherence and the way you organise your write-up.

So you must take adequate care to arrange your ideas properly and not commit any fundamental spelling or grammatical errors.

Most of the content you write in Essay will come from your GS preparation. Apart from this, the following sources will help:

Reading non-fiction helps you develop a matured thought process. Apart from imparting knowledge, they will also let you come across good figures of speech, art of argumentation, powerful rhetoric and unique content etc. For example, in an essay on Artificial Intelligence, I took arguments from Yuval Harari’s Homo Deus to argue that AI is an imminent threat to humanity. Or if you read Why Nations Fail, a book replete with examples, you will understand the importance of innovation, political and economic freedoms in propelling a nation forward. So my suggestion is, apart from UPSC related material, develop the hobby of reading non-fiction books. I do not mean to suggest that you should start reading one non-fiction book per topic to get good scores in Essay, but reading them occasionally in your free time will benefit you in the long run.
Referring to specific magazines: For certain topics, you can refer to specific issues of Yojana/EPW/Economic Survey etc. Example: for an essay on tribal issues or public health, you can go through specific issues of these magazines for getting the latest statistics (IMR, MMR, malnutrition levels etc) and also about the positives and criticisms of govt schemes in that sector.
Collecting good stories/anecdotes and quotes: Anecdotes, quotes and real life stories you see in newspapers and books which can be used in essay should be noted down. In most of my essays, I used to start with a relevant story or an anecdote that has the essay topic as its underlying theme. Apart from these, I also used a couple of quotes of eminent persons.

List of quotes, anecdotes I collected are available in the link at the end of this article.

Language in essay must be simple and clear with as little jargon as possible. If you want to use complex definitional terms such as, say, ‘Constitutionalism’ or ‘Sanskritisation’ please define it in sentence just before you use it. Examiner will also understand clearly what you want to convey. Clear writing is clear thinking. And that is what any reader looks for.

Keep your sentences short and powerful. Long, winding sentences makes it difficult to read and understand. If you tack on one clause after another through conjunctions, what you get is a bad sentence sprawl.

Example of a bad sentence sprawl:

At the end of World War 2, on the one hand, while capitalism was successfully championed by the nations in North America and Europe, on the other hand, it was USSR that put Communism at the forefront due to which there was an ideological clash between the the two superpowers which had led to proxy wars in various parts of the globe, a nuclear arms race and a rapid deterioration of the security of the world.

(By the time readers finish reading it, they will lose their breath and the point of the sentence)

So I had a simple rule: If you run out of your breath while reading a sentence, then probably you will have to break it into two.

Rewriting the aforementioned example after breaking it into two (which makes it much easier to read and comprehend):

After World War 2, while the North American and European nations championed capitalism, USSR put communism at the forefront. This ideological clash between the superpowers led to several proxy wars, a nuclear arms race and a rapid deterioration of world security.

There is no need to memorise complex words for writing a good essay. But an occasional use of a powerful word, or a good phrase definitely gives your write-up an edge.

Also, I believe that learning numerous words by rote will not make them stick in your brain for long. The best way to build your vocabulary is by reading non-fiction and English newspapers. While reading these, if you come across a good turn of phrase, or a word that you don’t recognise, please note it down in a book, find its meaning and understand the context in which the word was used. This helps in long term memory. Having a dictionary app on your phone also helps.

Building vocabulary is a slow process, but with consistency, anyone can become better at using an expansive set of words.

Subheadings & Rough Drafts

We can be a little innovative in our subheadings. Instead of bland subheadings such as ‘ Benefits of Nuclear Energy’ we can use “ Nuclear Energy: Promise or Peril?’ Similarly, for the essay on Social Media, instead of writing ‘ Advantages and Disadvantages of Social Media ’, I wrote “Social Media: A Double Edged Sword”

You can find my collection of a few such subheadings in the link to my notes, given at the end of the article.

I also prepared a rough draft for a few essay topics (link given at the end). You may need to modify the structure as per the demand of the question.

What you must avoid in Essay

Do not focus excessively only on one point, or one dimension (such as the historical or political aspect) Your essay needs to be expansive and multi-dimensional.
During preparation, we read a lot and it’s understandable that we feel strongly about certain topics. And since essay offers freedom to write, it’s very easy to get carried away with such a topic. But make sure that you write what is asked, not what you know or feel like. No mann ki baat . Always stick to the subject of the topic. It helps to read the question in the midst of your essay to ensure that you are not steering away from the topic.
If you are not comfortable writing about abstract philosophical topics (I am terrible at writing them), avoid such questions. Your choice of topic has no bearing on the marks and that is why, selecting an unpopular topic just for the sake of it is unwise. Also, if there’s a technical term in the question, be doubly sure that you understand it correctly. For instance, in 2014, there was a question on ‘standard tests’, which is a technical term. I misunderstood it and wrote a generic essay. I got 112.
When you take a final stand on an issue, it’s best to avoid extreme or highly unpopular opinions. We are free to have any opinion in the privacy of our minds, but in UPSC essay why take that risk? For instance, in an essay on Capital Punishment, in the main body content, you should present a case for both abolition and retention. But when you take a stance, it’s best to be an abolitionist.
No ranting. You might be a great fan of Karl Marx, but if there’s a question on Capitalism, do not rant or rail against it ? You must present both the positives and negatives of Capitalism and end the essay on a balanced note.
Do not dedicate disproportionate amount of time for the first essay and scamper through the second. Both carry equal marks, so please invest equal time.

How to transition smoothly from one para to the next

This can be done in three ways.

Through a link sentence at the end of a para:

Here, at the end of a para, you write a sentence that signals to the examiner what’s coming next. For example, let’s say you have just written a para about the threat posed by Artificial Intelligence (AI) to jobs. At the end of that para you can write a link sentence— “Further, we must be mindful of the fact that Artificial Intelligence poses a major challenge not just economically, but also ethically.” And in the next para, you can write about the ethical issues concerning AI.

Through a question:

Instead of a link sentence, you can also add a question at the end of a para so that examiner’s attention is helplessly carried to the next. To take the similar example as above, the question can be something like— “Thus we have examined the threat posed by AI to our economy, but what about the challenges brought by AI to our ethics and morals?” And in the next para, you can write about the ethical issues concerning AI.

Signalling the shift at the start of next paragraph:

Here you can simply add a word or two at the beginning of a para that signals a shift in your subtopic. For example in an essay on Globalisation , let’s say you have just written a para about its historical evolution and impact. You can start the next para with something like— “Politically too, globalisation has had a tremendous impact……” This way examiner immediately knows what to expect.

These steps will ensure that the transition between paragraphs is not abrupt.

How to write a good Introduction to your Essay?

Essay introduction can be:

a fictitious incident or story (where you introduce a character); a real life anecdote; a quote; or a simple definition of the words in the question (not recommended in Essay)

In GS, definitional approach is a great way to introduce your answers. But in essay, they are rather stale, lacking in any human element. I always believe that a good way to start your essay is to have that touch of humanity and warmth in your introduction.

In my Mains exam, this was my introduction to the essay ‘Destiny of a nation is shaped in its classroom’

“The year was 1945. Towards the end of a gruesome world war, the world powers decided to carve up the Korean peninsula along the 38th parallel.

“Before partition, North and South Korea might have been homogeneous in every respect, but after the division, they steered onto different paths. While schools in the North chose to ‘educate’ their children in the worship of a cult leader, ideological indoctrination and servility, its southern counterpart focused on liberal education, innovation and economic growth.

“Today, almost seven decades later, the difference in the fates of these people and the trajectories of both these nations cannot be more stark. One is known for gross violation of human rights, while the other a champion of liberal democracy. One is known for gut-wrenching poverty, while the other unbridled prosperity.

“This only proves the age old adage that the destiny of a nation is indeed shaped in its classrooms.”

Similarly, for the Social Media essay, my introduction sought to bring to the fore the paradox of Social Media. I wrote on how social media was leveraged to crowdsource help and rescue during Chennai floods in 2015. At the same time, I mentioned how it was used nefariously in 2012 to cause mass exodus of northeast people from Bangalore. And taking cue from this introduction, in the main body, I discussed about the inherent selfishness and altruism associated with social media.

These real life stories, anecdotes and incidents are everywhere in our books and newspapers. So when you come across them, note down and ponder as to how you can use them in your essay.

Developing the Main Content from the Topic

This is like spinning the web from a thread. Depending on the topic, you can choose among the following options that fits best.

Temporal: Past, present and future
Sectoral: Media, Science & Tech, Business, Sports, Religion, Politics, Administration etc
Walks of Life : Individual, Family, Professional workplace, Society, Community, National, Global
Problem & Solution: Concept (historical evolution+status), benefits, problems, solutions
Standard : Social, Political, Economical, Administrative, International, Environmental, Historical, Scientific, Security/Defence, Legal

Example: for a topic like “Has Globalisation delivered on its promise?” I find the problem & solution method an apt way to develop your narrative. So choose as per the question.

In the main body of the essay, each para must have an argument or an idea and a reasoning to back that argument. You can substantiate it through a real life example, a statistic, an authentic committee or organisational report etc.

For example, if you are arguing that Capital punishment is an expensive form of justice, you should be able to given an example or a statistic or Law Commission’s opinion as to how the subjects of death penalty are overwhelmingly from poor communities.

Statistics, examples, expert opinions and constitutional provisions are crucial and they make your arguments authoritative.

Concluding an Essay

Conclusion needs to be on a futuristic, optimistic note. You need to summarise the complete essay in 3-4 sentences, after which you can write your vision for future.

You can source some useful terms from the speeches of PM Modi. Phrases like Sabka saath sabka vikas , Reform-Perform-Transform, Building A New India etc can come handy. Rhetoric, lofty expressions, constitutional ideals, sanskrit slokas and quotes are a good way to conclude your essay.

But suppose in your introduction, if you had written about a fictitious character, then it’s always advisable to end your write-up with a reference to that character. It gives a sense of completeness to the essay.

Readers should keep in mind that these notes are written rather haphazardly (I mean who makes notes thinking that in future, they might have to upload them publicly :D)

They are fragmented in certain pages, so you may not be able to comprehend them completely, but nevertheless I hope you take home something useful.

Link to handwritten notes:

https://drive.google.com/open?id=1jmVMGOzAk2d9B5Y0HQ9XpVF5Mh2IXGku

Quote collection:

https://drive.google.com/open?id=1jk71jLao60hHwJoTuGYaIDgJWccxa5Xn

List of Topics one needs to prepare:

https://drive.google.com/open?id=1q0W0PeH-80EKt6ucJTFOVPUlmXvCIzd-

Sample Essays:

https://drive.google.com/open?id=1jqfUi1FXdG0icBdJpdQvwH1wlAizCMvo

Read More at: https://anudeepdurishetty.in/

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The UPSC introduced the Essay paper in 1993, with the objective of testing a candidate’s proficiency in language, knowledge, and expression. The UPSC considers these skills so important that the Essay paper has always commanded the same marks as a GS or optional paper.

Since 2014, the Essay paper has been divided into 2 sections, of 4 topics each, with candidates having to choose one topic from each of the sections. This requires students to have an even wider knowledge base, without repetition or duplication of content.

In recent years, the emphasis has been on more abstract, quote-based essay topics. Candidates usually find these topics difficult to understand and struggle to find relevant content to write.

To do well in the Essay paper, a candidate must develop the skills necessary to interpret the topic correctly, generate diverse content, and write persuasively. These skills require practice and professional direction. Only an experienced and highly qualified educator can assist candidates in mastering the skills needed to write the UPSC Mains Essay Paper effectively.

Utility of the Essay Paper

Common problems that result in a low score in the essay paper, how to ensure a high score in the essay paper, features of upsc essay course.

Essay Script Assessment

The Vajiram & Ravi Essay Course by Brijendra Sir offers aspirants a comprehensive platform to master the intricacies of essay writing , guiding them through the demanding path of UPSC Civil Services Exam preparation .

Our meticulously designed Essay Course aims to:

Enhance aspirants' competency across diverse essential themes.
Strengthen understanding and effectiveness through provided handouts containing all pertinent information essential for crafting quality essays.
Refine aspirants' writing proficiency, including language, grammar, and flow, through two specialized classes.
Evaluate proficiency with a thorough test series.

This UPSC Essay Course assists students in structuring their essay preparation and cultivating a crucial set of skills to enhance their chances of securing high scores. Clear, concise, and well-structured essays are indispensable for aspiring civil servants. Mastery of essential elements of essay writing is paramount.

Through this course, students will:

Clearly organize and articulate ideas.
Analyze primary sources with critical insight.
Apply critical thinking to evaluate information.
Carries 250 marks, the same as a GS or Optional paper.
High-scoring paper, which has frequently yielded scores above 150.
Sets the tone for the Mains, as it is the first paper to be conducted.
Requires systematic, but limited preparation.
Game-changer in the final result – all toppers invariably have a high score in the Essay paper.
Lack of focused preparation – Many candidates suffer the misconception that General Studies and Optional Paper knowledge is adequate to do well in the Essay paper also.
Lack of content – Many candidates lack essay-specific content and repeat the same thoughts throughout their essays.
Lack of writing practice - Inability to understand the difference between writing a GS answer and writing an essay.
Lack of reliable evaluation , without which candidates are unable to understand their weaknesses and improve.
Learn how to Interpret the topic correctly.
Prepare exhaustive and diverse content, to address the demand of various topics that can be asked in the exam.
Develop a writing style for essays, that is not a repetition of a GS answer.
Practice essay writing on exam-worthy topics.
Ensure a reliable evaluation of the essay.

This comprehensive essay writing course is designed to equip you with the skills and knowledge necessary to excel in the essay component of the UPSC Civil Services Examination. The features of our Essay Module Course are:

11 classes that comprehensively cover the various themes that have been used for framing essay topics.
Well-curated and concise Handouts on each theme, so that candidates have adequate exam-ready content.
Special emphasis on philosophical, quote-based essays.
Mini-assignments during the class, to help master the fine nuances of essay writing.
6 tests (2 half length and 4 full length), to simulate exam-like writing practice.
Detailed and objective evaluation of essay scripts, to exhaustively explain a candidate’s performance (sample script essay link) .
Hand-held guidance after the tests, so that candidates can clarify their individual doubts.
Classes will be held on Wednesday’s and Sunday’s.

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UPSC Mains 2021 Essay Question Paper

UPSC Mains 2021 Essay Question Paper - Download PDF

The UPSC Mains 2021 was conducted on 7th, 8th, 9th, 15th and 16th January 2022. The Essay paper has been conducted on 7th January 2022 in the forenoon session (9 AM to 12 PM).

The Mains (Written) Examination consists of nine papers in total. The first stage, that is, Prelims, was conducted on October 10, 2021.

UPSC Mains 2021 Essay Question Paper:- Download PDF Here

Download compulsory language papers from the links below:

UPSC Mains 2021 Indian Language Paper PDF
UPSC Mains 2021 English Language Paper PDF

To download all question papers of UPSC Mains 2021 from the linked article.

UPSC 2021 Mains Essay Question Paper PDF

In the UPSC Essay paper, there are two sections, namely Section A and Section B. Each section consists of four questions. The aspirants have to choose one topic from each section and in total have to answer 2 essay questions. Each essay question has to be answered with a word limit ranging from 1000-1200 words. One essay question has been awarded 125 marks and the total marks allotted to the essay paper is 250 marks. This paper is counted for merit ranking.

The Essay Topics asked in the UPSC Mains 2021 are given below:

The process of self-discovery has now been technologically outsourced.
Your perception of me is a reflection of you; my reaction to you is an awareness of me.
Philosophy of wantlessness is Utopian, while materialism is a chimera.
The real is rational and the rational is real.
Hand that rocks the cradle rules the world.
What is research, but a blind date with knowledge!
History repeats itself, first as a tragedy, second as a farce.
There are better practices to ‘best practices’.

Some of the useful links for the candidates to prepare for an essay paper are as follows:

	.

The candidates may be required to write essays on multiple topics. While answering the essay questions, the aspirants are expected to keep closely to the subject of the essay to arrange their ideas in an orderly manner and to write concisely. It is important to remember that credit will be given for effective and exact expression.

To download the question paper PDFs of General Studies papers, the aspirants can check the links below:

The candidates can also download the question paper PDFs of UPSC Mains 2021 Optional Paper from the linked article.

UPSC Mains 2021 Essay Paper:- Download PDF Here

IAS General Studies Notes Links

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ESSAY STRATEGY By Anudeep Durishetty, UPSC Civil Services Exam Topper, All India Rank – 1 CSE-2017 – How to write a good Essay in UPSC Mains, Explained

Essay strategy.

How to write a good Essay in UPSC Mains, Explained

By Anudeep Durishetty

UPSC Civil Services Exam Topper, All India Rank – 1 CSE-2017

Novelist Stephen King put it beautifully when he said, “I write to find out what I think.”

What follows is an elaborate post on how you should tackle the Essay paper. I’ve organised the content as follows:

What UPSC says about the essay paper

How and from where to prepare?

Improving language and expression

On subheadings and rough drafts
What you must avoid
How to write a powerful introduction?
Developing the content of an Essay

Substantiating your arguments

How to conclude an Essay
My notes, quote collection and sample essays

“Candidates may be required to write essays on multiple topics. They will be expected to  keep closely to the subject of the essay,   to arrange their ideas in an orderly fashion, and to write concisely . Credit will be given for  effective and exact expression .”

So you must take adequate care to arrange your ideas properly and not commit any fundamental spelling or grammatical errors.

How and from where to prepare?

Most of the content you write in Essay will come from your GS preparation. Apart from this, the following sources will help:

Reading non-fiction  helps you develop a matured thought process. Apart from imparting knowledge, they will also let you come across good figures of speech, art of argumentation, powerful rhetoric and unique content etc. For example, in an essay on Artificial Intelligence, I took arguments from Yuval Harari’s  Homo Deus  to argue that AI is an imminent threat to humanity. Or if you read  Why Nations Fail,  a book replete with examples, you will understand the importance of innovation, political and economic freedoms in propelling a nation forward. So my suggestion is, apart from UPSC related material, develop the hobby of reading non-fiction books. I do not mean to suggest that you should start reading one  non-fiction book per topic to get good scores in Essay, but reading them occasionally in your free time will benefit you in the long run.
Referring to specific magazines:  For certain topics, you can refer to specific issues of Yojana/EPW/Economic Survey etc. Example: for an essay on tribal issues or public health, you can go through specific issues of these magazines for getting the latest statistics (IMR, MMR, malnutrition levels etc) and also about the positives and criticisms of govt schemes in that sector.
Collecting good stories/anecdotes and quotes  Anecdotes, quotes and real life stories you see in newspapers and books which can be used in essay should be noted down. In most of my essays, I used to start with a relevant story or an anecdote that has the essay topic as its underlying theme. Apart from these, I also used a couple of quotes of eminent persons.

         List of quotes, anecdotes I collected are available in the link at the end of this article.

Example of a bad sentence sprawl:

(By the time readers finish reading it, they will lose their breath and the point of the sentence)

So I had a simple rule: If you run out of your breath while  reading a sentence, then probably you will have to break it into two.

Rewriting the aforementioned example after breaking it into two (which makes it much easier to read and comprehend):

Vocabulary 

There is no need to memorise complex words for writing a good essay. But an occasional use of a powerful word, or a good phrase definitely gives your write-up an edge.

Building vocabulary is a slow process, but with consistency, anyone can become better at using an expansive set of words.

Subheadings & Rough Drafts

We can be a little innovative in our subheadings. Instead of bland subheadings such as ‘ Benefits of Nuclear Energy’  we can use “ Nuclear Energy: Promise or Peril?’  Similarly, for the essay on Social Media, instead of writing ‘ Advantages and Disadvantages of Social Media ’, I wrote  “Social Media: A Double Edged Sword”

You can find my collection of a few such subheadings in the link to my notes, given at the end of the article.

I also prepared a rough draft for a few essay topics (link given at the end). You may need to modify the structure as per the demand of the question.

What you must avoid in Essay

Do not focus excessively only on one point, or one dimension (such as the historical or political aspect) Your essay needs to be expansive and multi-dimensional.
During preparation, we read a lot and it’s understandable that we feel strongly about certain topics. And since essay offers freedom to write, it’s very easy to get carried away with such a topic. But make sure that you write what is asked, not what you know or feel like. No  mann ki baat . Always stick to the subject of the topic. It helps to read the question in the midst of your essay to ensure that you are not steering away from the topic.
If you are not comfortable writing about abstract philosophical topics (I am terrible at writing them), avoid such questions. Your choice of topic has no bearing on the marks and that is why, selecting an unpopular topic just for the sake of it is unwise. Also, if there’s a technical term in the question, be doubly sure that you understand it correctly. For instance, in 2014, there was a question on ‘standard tests’, which is a technical term. I misunderstood it and wrote a generic essay. I got 112.
When you take a final stand on an issue, it’s best to avoid extreme or highly unpopular opinions. We are free to have any opinion in the privacy of our minds, but in UPSC essay why take that risk? For instance, in an essay on Capital Punishment, in the main body content, you should present a case for both abolition and retention. But when you take a stance, it’s best to be an abolitionist.
No ranting. You might be a great fan of Karl Marx, but if there’s a question on Capitalism, do not rant or rail against it  You must present both the positives and negatives of Capitalism and end the essay on a balanced note.
Do not dedicate disproportionate amount of time for the first essay and scamper through the second. Both carry equal marks, so please invest equal time.

How to transition smoothly from one para to the next

This can be done in three ways.

Through a link sentence at the end of a para:

Here, at the end of a para, you write a sentence that signals to the examiner what’s coming next. For example, let’s say you have just written a para about the threat posed by Artificial Intelligence (AI) to jobs. At the end of that para you can write a link sentence—   “Further, we must be mindful of the fact that Artificial Intelligence poses a major challenge not just economically, but also ethically.”  And in the next para, you can write about the ethical issues concerning AI.

Through a question:   

Instead of a link sentence, you can also add a question at the end of a para so that examiner’s attention is helplessly carried to the next. To take the similar example as above, the question can be something like—   “Thus we have examined the threat posed by AI to our economy, but what about the challenges brought by AI to our ethics and morals?”  And in the next para, you can write about the ethical issues concerning AI.

Signalling the shift at the start of next paragraph:

Here you can simply add a word or two at the beginning of a para that signals a shift in your subtopic. For example in an essay on  Globalisation , let’s say you have just written a para about its historical evolution and impact. You can start the next para with something like—  “Politically too, globalisation has had a tremendous impact……” This way examiner immediately knows what to expect.

These steps will ensure that the transition between paragraphs is not abrupt.

How to write a good Introduction to your Essay?

Essay introduction can be:

a fictitious incident or story (where you introduce a character); a real life anecdote; a quote; or a simple definition of the words in the question (not recommended in Essay)

In my Mains exam, this was my introduction to the essay ‘Destiny of a nation is shaped in its classroom’

“The year was 1945. Towards the end of a gruesome world war, the world powers decided to carve up the Korean peninsula along the 38th parallel.

“Before partition, North and South Korea might have been homogeneous in every respect, but after the division, they steered onto different paths. While schools in the North chose to ‘educate’ their children in the worship of a cult leader, ideological indoctrination and servility, its southern counterpart focused on liberal education, innovation and economic growth.

“This only proves the age old adage that the destiny of a nation is indeed shaped in its classrooms.”

These real life stories, anecdotes and incidents are everywhere in our books and newspapers. So when you come across them, note down and ponder as to how you can use them in your essay.  

Developing the Main Content from the Topic

This is like spinning the web from a thread. Depending on the topic, you can choose among the following options that fits best.

Temporal : Past, present and future
Sectoral :  Media, Science & Tech, Business, Sports, Religion, Politics, Administration etc
Walks of Life : Individual, Family, Professional workplace, Society, Community, National, Global
Problem & Solution:  Concept (historical evolution+status), benefits, problems, solutions
Standard : Social, Political, Economical, Administrative, International, Environmental, Historical, Scientific, Security/Defence, Legal

Example: for a topic like  “Has Globalisation delivered on its promise?”  I find the problem & solution method an apt way to develop your narrative. So choose as per the question.

Statistics, examples, expert opinions and constitutional provisions are crucial and they make your arguments authoritative.

Concluding an Essay

Conclusion needs to be on  a futuristic, optimistic note. You need to summarise the complete essay in 3-4 sentences, after which you can write your vision for future.

You can source some useful terms from the speeches of PM Modi. Phrases like  Sabka saath sabka vikas ,  Reform-Perform-Transform, Building A New India  etc can come handy.  Rhetoric, lofty expressions, constitutional ideals, sanskrit slokas and quotes are a good way to conclude your essay.

Readers should keep in mind that these notes are written rather haphazardly (I mean who makes notes thinking that in future, they might have to upload them publicly :D)

They are fragmented in certain pages, so you may not be able to comprehend them completely, but nevertheless I hope you take home something useful.

Link to handwritten notes:

https://drive.google.com/open?id=1jmVMGOzAk2d9B5Y0HQ9XpVF5Mh2IXGku

Quote collection:

https://drive.google.com/open?id=1jk71jLao60hHwJoTuGYaIDgJWccxa5Xn

List of Topics one needs to prepare:

https://drive.google.com/open?id=1q0W0PeH-80EKt6ucJTFOVPUlmXvCIzd-

Sample Essay:  

https://drive.google.com/open?id=1jqfUi1FXdG0icBdJpdQvwH1wlAizCMvo

https://anudeepdurishetty.in/my-upsc-marksheet/

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Can you spot the bot? Identifying AI-generated writing in college essays

Tal Waltzer ORCID: orcid.org/0000-0003-4464-0336 1 ,
Celeste Pilegard 1 &
Gail D. Heyman 1

International Journal for Educational Integrity volume 20 , Article number: 11 ( 2024 ) Cite this article

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The release of ChatGPT in 2022 has generated extensive speculation about how Artificial Intelligence (AI) will impact the capacity of institutions for higher learning to achieve their central missions of promoting learning and certifying knowledge. Our main questions were whether people could identify AI-generated text and whether factors such as expertise or confidence would predict this ability. The present research provides empirical data to inform these speculations through an assessment given to a convenience sample of 140 college instructors and 145 college students (Study 1) as well as to ChatGPT itself (Study 2). The assessment was administered in an online survey and included an AI Identification Test which presented pairs of essays: In each case, one was written by a college student during an in-class exam and the other was generated by ChatGPT. Analyses with binomial tests and linear modeling suggested that the AI Identification Test was challenging: On average, instructors were able to guess which one was written by ChatGPT only 70% of the time (compared to 60% for students and 63% for ChatGPT). Neither experience with ChatGPT nor content expertise improved performance. Even people who were confident in their abilities struggled with the test. ChatGPT responses reflected much more confidence than human participants despite performing just as poorly. ChatGPT responses on an AI Attitude Assessment measure were similar to those reported by instructors and students except that ChatGPT rated several AI uses more favorably and indicated substantially more optimism about the positive educational benefits of AI. The findings highlight challenges for scholars and practitioners to consider as they navigate the integration of AI in education.

Introduction

Artificial intelligence (AI) is becoming ubiquitous in daily life. It has the potential to help solve many of society’s most complex and important problems, such as improving the detection, diagnosis, and treatment of chronic disease (Jiang et al. 2017 ), and informing public policy regarding climate change (Biswas 2023 ). However, AI also comes with potential pitfalls, such as threatening widely-held values like fairness and the right to privacy (Borenstein and Howard 2021 ; Weidinger et al. 2021 ; Zhuo et al. 2023 ). Although the specific ways in which the promises and pitfalls of AI will play out remain to be seen, it is clear that AI will change human societies in significant ways.

In late November of 2022, the generative large-language model ChatGPT (GPT-3, Brown et al. 2020 ) was released to the public. It soon became clear that talk about the consequences of AI was much more than futuristic speculation, and that we are now watching its consequences unfold before our eyes in real time. This is not only because the technology is now easily accessible to the general public, but also because of its advanced capacities, including a sophisticated ability to use context to generate appropriate responses to a wide range of prompts (Devlin et al. 2018 ; Gilson et al. 2022 ; Susnjak 2022 ; Vaswani et al. 2017 ).

How AI-generated content poses challenges for educational assessment

Since AI technologies like ChatGPT can flexibly produce human-like content, this raises the possibility that students may use the technology to complete their academic work for them, and that instructors may not be able to tell when their students turn in such AI-assisted work. This possibility has led some people to argue that we may be seeing the end of essay assignments in education (Mitchell 2022 ; Stokel-Walker 2022 ). Even some advocates of AI in the classroom have expressed concerns about its potential for undermining academic integrity (Cotton et al. 2023 ; Eke 2023 ). For example, as Kasneci et al. ( 2023 ) noted, the technology might “amplify laziness and counteract the learners’ interest to conduct their own investigations and come to their own conclusions or solutions” (p. 5). In response to these concerns, some educational institutions have already tried to ban ChatGPT (Johnson, 2023; Rosenzweig-Ziff 2023 ; Schulten, 2023).

These discussions are founded on extensive scholarship on academic integrity, which is fundamental to ethics in higher education (Bertram Gallant 2011 ; Bretag 2016 ; Rettinger and Bertram Gallant 2022 ). Challenges to academic integrity are not new: Students have long found and used tools to circumvent the work their teachers assign to them, and research on these behaviors spans nearly a century (Cizek 1999 ; Hartshorne and May 1928 ; McCabe et al. 2012 ). One recent example is contract cheating, where students pay other people to do their schoolwork for them, such as writing an essay (Bretag et al. 2019 ; Curtis and Clare 2017 ). While very few students (less than 5% by most estimates) tend to use contract cheating, AI has the potential to make cheating more accessible and affordable and it raises many new questions about the relationship between technology, academic integrity, and ethics in education (Cotton et al. 2023 ; Eke 2023 ; Susnjak 2022 ).

To date, there is very little empirical evidence to inform debates about the likely impact of ChatGPT on education or to inform what best practices might look like regarding use of the technology (Dwivedi et al. 2023 ; Lo 2023 ). The primary goal of the present research is to provide such evidence with reference to college-essay writing. One critical question is whether college students can pass off work generated by ChatGPT as their own. If so, large numbers of students may simply paste in ChatGPT responses to essays they are asked to write without the kind of active engagement with the material that leads to deep learning (Chi and Wylie 2014 ). This problem is likely to be exacerbated when students brag about doing this and earning high scores, which can encourage other students to follow suit. Indeed, this kind of bragging motivated the present work (when the last author learned about a college student bragging about using ChatGPT to write all of her final papers in her college classes and getting A’s on all of them).

In support of the possibility that instructors may have trouble identifying ChatGPT-generated test, some previous research suggests that ChatGPT is capable of successfully generating college- or graduate-school level writing. Yeadon et al. ( 2023 ) used AI to generate responses to essays based on a set of prompts used in a physics module that was in current use and asked graders to evaluate the responses. An example prompt they used was: “How did natural philosophers’ understanding of electricity change during the 18th and 19th centuries?” The researchers found that the AI-generated responses earned scores comparable to most students taking the module and concluded that current AI large-language models pose “a significant threat to the fidelity of short-form essays as an assessment method in Physics courses.” Terwiesch ( 2023 ) found that ChatGPT scored at a B or B- level on the final exam of Operations Management in an MBA program, and Katz et al. ( 2023 ) found that ChatGPT has the necessary legal knowledge, reading comprehension, and writing ability to pass the Bar exam in nearly all jurisdictions in the United States. This evidence makes it very clear that ChatGPT can generate well-written content in response to a wide range of prompts.

Distinguishing AI-generated from human-generated work

What is still not clear is how good instructors are at distinguishing between ChatGPT-generated writing and writing generated by students at the college level given that it is at least possible that ChatGPT-generated writing could be both high quality and be distinctly different than anything people generally write (e.g., because ChatGPT-generated writing has particular features). To our knowledge, this question has not yet been addressed, but a few prior studies have examined related questions. In the first such study, Gunser et al. ( 2021 ) used writing generated by a ChatGPT predecessor, GPT-2 (see Radford et al. 2019 ). They tested nine participants with a professional background in literature. These participants both generated content (i.e., wrote continuations after receiving the first few lines of unfamiliar poems or stories), and determined how other writing was generated. Gunser et al. ( 2021 ) found that misclassifications were relatively common. For example, in 18% of cases participants judged AI-assisted writing to be human-generated. This suggests that even AI technology that is substantially less advanced than ChatGPT is capable of generating writing that is hard to distinguish from human writing.

Köbis and Mossink ( 2021 ) also examined participants’ ability to distinguish between poetry written by GPT-2 and humans. Their participants were given pairs of poems. They were told that one poem in each pair was written by a human and the other was written by GPT-2, and they were asked to determine which was which. In one of their studies, the human-written poems were written by professional poets. The researchers generated multiple poems in response to prompts, and they found that when the comparison GPT-2 poems were ones they selected as the best among the set generated by the AI, participants could not distinguish between the GPT-2 and human writing. However, when researchers randomly selected poems generated by GPT-2, participants were better than chance at detecting which ones were generated by the AI.

In a third relevant study, Waltzer et al. ( 2023a ) tested high school teachers and students. All participants were presented with pairs of English essays, such as one on why literature matters. In each case one essay was written by a high school student and the other was generated by ChatGPT, and participants were asked which essay in each pair had been generated by ChatGPT. Waltzer et al. ( 2023a ) found that teachers only got it right 70% of the time, and that students’ performance was even worse (62%). They also found that well-written essays were harder to distinguish from those generated by ChatGPT than poorly written ones. However, it is unclear the extent to which these findings are specific to the high school context. It should also be noted that there were no clear right or wrong answers in the types of essays used in Waltzer et al. ( 2023a ), so the results may not generalize to essays that ask for factual information based on specific class content.

AI detection skills, attitudes, and perceptions

If college instructors find it challenging to distinguish between writing generated by ChatGPT and college students, it raises the question of what factors might be correlated with the ability to perform this discrimination. One possible correlate is experience with ChatGPT, which may allow people to recognize patterns in the writing style it generates, such as a tendency to formally summarize previous content. Content-relevant knowledge is another possible predictor. Individuals with such knowledge will presumably be better at spotting errors in answers, and it is plausible that instructors know that AI tools are likely to get content of introductory-level college courses correct and assume that essays that contain errors are written by students.

Another possible predictor is confidence about one’s ability to discriminate on the task or on particular items of the task (Erickson and Heit 2015 ; Fischer & Budesco, 2005 ; Wixted and Wells 2017 ). In other words, are AI discriminations made with a high degree of confidence more likely to be accurate than low-confidence discriminations? In some cases, confidence judgments are a good predictor of accuracy, such as on many perceptual decision tasks (e.g., detecting contrast between light and dark bars, Fleming et al. 2010 ). However, in other cases correlations between confidence and accuracy are small or non-existent, such as on some deductive reasoning tasks (e.g., Shynkaruk and Thompson 2006 ). Links to confidence can also depend on how confidence is measured: Gigerenzer et al. ( 1991 ) found overconfidence on individual items, but good calibration when participants were asked how many items they got right after seeing many items.

In addition to the importance of gathering empirical data on the extent to which instructors can distinguish ChatGPT from college student writing, it is important to examine how college instructors and students perceive AI in education given that such attitudes may affect behavior (Al Darayseh 2023 ; Chocarro et al. 2023 ; Joo et al. 2018 ; Tlili et al. 2023 ). For example, instructors may only try to develop precautions to prevent AI cheating if they view this as a significant concern. Similarly, students’ confusion about what counts as cheating can play an important role in their cheating decisions (Waltzer and Dahl 2023 ; Waltzer et al. 2023b ).

The present research

In the present research we developed an assessment that we gave to college instructors and students (Study 1) and ChatGPT itself (Study 2). The central feature of the assessment was an AI Identification Test , which included 6 pairs of essays. In each case (as was indicated in the instructions), one essay in each pair was generated by ChatGPT and the other was written by college students. The task was to determine which essay was written by the chatbot. The essay pairs were drawn from larger pools of essays of each type.

The student essays were written by students as part of a graded exam in a psychology class, and the ChatGPT essays were generated in response to the same essay prompts. Of interest was overall performance and to assess potential correlates of performance. Performance of college instructors was of particular interest because they are the ones typically responsible for grading, but performance of students and ChatGPT were also of interest for comparison. ChatGPT was also of interest given anecdotal evidence that college instructors are asking ChatGPT to tell them whether pieces of work were AI-generated. For example, the academic integrity office at one major university sent out an announcement asking instructors not to report students for cheating if their evidence was solely based on using ChatGPT to detect AI-generated writing (UCSD Academic Integrity Office, 2023 ).

We also administered an AI Attitude Assessment (Waltzer et al. 2023a ), which included questions about overall levels of optimism and pessimism about the use of AI in education, and the appropriateness of specific uses of AI in academic settings, such as a student submitting an edited version of a ChatGPT-generated essay for a writing assignment.

Study 1: College instructors and students

Participants were given an online assessment that included an AI Identification Test , an AI Attitude Assessment , and some demographic questions. The AI Identification Test was developed for the present research, as described below (see Materials and Procedure). The test involved presenting six pairs of essays, with the instructions to try to identify which one was written by ChatGPT in each case. Participants also rated their confidence before the task and after responding to each item, and reported how many they thought they got right at the end. The AI Attitude Assessment was drawn from Waltzer et al. ( 2023a ) to assess participants’ views of the use of AI in education.

Participants

For the testing phase of the project, we recruited 140 instructors who had taught or worked as a teaching assistant for classes at the college level (69 of them taught psychology and 63 taught other subjects such as philosophy, computer science, and history). We recruited instructors through personal connections and snowball sampling. Most of the instructors were women (59%), white (60%), and native English speakers (67%), and most of them taught at colleges in the United States (91%). We also recruited 145 undergraduate students ( M age = 20.90 years, 80% women, 52% Asian, 63% native English speakers) from a subject recruitment system in the psychology department at a large research university in the United States. All data collection took place between 3/15/2023 and 4/15/2023 and followed our pre-registration plan ( https://aspredicted.org/mk3a2.pdf ).

Materials and procedure

Developing the ai identification test.

To create the stimuli for the AI Identification Test, we first generated two prompts for the essays (Table 1 ). We chose these prompts in collaboration with an instructor to reflect real student assignments for a college psychology class.

Fifty undergraduate students hand-wrote both essays as part of a proctored exam in their psychology class on 1/30/2023. Research assistants transcribed the essays and removed essays from the pool that were not written in third-person or did not include the correct number of sentences. Three additional essays were excluded for being illegible, and another one was excluded for mentioning a specific location on campus. This led to 15 exclusions for the Phonemic Awareness prompt and 25 exclusions for the Studying Advice prompt. After applying these exclusions, we randomly selected 25 essays for each prompt to generate the 6 pairs given to each participant. To prepare the texts for use as stimuli, research assistants then used a word processor to correct obvious errors that could be corrected without major rewriting (e.g., punctuation, spelling, and capitalization).

All student essays were graded according to the class rubric on a scale from 0 to 10 by two individuals on the teaching team of the class: the course’s primary instructor and a graduate student teaching assistant. Grades were averaged together to create one combined grade for each essay (mean: 7.93, SD: 2.29, range: 2–10). Two of the authors also scored the student essays for writing quality on a scale from 0 to 100, including clarity, conciseness, and coherence (combined score mean: 82.83, SD : 7.53, range: 65–98). Materials for the study, including detailed scoring rubrics, are available at https://osf.io/2c54a/ .

The ChatGPT stimuli were prepared by entering the same prompts into ChatGPT ( https://chat.openai.com/ ) between 1/23/2023 and 1/25/2023, and re-generating the responses until there were 25 different essays for each prompt.

Testing Phase

In the participant testing phase, college instructors and students took the assessment, which lasted approximately 10 min. All participants began by indicating the name of their school and whether they were an instructor or a student, how familiar they were with ChatGPT (“Please rate how much experience you have with using ChatGPT”), and how confident they were that they would be able to distinguish between writing generated by ChatGPT and by college students. Then they were told they would get to see how well they score at the end, and they began the AI Identification Test.

The AI Identification Test consisted of six pairs of essays: three Phonemic Awareness pairs, and three Studying Advice pairs, in counterbalanced order. Each pair included one text generated by ChatGPT and one text generated by a college student, both drawn randomly from their respective pools of 25 possible essays. No essays were repeated for the same participant. Figure 1 illustrates what a text pair looked like in the survey.

Example pair of essays for the Phonemic Awareness prompt. Top: student essay. Bottom: ChatGPT essay

For each pair, participants selected the essay they thought was generated by ChatGPT and indicated how confident they were about their choice (slider from 0 = “not at all confident” to 100 = “extremely confident”). After all six pairs, participants estimated how well they did (“How many of the text pairs do you think you answered correctly?”).

After completing the AI Identification task, participants completed the AI Attitude Assessment concerning their views of ChatGPT in educational contexts (see Waltzer et al. 2023a ). On this assessment, participants first estimated what percent of college students in the United States would ask ChatGPT to write an essay for them and submit it. Next, they rated their concerns (“How concerned are you about ChatGPT having negative effects on education?”) and optimism (“How optimistic are you about ChatGPT having positive benefits for education?”) about the technology on a scale from 0 (“not at all”) to 100 (“extremely”). On the final part of the AI Attitude Assessment, they evaluated five different possible uses of ChatGPT in education (such as submitting an essay after asking ChatGPT to improve the vocabulary) on a scale from − 10 (“really bad”) to + 10 (“really good”).

Participants also rated the extent to which they already knew the subject matter (i.e., cognitive psychology and the science of learning), and were given optional open-ended text boxes to share any experiences from their classes or suggestions for instructors related to the use of ChatGPT, or to comment on any of the questions in the Attitude Assessment. Instructors were also asked whether they had ever taught a psychology class and to describe their teaching experience. At the end, all participants reported demographic information (e.g., age, gender). All prompts are available in the online supplementary materials ( https://osf.io/2c54a/ ).

Data Analysis

We descriptively summarized variables of interest (e.g., overall accuracy on the Identification Test). We used inferential tests to predict Identification Test accuracy from group (instructor or student), confidence, subject expertise, and familiarity with ChatGPT. We also predicted responses to the AI Attitude Assessment as a function of group (instructor or student). All data analysis was done using R Statistical Software (v4.3.2; R Core Team 2021 ).

Key hypotheses were tested using Welch’s two-sample t-tests for group comparisons, linear regression models with F-tests for other predictors of accuracy, and Generalized Linear Mixed Models (GLMMs, Hox 2010 ) with likelihood ratio tests for within-subjects trial-by-trial analyses. GLMMs used random intercepts for participants and predicted trial performance (correct or incorrect) using trial confidence and essay quality as fixed effects.

Overall performance on AI identification test

Instructors correctly identified which essay was written by the chatbot 70% of the time, which was above chance (chance: 50%, binomial test: p < .001, 95% CI: [66%, 73%]). Students also performed above chance, with an average score of 60% (binomial test: p < .001, 95% CI: [57%, 64%]). Instructors performed significantly better than students (Welch’s two-sample t -test: t [283] = 3.30, p = .001).

Familiarity With subject matter

Participants rated how much previous knowledge they had in the essay subject matter (i.e., cognitive psychology and the science of learning). Linear regression models with F- tests indicated that familiarity with the subject did not predict instructors’ or students’ accuracy, F s(1) < 0.49, p s > .486. Psychology instructors did not perform any better than non-psychology instructors, t (130) = 0.18, p = .860.

Familiarity with ChatGPT

Nearly all participants (94%) said they had heard of ChatGPT before taking the survey, and most instructors (62%) and about half of students (50%) said they had used ChatGPT before. For both groups, participants who used ChatGPT did not perform any better than those who never used it before, F s(1) < 0.77, p s > .383. Instructors’ and students’ experience with ChatGPT (from 0 = not at all experienced to 100 = extremely experienced) also did not predict their performance, F s(1) < 0.77, p s > .383.

Confidence and estimated score

Before they began the Identification Test, both instructors and students expressed low confidence in their abilities to identify the chatbot ( M = 34.60 on a scale from 0 = not at all confident to 100 = extremely confident). Their confidence was significantly below the midpoint of the scale (midpoint: 50), one-sample t -test: t (282) = 11.46, p < .001, 95% CI: [31.95, 37.24]. Confidence ratings that were done before the AI Identification test did not predict performance for either group, Pearson’s r s < .12, p s > .171.

Right after they completed the Identification Test, participants guessed how many text pairs they got right. Both instructors and students significantly underestimated their performance by about 15%, 95% CI: [11%, 18%], t (279) = -8.42, p < .001. Instructors’ estimated scores were positively correlated with their actual scores, Pearson’s r = .20, t (135) = 2.42, p = .017. Students’ estimated scores were not related to their actual scores, r = .03, p = .731.

Trial-by-trial performance on AI identification test

Participants’ confidence ratings on individual trials were counted as high if they fell above the midpoint (> 50 on a scale from 0 = not at all confident to 100 = extremely confident). For these within-subjects trial-by-trial analyses, we used Generalized Linear Mixed Models (GLMMs, Hox 2010 ) with random intercepts for participants and likelihood ratio tests (difference score reported as D ). Both instructors and students performed better on trials in which they expressed high confidence (instructors: 73%, students: 63%) compared to low confidence (instructors: 65%, students: 56%), D s(1) > 4.59, p s < .032.

Student essay quality

We used two measures to capture the quality of each student-written essay: its assigned grade from 0 to 10 based on the class rubric, and its writing quality score from 0 to 100. Assigned grade was weakly related to instructors’ accuracy, but not to students’ accuracy. The text pairs that instructors got right tended to include student essays that earned slightly lower grades ( M = 7.89, SD = 2.22) compared to those they got wrong ( M = 8.17, SD = 2.16), D (1) = 3.86, p = .050. There was no difference for students, D (1) = 2.84, p = .092. Writing quality score did not differ significantly between correct and incorrect trials for either group, D (1) = 2.12, p = .146.

AI attitude assessment

Concerns and hopes about chatgpt.

Both instructors and students expressed intermediate levels of concern and optimism. Specifically, on a scale from 0 (“not at all”) to 100 (“extremely”), participants expressed intermediate concern about ChatGPT having negative effects on education ( M instructors = 59.82, M students = 55.97) and intermediate optimism about it having positive benefits ( M instructors = 49.86, M students = 54.08). Attitudes did not differ between instructors and students, t s < 1.43, p s > .154. Participants estimated that just over half of college students (instructors: 57%, students: 54%) would use ChatGPT to write an essay for them and submit it. These estimates also did not differ by group, t (278) = 0.90, p = .370.

Evaluations of ChatGPT uses

Participants evaluated five different uses of ChatGPT in educational settings on a scale from − 10 (“really bad”) to + 10 (“really good”). Both instructors and students rated it very bad for someone to ask ChatGPT to write an essay for them and submit the direct output, but instructors rated it significantly more negatively (instructors: -8.95, students: -7.74), t (280) = 3.59, p < .001. Attitudes did not differ between groups for any of the other scenarios (Table 2 ), t s < 1.31, p s > .130.

Exploratory analysis of demographic factors

We also conducted exploratory analyses looking at ChatGPT use and attitudes among different demographic groups (gender, race, and native English speakers). We combined instructors and students because their responses to the Attitude Assessment did not differ. In these exploratory analyses, we found that participants who were not native English speakers were more likely to report using ChatGPT and to view it more positively. Specifically, 69% of non-native English speakers had used ChatGPT before, versus 48% of native English speakers, D (1) = 12.00, p < .001. Regardless of native language, the more experience someone had with ChatGPT, the more optimism they reported, F (1) = 18.71, p < .001, r = .37). Non-native speakers rated the scenario where a student writes an essay and asks ChatGPT to improve its vocabulary slightly positively (1.19) whereas native English speakers rated it slightly negatively (-1.43), F (1) = 11.00, p = .001. Asian participants expressed higher optimism ( M = 59.14) than non-Asian participants ( M = 47.29), F (1) = 10.05, p = .002. We found no other demographic differences.

Study 2: ChatGPT

Study 1 provided data on college instructors’ and students’ ability to recognize ChatGPT-generated writing and about their views of the technology. In Study 2, of primary interest was whether ChatGPT itself might perform better at identifying ChatGPT-generated writing. Indeed, the authors have heard discussions of this as a possible solution to recognize AI-generated writing. We addressed this question by repeatedly asking ChatGPT to act as a participant in the AI Identification Task. While doing so, we administered the rest of the assessment given to participants in Study 1. This included our AI Attitude Assessment, which allowed us to examine the extent to which ChatGPT produced attitude responses that were similar to those of the participants in Study 1.

Participants, materials, and procedures

There were no human participants for Study 2. We collected 40 survey responses from ChatGPT, each run in a separate session on the platform ( https://chat.openai.com/ ) between 5/4/2023 and 5/15/2023.

Two research assistants were trained on how to run the survey in the ChatGPT online interface. All prompts from the Study 1 survey were used, with minor modifications to suit the chat format. For example, slider questions were explained in the prompt, so instead of “How confident are you about this answer?” the prompt was “How confident are you about this answer from 0 (not at all confident) to 100 (extremely confident)?”. In pilot testing, we found that ChatGPT sometimes failed to answer the question (e.g., by not providing a number), so we prepared a second prompt for every question that the researcher used whenever the first prompt was not answered (e.g., “Please answer the above question with one number between 0 to 100.”). If ChatGPT still failed on the second prompt, the researcher marked it as a non-response and moved on to the next question in the survey.

Data analysis

Like Study 1, all analyses were done in R Statistical Software (R Core Team 2021 ). Key analyses first used linear regression models and F -tests to compare all three groups (instructors, students, ChatGPT). When these omnibus tests were significant, we followed up with post-hoc pairwise comparisons using Tukey’s method.

AI identification test

Overall accuracy.

ChatGPT generated correct responses on 63% of trials in the AI Identification Test, which was significantly above chance, binomial test p < .001, 95% CI: [57%, 69%]. Pairwise comparisons found that this performance by ChatGPT was not any different from that of instructors or students, t s(322) < 1.50, p s > .292.

Confidence and estimated performance

Unlike the human participants, ChatGPT produced responses with very high confidence before the task generally ( m = 71.38, median = 70) and during individual trials specifically ( m = 89.82, median = 95). General confidence ratings before the test were significantly higher from ChatGPT than from the humans (instructors: 34.35, students: 34.83), t s(320) > 9.47, p s < .001. But, as with the human participants, this confidence did not predict performance on the subsequent Identification task, F (1) = 0.94, p = .339. And like the human participants, ChatGPT’s reported confidence on individual trials did predict performance: ChatGPT produced higher confidence ratings on correct trials ( m = 91.38) than incorrect trials ( m = 87.33), D (1) = 8.74, p = .003.

ChatGPT also produced responses indicating high confidence after the task, typically estimating that it got all six text pairs right ( M = 91%, median = 100%). It overestimated performance by about 28%, and a paired t -test confirmed that ChatGPT’s estimated performance was significantly higher than its actual performance, t (36) = 9.66, p < .001. As inflated as it was, estimated performance still had a small positive correlation with actual performance, Pearson’s r = .35, t (35) = 2.21, p = .034.

Essay quality

The quality of the student essays as indexed by their grade and writing quality score did not significantly predict performance, D s < 1.97, p s > .161.

AI attitude Assessment

Concerns and hopes.

ChatGPT usually failed to answer the question, “How concerned are you about ChatGPT having negative effects on education?” from 0 (not at all concerned) to 100 (extremely concerned). Across the 40% of cases where ChatGPT successfully produced an answer, the average concern rating was 64.38, which did not differ significantly from instructors’ or students’ responses, F (2, 294) = 1.20, p = .304. ChatGPT produced answers much more often for the question, “How optimistic are you about ChatGPT having positive benefits for education?”, answering 88% of the time. The average optimism rating produced by ChatGPT was 73.24, which was significantly higher than that of instructors (49.86) and students (54.08), t s > 4.33, p s < .001. ChatGPT only answered 55% of the time for the question about how many students would use ChatGPT to write an essay for them and submit it, typically generating explanations about its inability to predict human behavior and the fact that it does not condone cheating when it did not give an estimate. When it did provide an estimate ( m = 10%), it was vastly lower than that of instructors (57%) and students (54%), t s > 7.84, p s < .001.

Evaluation of ChatGPT uses

ChatGPT produced ratings of the ChatGPT use scenarios that on average were rank-ordered the same as the human ratings, with direct copying rated the most negatively and generating practice problems rated the most positively (see Fig. 2 ).

Average ratings of ChatGPT uses, from − 10 = really bad to + 10 = really good. Human responses included for comparison (instructors in dark gray and students in light gray bars)

Compared to humans’ ratings, ratings produced by ChatGPT were significantly more positive in most scenarios, t s > 3.09, p s < .006, with two exceptions. There was no significant difference between groups in the “format” scenario (using ChatGPT to format an essay in another style such as APA), F (2,318) = 2.46, p = .087. And for the “direct” scenario, ChatGPT tended to rate direct copying more negatively than students ( t [319] = 4.08, p < .001) but not instructors (t[319] = 1.57, p = .261), perhaps because ratings from ChatGPT and instructors were already so close to the most negative possible rating.

In 1950, Alan Turing said he hoped that one day machines would be able to compete with people in all intellectual fields (Turing 1950 ; see Köbis and Mossink 2021 ). Today, by many measures, the large-language model, ChatGPT, appears to be getting close to achieving this end. In doing so, it is raising questions about the impact this AI and its successors will have on individuals and the institutions that shape the societies in which we live. One important set of questions revolves around its use in higher education, which is the focus of the present research.

Empirical contributions

Detecting ai-generated text.

Our central research question focused on whether instructors can identify ChatGPT-generated writing, since an inability to do so could threaten the ability of institutions of higher learning to promote learning and assess competence. To address this question, we developed an AI Identification Test in which the goal was to try to distinguish between psychology essays written by college students on exams versus essays generated by ChatGPT in response to the same prompts. We found that although college instructors performed substantially better than chance, they still found the assessment to be challenging, scoring an average of only 70%. This relatively poor performance suggests that college instructors have substantial difficulty detecting ChatGPT-generated writing. Interestingly, this performance by the college instructors was the same average performance as Waltzer et al. ( 2023a ) observed among high school instructors (70%) on a similar test involving English literature essays, suggesting the results are generalizable across the student populations and essay types. We also gave the assessment to college students (Study 1) and to ChatGPT (Study 2) for comparison. On average, students (60%) and ChatGPT (63%) performed even worse than instructors, although the difference only reached statistical significance when comparing students and instructors.

We found that instructors and students who went into the study believing they would be very good at distinguishing between essays written by college students versus essays generated by ChatGPT were in fact no better at doing so than participants who lacked such confidence. However, we did find that item-level confidence did predict performance: when participants rated their confidence after each specific pair (i.e., “How confident are you about this answer?”), they did perform significantly better on items they reported higher confidence on. These same patterns were observed when analyzing the confidence ratings from ChatGPT, though ChatGPT produced much higher confidence ratings than instructors or students, reporting overconfidence while instructors and students reported underconfidence.

Attitudes toward AI in education

Instructors and students both thought it was very bad for students to turn in an assignment generated by ChatGPT as their own, and these ratings were especially negative for instructors. Overall, instructors and students looked similar to one another in their evaluations of other uses of ChatGPT in education. For example, both rated submitting an edited version of a ChatGPT-generated essay in a class as bad, but less bad than submitting an unedited version. Interestingly, the rank orderings in evaluations of ChatGPT uses were the same when the responses were generated by ChatGPT as when they were generated by instructors or students. However, ChatGPT produced more favorable ratings of several uses compared to instructors and students (e.g., using the AI tool to enhance the vocabulary in an essay). Overall, both instructors and students reported being about as optimistic as they were concerned about AI in education. Interestingly, ChatGPT produced responses indicative of much more optimism than both human groups of participants.

Many instructors commented on the challenges ChatGPT poses for educators. One noted that “… ChatGPT makes it harder for us to rely on homework assignments to help students to learn. It will also likely be much harder to rely on grading to signal how likely it is for a student to be good at a skill or how creative they are.” Some suggested possible solutions such as coupling writing with oral exams. Others suggested that they would appreciate guidance. For example, one said, “I have told students not to use it, but I feel like I should not be like that. I think some of my reluctance to allow usage comes from not having good guidelines.”

And like the instructors, some students also suggested that they want guidance, such as knowing whether using ChatGPT to convert a document to MLA format would count as a violation of academic integrity. They also highlighted many of the same problems as instructors and noted beneficial ways students are finding to use it. One student noted that, “I think ChatGPT definitely has the potential to be abused in an educational setting, but I think at its core it can be a very useful tool for students. For example, I’ve heard of one student giving ChatGPT a rubric for an assignment and asking it to grade their own essay based on the rubric in order to improve their writing on their own.”

Theoretical contributions and practical implications

Our findings underscore the fact that AI chatbots have the potential to produce confident-sounding responses that are misleading (Chen et al. 2023 ; Goodwins 2022 ; Salvi et al. 2024 ). Interestingly, the underconfidence reported by instructors and students stands in contrast to some findings that people often expressed overconfidence in their abilities to detect AI (e.g., deepfake videos, Köbis et al. 2021 ). Although general confidence before the task did not predict performance, specific confidence on each item of the task did predict performance. Taken together, our findings are consistent with other work suggesting confidence effects are context-dependent and can differ depending on whether they are assessed at the item level or more generally (Gigerenzer et al. 1991 ).

The fact that college instructors have substantial difficulty differentiating between ChatGPT-generated writing and the writing of college students provides evidence that ChatGPT poses a significant threat to academic integrity. Ignoring this threat is also likely to undermine central aspects of the mission of higher education in ways that undermine the value of assessments and disincentivize the kinds of cognitive engagement that promote deep learning (Chi and Wylie 2014 ). We are skeptical of answers that point to the use of AI detection tools to address this issue given that they will always be imperfect and false accusations have potential to cause serious harm (Dalalah and Dalalah 2023 ; Fowler 2023 ; Svrluga, 2023 ). Rather, we think that the solution will have to involve developing and disseminating best practices regarding creating assessments and incentivizing cognitive engagement in ways that help students learn to use AI as problem-solving tools.

Limitations and future directions

Why instructors perform better than students at detecting AI-generated text is unclear. Although we did not find any effect of content-relevant expertise, it still may be the case that experience with evaluating student writing matters, and instructors presumably have more such experience. For example, one non-psychology instructor who got 100% of the pairs correct said, “Experience with grading lower division undergraduate papers indicates that students do not always fully answer the prompt, if the example text did not appear to meet all of the requirements of the prompt or did not provide sufficient information, I tended to assume an actual student wrote it.” To address this possibility, it will be important to compare adults who do have teaching experience with those who do not.

It is somewhat surprising that experience with ChatGPT did not affect the performance of instructors or students on the AI Identification Test. One contributing factor may be that people pick up on some false heuristics from reading the text it generates (see Jakesch et al. 2023 ). It is possible that giving people practice at distinguishing the different forms of writing with feedback could lead to better performance.

Why confidence was predictive of accuracy at the item level is still not clear. One possibility is that there are some specific and valid cues many people were using. One likely cue is grammar. We revised grammar errors in student essays that were picked up by a standard spell checker in which the corrections were obvious. However, we left ungrammatical writing that didn’t have obvious corrections (e.g., “That is being said, to be able to understand the concepts and materials being learned, and be able to produce comprehension.“). Many instructors noted that they used grammatical errors as cues that writing was generated by students. As one instructor remarked, “Undergraduates often have slight errors in grammar and tense or plurality agreement, and I have heard the chat bot works very well as an editor.” Similarly, another noted, “I looked for more complete, grammatical sentences. In my experience, Chat-GPT doesn’t use fragment sentences and is grammatically correct. Students are more likely to use incomplete sentences or have grammatical errors.” This raises methodological questions about what is the best comparison between AI and human writing. For example, it is unclear which grammatical mistakes should be corrected in student writing. Also of interest will be to examine the detectability of writing that is generated by AI and later edited by students, since many students will undoubtedly use AI in this way to complete their course assignments.

We also found that student-written essays that earned higher grades (based on the scoring rubric for their class exam) were harder for instructors to differentiate from ChatGPT writing. This does not appear to be a simple effect of writing quality given that a separate measure of writing quality that did not account for content accuracy was not predictive. According to the class instructor, the higher-scoring essays tended to include more specific details, and this might have been what made them less distinguishable. Relatedly, it may be that the higher-scoring essays were harder to distinguish because they appeared to be generated by more competent-sounding writers, and it was clear from instructor comments that they generally viewed ChatGPT as highly competent.

The results of the present research validate concerns that have been raised about college instructors having difficulty distinguishing writing generated by ChatGPT from the writing of their students, and document that this is also true when students try to detect writing generated by ChatGPT. The results indicate that this issue is particularly pronounced when instructors evaluate high-scoring student essays. The results also indicate that ChatGPT itself performs no better than instructors at detecting ChatGPT-generated writing even though ChatGPT-reported confidence is much higher. These findings highlight the importance of examining current teaching and assessment practices and the potential challenges AI chatbots pose for academic integrity and ethics in education (Cotton et al. 2023 ; Eke 2023 ; Susnjak 2022 ). Further, the results show that both instructors and students have a mixture of apprehension and optimism about the use of AI in education, and that many are looking for guidance about how to ethically use it in ways that promote learning. Taken together, our findings underscore some of the challenges that need to be carefully navigated in order to minimize the risks and maximize the benefits of AI in education.

Data availability

Supplementary materials, including data, analysis, and survey items, are available on the Open Science Framework: https://osf.io/2c54a/ .

Abbreviations

Artificial Intelligence

Confidence Interval

Generalized Linear Mixed Model

Generative Pre-trained Transformer

Standard Deviation

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Acknowledgements

We thank Daniel Chen and Riley L. Cox for assistance with study design, stimulus preparation, and pilot testing. We also thank Emma C. Miller for grading the essays and Brian J. Compton for comments on the manuscript.

This work was partly supported by a National Science Foundation Postdoctoral Fellowship for T. Waltzer (NSF SPRF-FR# 2104610).

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Waltzer, T., Pilegard, C. & Heyman, G.D. Can you spot the bot? Identifying AI-generated writing in college essays. Int J Educ Integr 20 , 11 (2024). https://doi.org/10.1007/s40979-024-00158-3

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Essay Paper UPSC 2020 (Mains): Question Paper and Analysis

Last updated on January 9, 2021 by ClearIAS Team

UPSC conducted the Essay Paper , as part of the Civil Services Main Exam 2020 on 08-01-2021.

There were 8 Essay topics, out of which candidates were asked to write on two topics in 3 hours.

Table of Contents

Essay Paper UPSC 2020 Instructions

Total Marks: 250 marks, Time duration: 3 hours.
The essay must be written in the medium authorized in the admission certificate which must be stated clearly on the cover of this question-cum-answer (QCA) booklet in the space provided.
No marks will be given for answers written in the medium other than the authorized one.
Word limit, as specified, should be adhered to.
Any page or portion of the page left blank, must be struck off clearly.

Essay Question Paper – UPSC Civil Services Main Exam (Written) 2020

Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:

Life is long journey between human being and being humane
Mindful manifesto is the catalyst to a tranquil self
Ships do not sink because of water around them, ships sink because of water that gets into them
Simplicity is the ultimate sophistication
Culture is what we are, civilization is what we have
There can be no social justice without economic prosperity but economic prosperity without social justice is meaningless
Patriarchy is the least noticed yet the most significant structure of social inequality
Technology as the silent factor in international relations

Though aspirants were asked to write only two essays out of eight, most aspirants faced difficulty to select the right combination of two essays.

A philosophical theme was present in most of the essay topics in Section A as well as Section B.

As per most aspirants, the essay topic ‘Mindful manifesto is the catalyst to a tranquil self’ seemed the most tricky one. Only a few attempted that topic.

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UPSC has ensured that the essay topics were much different from the GS questions.

As we have mentioned many times, Essay needs a different approach than GS. Only those candidates with good essay writing skills will score high in this year’s essay paper.

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COMMENTS

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UPSC IFoS Prelims Result 2024 UPSC CSE Prelims Result 2024 UPSC Prelims 2024 CSAT ... Mains Answer Writing Practice; Essay. Essay Strategy; Fodder For Essay; Model Essays; Drishti Essay Competition; Ethics. ... Essay Previous Year Papers; filter Hide Menu. 2023. 15 Sep 2023; 2022. 04 Oct 2022; 2021. 04 Oct 2022; 2020. 04 Oct 2022; 2019. 04 Oct ...
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Broadly speaking, there are two types of essays - formal and informal. In the UPSC Civil Services Examination (CSE), we are concerned with the formal essay. The formal essay is relatively impersonal, the author writes it as an authority and such essays tend to be less emotional. ... Essay writing for CSE. For the CSE essay paper, two essays ...
UPSC Essay Topic wise Question Papers of last 30 years (1993-2022)
In the UPSC mains examination, essay paper is worth 250 marks and three hours. Here is the topic wise questions from the earlier years for the benefit of civil service IAS IPS aspirants. 1 India: Democracy, administration, Society, culture. 1.1 India Since Independence. 1.2 Federalism, Decentralization.
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UPSC conducted the Essay Paper, as part of the Civil Services Main Exam 2021 on 07-01-2022. There were 8 Essay topics, out of which candidates were asked to write on two topics in 3 hours. Candidates were supposed to answer about 1000 words for each essay (about 10-12 pages).
Essay Paper UPSC 2023 (Mains) Question Paper and Analysis
UPSC conducted the Civil Service Mains exam for essay paper on 15 September 2023. The CSE mains essay paper comprises two sections. Each section contains 4 essay topics. Out of which 2 topics of choice from each section need to be picked. Candidates were supposed to answer about 1000-1200 words for each essay.
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Please find the questions in the Essay Paper of the UPSC 2022 Civil Services Mains Examination (written). UPSC conducted the Essay Paper, as part of the Civil Services Main Exam 2022 on 16-09-2022. The question paper was not as shocking as last year. There were 8 Essay topics, out of which candidates were asked to write on two topics in 3 hours.
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How to Write the Essay for UPSC?
In this paper, you will have to write two essays, each with a word count of 1000-1200. One topic can be selected from a choice of four topics. The Essay Paper is for a total of 250 marks, with one essay for 125 marks. Download UPSC Mains 2021 Essay Paper from the linked article. Download UPSC Mains 2020 Essay Paper from the linked article.
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Get ready to enhance your writing and analytical skills and make a strong impression on the evaluators with well-crafted essays. UPSC Essay Paper. The Essay paper in the UPSC Mains examination requires candidates to write multiple essays, each on a different topic, chosen from a given list of options. The essay topics for UPSC cover a wide ...
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My notes, quote collection and sample essays; What UPSC says about the essay paper "Candidates may be required to write essays on multiple topics. ... There is no need to memorise complex words for writing a good essay. But an occasional use of a powerful word, or a good phrase definitely gives your write-up an edge. ...
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The UPSC introduced the Essay paper in 1993, with the objective of testing a candidate's proficiency in language, knowledge, and expression. ... This comprehensive essay writing course is designed to equip you with the skills and knowledge necessary to excel in the essay component of the UPSC Civil Services Examination. The features of our ...
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The Essay paper has been conducted on 7th January 2022 in the forenoon session (9 AM to 12 PM). The Mains (Written) Examination consists of nine papers in total. The first stage, that is, Prelims, was conducted on October 10, 2021. UPSC Mains 2021 Essay Question Paper:- Download PDF Here. Download compulsory language papers from the links below:
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In this guide, We'll explore strategies for acing the UPSC Essay Paper, inspired by Tina Dabi, AIR 1 in 2015. Tina Dabi's approach to essay writing emphasize...
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UPSC Mains 2024 season has begun. One of the most popular questions in the aspirants' minds for the mains preparation is: How to write essays for UPSC Civil Services Exams? We have an answer for you in the form of our new series. In UPSC Essentials' special series UPSC Essays Simplified, we take you through various steps of writing a good essay.
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What UPSC says about the essay paper "Candidates may be required to write essays on multiple topics. They will be expected to keep closely to the subject of the essay, to arrange their ideas in an orderly fashion, and to write concisely .
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209. 210. Empowering minds for a brighter future. Understand UPSC Toppers' approach, refine your answer-writing skills, and get a clearer perspective for your Civil Services Exam preparation.
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Today, we will focus on Step 4, the first stage of writing stage for UPSC Essays. About our Expert: Ravi Kapoor IRS (R), has now ditched his coveted rank of deputy commissioner and has offered free quality mentorship to UPSC aspirants, drawing upon his ten years of experience to create customised and productive curriculum.Through a free mentorship programme, he integrates tailored educational ...
UPSC Toppers' Answer Sheets 2023
GS II - TEST 6. Analytics Test- 06. GS IV - TEST 8. Analytics Test- 08. ESSAY TEST - 5. Access UPSC Toppers' Answer Sheets 2023 - Download PDFs from Mains test series, Optional Test series & Interview Guidance program & enhance your preparation.
Model Essays
UPSC IFoS Prelims Result 2024 UPSC CSE Prelims Result 2024 UPSC Prelims 2024 CSAT (Answer Key) Revised Answer Key UPSC Prelims 2024 GS 1 UPSC Prelims 2024 CSAT UPSC Prelims 2024 GS 1 Mains Test Series scheduled to begin from 9th June, 2024 has been postponed as UPSC CSE Preliminary exam was moved forward due to Lok Sabha elections of 2024. UPSC Calendar 2025 Final Result - Civil Services ...
UPSC Civil Service Mains Exam 2024
UPSC Mains Exam 2024: Preparation tips by Rimita Saha (AIR 566) in UPSC CSE 2023 ... "For the GS papers, thorough revision and answer-writing is the key. One can take up any GS test series, where evaluation is done properly with detailed feedback. ... The essay paper holds a lot of significance in the UPSC Mains Exam. Commenting on the approach ...
El Nino and associated phenomenon for UPSC Mains 2024
Welcome to the most helpful series for UPSC Mains Answer for UPSC Mains 2024 where you will learn how to write answers filled with facts, figure, logic and p...
Essay Syllabus
UPSC Civil Service Mains Paper 1 (popularly known as essay paper) is now of 250 marks. Candidates may be required to write essays on multiple topics. They will be expected to keep close to the subject of the essay to arrange their ideas in orderly fashion, and to write concisely. Credit will be given for effective and exact expression.
How To Write A Good Essay In Civil Service Mains Exam?
As the essay paper is out of 250, marks which are above 50% can be considered good, ie. 125. Marks between 110-125 is considered as average. Marks in the range of 150-160 are possible for exceptional essays. Note: UPSC may award poorly written essay marks as low as '0' or '20'.
Can you spot the bot? Identifying AI-generated writing in college essays
The task was to determine which essay was written by the chatbot. The essay pairs were drawn from larger pools of essays of each type. The student essays were written by students as part of a graded exam in a psychology class, and the ChatGPT essays were generated in response to the same essay prompts.
The Evolution of Academic Assistance: Pre-Written Essays for Sale in
The essay should be written by professional writers with experience in academic writing and editing. There should be an established brand behind the development of pre-written essays for sale.
5 Ways to Make Your Scholarship Essay Stand Out
Start writing essays early to allow time for research and editing. Grab the reader's attention immediately with a compelling story. Answer questions directly with sound grammar and style. With so ...
Essay Paper UPSC 2020 (Mains): Question Paper and Analysis
Please find the questions in the Essay Paper of UPSC 2020 Civil Services Mains Examination (written). UPSC conducted the Essay Paper, as part of the Civil Services Main Exam 2020 on 08-01-2021. There were 8 Essay topics, out of which candidates were asked to write on two topics in 3 hours.