Write an essay discussing only two points . You should explain which point is more important , giving reasons in support of your answer.
Your class has watched a television documentary on the impact of global tourism. You have made the notes below. Areas affected by global tourism Some opinions expressed in the documentary. |
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Breakout English
The Cambridge C1 Advanced (CAE) essay is a formal, academic writing. You’ll find it in Part 1 of the CAE writing exam and, just like at other levels, Part 1 is mandatory. That means whether you like it or not, you’ll be writing an essay for your C1 Cambridge exam. Considering that, it’s probably a good idea to practise. The good news is, the CAE essay can be quite formulaic. Once you’ve done it a few times, you’ll notice the structure and style are always pretty similar. Before you know it, you’ll be writing them in your sleep! In this post, you’ll find some useful CAE writing tips and three essay questions with sample answers.
If you’re looking for a complete overview of the CAE writing exam, with CAE writing tips and much more, check out Advanced Writing Plus , our complete self-study course.
At C1 level, you are expected to be able to write about pretty much any topic you can imagine. However, CAE essay topics are generally going to be quite formal. You’re not going to be asked about your plans for the weekend!
These are some of the topics which are most likely to come up in an Advanced essay question:
Make sure you’ve looked into these topics and studied relevant vocabulary. You can also read different articles and listen to radio broadcasts (or podcasts) related to the topics. Don’t forget to note down important vocabulary so you can remember it for your writings!
You’ve probably got plenty of experience writing in English if you’ve reached a C1 level. Students who prepare for this exam often need their skills focused in the right way rather than being taught brand new ideas.
Here are my top tips for preparing the CAE essay task.
Here are three Advanced (CAE) essay questions. They each use different CAE essay topics. Use them to practise and improve in preparation for the Cambridge C1 Advanced exam. After completing your own essay, check the example answer and compare.
Cambridge english: c1 advanced (cae) writing.
Difficulty level : C1 / advanced What is the Advanced (CAE) Writing test like? The test has two sections and takes 90 minutes:
Scoring The Advanced (CAE) Writing Test makes up 20% of the entire exam.
Your writing is assessed using four criteria:
How to prepare for the Advanced (CAE) Writing test
Read this explanation of how to write an article .
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The c1 essay.
Writing the C1 essay can be a difficult task, especially when it’s for an important exam like the Cambridge C1 Advanced (CAE). But don’t worry, with the right approach and preparation, you can master the art of essay writing. Here’s a step-by-step guide to help you navigate through the process.
The first part of the Cambridge C1 Advanced (CAE) Writing Paper is an essay. This is a compulsory task, meaning there is no choice of tasks in this part. The essay is your first opportunity to demonstrate your writing prowess and your ability to construct coherent arguments in English.
The essay should be structured with an introduction, supporting paragraphs, and a conclusion. The introduction sets the stage for your argument, the supporting paragraphs delve into the details, and the conclusion wraps up your thoughts. This structure is key to producing a well-organized and persuasive essay.
The word count for the essay is 220–260 words. It’s important to stay within this limit to demonstrate your ability to express your ideas concisely. Overwriting or underwriting can lead to penalties, so it’s crucial to practice writing within this word count.
Planning your response is a vital step in acing the essay. Before you start writing, take a few minutes to understand the prompt, brainstorm ideas, and outline your essay. This will help you write a focused and coherent essay.
The essay prompt will include two bullet points that you need to cover in your essay. Selecting and developing around these bullet points is a crucial part of the task. Make sure you address both points adequately in your essay.
The Cambridge C1 Advanced Writing paper is scored based on four key criteria 1 :
Though you can prepare for the writing part through practice, there are some factors that some candidates deem challenging. Here’s a list of some of those difficulties.
Time Constraints: The allocated time for essay writing is very good but some candidates find it a significant challenge. Crafting a well-structured and thoughtful essay within the given time frame requires efficient time management skills, and if you can’t do this during the exam time, you won’t get the score you deserve.
Lack of Ideas: Some candidates find it challenging to generate ideas when confronted with unfamiliar essay topics. This may happen to everyone as you don’t know what the question will be about.
Grammatical Accuracy: Maintaining grammatical precision is a common struggle. Candidates are often so focused on the content and the ideas they need to write about to the point where they forget about grammatical rules. This leads to errors that can impact the overall quality of the essay.
Use of Vocabulary and Grammar Forms: A noteworthy challenge is the effective use of a diverse range of vocabulary and grammar forms, particularly for candidates operating both at and below the C1 level. Striking the right balance and demonstrating linguistic proficiency can be demanding.
Logical Progression of Writing Content: Ensuring a logical flow in the progression of ideas within the essay is another hurdle. Crafting a well-organized and coherent narrative requires a strategic approach to presenting arguments and supporting details.
Spelling: Spelling errors can detract from the overall impression of an essay. Achieving accuracy in spelling, especially under time pressure, poses a challenge for some candidates.
To Address the Time Constraints:
Create an Outline: Develop the habit of outlining your essay before writing to minimize thinking time during the exam. Efficient Time Management: Practice efficient time management techniques to ensure that you allocate adequate time to each section of the essay.
To Address the Lack of Ideas Issue:
Regular Practice: Practice responding to diverse essay prompts regularly to enhance idea generation skills. Build a Repository: Develop a repository of potential arguments and examples for various essay topics to draw upon during the exam.
To Address Grammatical Accuracy:
Practice with Feedback: Regularly practice essay writing with a teacher or language partner to receive corrective feedback on grammar and sentence structure. Review and Edit: Allocate time at the end of the exam to review and edit your essay, focusing on correcting grammatical errors.
To Address the Vocabulary and Grammar Issues:
Diversify Vocabulary: Expand your vocabulary by reading a variety of materials to improve the effective use of diverse words. Seek Expert Feedback: Seek feedback from teachers or language experts to refine the use of complex sentence structures and uncommon words in your essays.
Step 1: understand the prompt.
The first step in writing an essay is to understand the prompt. Read it carefully and make sure you know what is being asked of you. Identify the type of essay you need to write – it could be argumentative, descriptive, or another type. This will guide your approach to the essay.
Once you understand the prompt, start brainstorming ideas related to the topic. Don’t rush this process – take your time to come up with as many ideas as possible. Once you have a list of ideas, organize them into a clear, logical order. Also, choose a few C1 Level words and grammar structures to use in your essay because you need to show that your writing is at C1 level. This will form the backbone of your essay and help you do a great job at writing your essay.
The introduction is your chance to grab the reader’s attention. Start with a hook – a surprising fact, a quote, or a question. Provide some background information about the topic to give context to your essay. End the introduction with a clear thesis statement that outlines your main argument or focus.
The body of your essay is where you make your arguments. Each paragraph should focus on one main idea that supports your thesis. Back up your points with evidence and examples. Use transitional phrases to link your ideas and ensure your essay flows smoothly.
The conclusion is your final chance to leave an impression on the reader. Summarize your main points and restate your thesis in a new way. Provide a final thought or implication for the reader to consider. This should leave the reader with a sense of closure and completeness.
Once you’ve finished writing, it’s time to review and edit your essay. Check for clarity, coherence, and cohesion. Correct any grammatical or spelling errors. Make sure you have fully answered the prompt and followed the essay structure.
The key to mastering essay writing is practice. Write practice essays and get feedback. Learn from your mistakes and continuously improve your writing skills. Remember, the key to a good essay is a clear structure, strong arguments supported by evidence, and a thorough understanding of the topic. With these steps, you’ll be well on your way to acing your Cambridge C1 Advanced (CAE) exam.
Understanding the rubric is the first step. Here are some tips to help you excel:
1 : Cambridge English Writing Assessment Scale 2 : C1 Advanced Handbook for teachers for exams 3 : CAE Writing Exam Grading Rubric
Write an essay discussing two of the ways in your notes that adults can influence younger people’s behaviour. You should explain which way you think is more effective, giving reasons to support your opinion.
Ways adults can influence how younger people behave: • giving rules • setting an example
The influence of adults on the behavior of younger individuals is crucial for societal development, as they play a significant role in shaping values, attitudes, and actions. Two prominent methods through which adults exert influence are by giving rules and setting an example. In this essay, I will explore these two approaches and discuss which one is more effective in molding the behavior of younger individuals.
One traditional method to influence the behavior of younger people is providing a set of rules and guidelines. Rules serve as a framework that defines acceptable and unacceptable behavior, helping establish boundaries and expectations. The rationale behind this method is that explicit guidelines leave little room for ambiguity, making it easier for younger individuals to understand the expectations placed upon them. While rules provide clear boundaries, they may be perceived as restrictive and authoritarian, potentially leading to rebellion or superficial compliance without true understanding or internalization of values.
On the other hand, setting an example is a more nuanced and subtle approach to influencing behavior. Adults who choose this method understand that actions speak louder than words. The power of setting an example lies in its ability to evoke emotional responses and connect with individuals on a deeper level. Observing positive behavior in role models fosters a sense of trust, admiration, and inspiration, which can lead to the internalization of values. Setting an example taps into the emotional and psychological aspects of behavior formation, cultivating a genuine understanding of values and fostering a sense of personal responsibility.
In conclusion, both giving rules and setting an example are essential tools for adults seeking to influence the behavior of younger individuals. While rules provide structure and clarity, setting an example offers a more profound and lasting impact. The ability to inspire and motivate through personal conduct creates a foundation for genuine understanding and internalization of positive values. This approach is adaptable to different situations and contexts, promoting a more holistic and integrated understanding of ethical and responsible behavior.
The Writing paper of the Cambridge C1 Advanced exam consists of two parts: One Essay and one task where you can choose your task from given options.
You are required to choose one type of writing in the second task. Your options are: Writing a letter, an email, a proposal, a report, and a review.
The Writing paper is assessed based on your control of a range of language, correct use of grammar structures, specificity of words or structures to express your ideas, and the effective use of functional language to persuade, agree, or compare
Omid Kalantar is an English Language Teaching (ELT) professor and researcher at Universidad Nacional de Educación (UNAE) in Ecuador. He has extensive experience coaching exam candidates prepare for TOEFL, IELTS, Cambridge C1 Advanced, iTEP, PTE, and Duolingo for more than a decade. He is also a former Cambridge Examiner. His expertise and research interests include various issues in applied linguistics, advanced level language proficiency, fluency, accuracy, and complexity in language production, English for Specific Purposes (ESP), materials development and curriculum design, and psycholinguistics. A complete list of his scholarly articles can be accessed on Google Scholar linked below.
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How not to write your college essay.
If you are looking for the “secret formula” for writing a “winning” college essay, you have come to the wrong place. The reality is there is no silver bullet or strategy to write your way to an acceptance. There is not one topic or approach that will guarantee a favorable outcome.
At the end of the day, every admission office just wants to know more about you, what you value, and what excites you. They want to hear about your experiences through your own words and in your own voice. As you set out to write your essay, you will no doubt get input (both sought-after and unsolicited) on what to write. But how about what NOT Notcoin to write? There are avoidable blunders that applicants frequently make in drafting their essays. I asked college admission leaders, who have read thousands of submissions, to share their thoughts.
Don’t Go In There
There is wide consensus on this first one, so before you call on your Jedi mind tricks or predictive analytics, listen to the voices of a diverse range of admission deans. Peter Hagan, executive director of admissions at Syracuse University, sums it up best, saying, “I would recommend that students try not to get inside of our heads. He adds, “Too often the focus is on what they think we want.”
Andy Strickler, dean of admission and financial aid at Connecticut College agrees, warning, “Do NOT get caught in the trap of trying to figure out what is going to impress the admission committee. You have NO idea who is going to read your essay and what is going to connect with them. So, don't try to guess that.” Victoria Romero, vice president for enrollment, at Scripps College adds, “Do not write about something you don’t care about.” She says, “I think students try to figure out what an admission officer wants to read, and the reality is the reader begins every next essay with no expectations about the content THEY want to read.” Chrystal Russell, dean of admission at Hampden-Sydney College, agrees, saying, “If you're not interested in writing it, we will not be interested when reading it.” Jay Jacobs, vice provost for enrollment management at the University of Vermont elaborates, advising. “Don’t try to make yourself sound any different than you are.” He says, “The number one goal for admission officers is to better understand the applicant, what they like to do, what they want to do, where they spend the majority of their time, and what makes them tick. If a student stays genuine to that, it will shine through and make an engaging and successful essay.”
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Don’t Be Artificial
The headlines about college admission are dominated by stories about artificial intelligence and the college essay. Let’s set some ground rules–to allow ChatGPT or some other tool to do your work is not only unethical, it is also unintelligent. The only worse mistake you could make is to let another human write your essay for you. Instead of preoccupying yourself with whether or not colleges are using AI detection software (most are not), spend your time focused on how best to express yourself authentically. Rick Clark is the executive director of strategic student success at Georgia Institute of Technology, one of the first institutions to clearly outline their AI policy for applicants. He says, “Much of a college application is devoted to lines, boxes, and numbers. Essays and supplements are the one place to establish connection, personality, and distinction. AI, in its current state, is terrible at all three.” He adds, “My hope is that students will use ChatGPT or other tools for brainstorming and to get started, but then move quickly into crafting an essay that will provide insight and value.”
Don’t Overdo It
Michael Stefanowicz, vice president for enrollment management at Landmark College says, “You can only cover so much detail about yourself in an admission essay, and a lot of students feel pressure to tell their life story or choose their most defining experience to date as an essay topic. Admission professionals know that you’re sharing just one part of your lived experience in the essay.” He adds, “Some of the favorite essays I’ve read have been episodic, reflecting on the way you’ve found meaning in a seemingly ordinary experience, advice you’ve lived out, a mistake you’ve learned from, or a special tradition in your life.” Gary Ross, vice president for admission and financial aid at Colgate University adds, “More than a few applicants each year craft essays that talk about the frustration and struggles they have experienced in identifying a topic for their college application essay. Presenting your college application essay as a smorgasbord of topics that ultimately landed on the cutting room floor does not give us much insight into an applicant.”
Don’t Believe In Magic
Jason Nevinger, senior director of admission at the University of Rochester warns, “Be skeptical of anyone or any company telling you, ‘This is the essay that got me into _____.’ There is no magic topic, approach, sentence structure, or prose that got any student into any institution ever.” Social media is littered with advertisements promising strategic essay help. Don’t waste your time, energy, or money trying to emulate a certain style, topic, or tone. Liz Cheron is chief executive officer for the Coalition for College and former assistant vice president of enrollment & dean of admissions at Northeastern University. She agrees with Nevinger, saying “Don't put pressure on yourself to find the perfect, slam dunk topic. The vast majority of college essays do exactly what they're supposed to do–they are well-written and tell the admission officer more about the student in that student's voice–and that can take many different forms.”
Don’t Over Recycle
Beatrice Atkinson-Myers, associate director of global recruitment at the University of California at Santa Cruz tells students, “Do not use the same response for each university; research and craft your essay to match the program at the university you are interested in studying. Don't waste time telling me things I can read elsewhere in your application. Use your essay to give the admissions officer insights into your motivations, interests, and thinking. Don't make your essay the kitchen sink, focus on one or two examples which demonstrate your depth and creativity.” Her UC colleague, Jim Rawlins, associate vice chancellor of enrollment management at the University of California at San Diego agrees, saying “Answer the question. Not doing so is the surest way we can tell you are simply giving us a snippet of something you actually wrote for a different purpose.”
Don’t Overedit
Emily Roper-Doten, vice president for undergraduate admissions and financial assistance at Clark University warns against “Too many editors!” She says, “Pick a couple of trusted folks to be your sounding board when considering topics and as readers once you have drafts. You don’t want too many voices in your essay to drown you out!” Scripps’ Romero agrees, suggesting, “Ask a good friend, someone you trust and knows you well, to read your essays.” She adds, “The goal is for the admission committee to get to know a little about you and who better to help you create that framework, than a good friend. This may not work for all students because of content but helps them understand it’s important to be themselves.” Whitney Soule, vice provost and dean of admissions at The University of Pennsylvania adds, “Avoid well-meaning editorial interference that might seem to polish your writing but actually takes your own personal ‘shine’ right out of the message.” She says, “As readers, we connect to applicants through their genuine tone and style. Considering editorial advice for flow and message is OK but hold on to the 'you' for what you want to say and how you want to say it.”
Don’t Get Showy
Palmer Muntz, senior regional admissions counselor at the University of Alaska Fairbanks cautions applicants, “Don’t be fancier than you are. You don’t need to put on airs.” He adds, “Yes, proofread your work for grammar and spelling, but be natural. Craft something you’d want to read yourself, which probably means keeping your paragraphs short, using familiar words, and writing in an active voice.” Connecticut College’s Strickler agrees, warning, “Don't try to be someone you are not. If you are not funny, don't try to write a funny essay. If you are not an intellectual, trying to write an intellectual essay is a bad idea.”
Anthony Jones, the vice president of enrollment management at Loyola University New Orleans offers a unique metaphor for thinking about the essay. He says, “In the new world of the hyper-fast college admission process, it's become easy to overlook the essential meaning of the college application. It's meant to reveal Y...O...U, the real you, not some phony digital avatar. Think of the essay as the essence of that voice but in analog. Like the completeness and authenticity captured in a vinyl record, the few lines you're given to explain your view should be a slow walk through unrestrained expression chock full of unapologetic nuances, crevices of emotion, and exactness about how you feel in the moment. Then, and only then, can you give the admissions officer an experience that makes them want to tune in and listen for more.”
Don’t Be A Downer
James Nondorf, vice president and dean of admissions and financial aid at The University of Chicago says, “Don’t be negative about other people, be appreciative of those who have supported you, and be excited about who you are and what you will bring to our campus!” He adds, “While admissions offices want smart students for our classrooms, we also want kind-hearted, caring, and joyous students who will add to our campus communities too.”
Don’t Pattern Match
Alan Ramirez is the dean of admission and financial aid at Sewanee, The University of the South. He explains, “A big concern I have is when students find themselves comparing their writing to other students or past applicants and transform their writing to be more like those individuals as a way to better their chances of offering a more-compelling essay.” He emphasizes that the result is that the “essay is no longer authentic nor the best representation of themselves and the whole point of the essay is lost. Their distinctive voice and viewpoint contribute to the range of voices in the incoming class, enhancing the diversity of perspectives we aim to achieve.” Ramirez simple tells students, “Be yourself, that’s what we want to see, plus there's no one else who can do it better than you!”
Don’t Feel Tied To A Topic
Jessica Ricker is the vice president for enrollment and dean of admissions and financial aid at Skidmore College. She says, “Sometimes students feel they must tell a story of grief or hardship, and then end up reliving that during the essay-writing process in ways that are emotionally detrimental. I encourage students to choose a topic they can reflect upon positively but recommend that if they choose a more challenging experience to write about, they avoid belaboring the details and instead focus on the outcome of that journey.” She adds, "They simply need to name it, frame its impact, and then help us as the reader understand how it has shaped their lens on life and their approach moving forward.”
Landmark College’s Stefanowicz adds, “A lot of students worry about how personal to get in sharing a part of their identity like your race or heritage (recalling last year’s Supreme Court case about race-conscious admissions), a learning difference or other disability, your religious values, LGBTQ identity…the list goes on.” He emphasizes, “This is always your choice, and your essay doesn’t have to be about a defining identity. But I encourage you to be fully yourself as you present yourself to colleges—because the college admission process is about finding a school where your whole self is welcome and you find a setting to flourish!”
Don’t Be Redundant
Hillen Grason Jr., dean of admission at Franklin & Marshall College, advises, “Don't repeat academic or co-curricular information that is easily identifiable within other parts of your application unless the topic is a core tenant of you as an individual.” He adds, “Use your essay, and other parts of your application, wisely. Your essay is the best way to convey who your authentic self is to the schools you apply. If you navigated a situation that led to a dip in your grades or co-curricular involvement, leverage the ‘additional information’ section of the application.
Thomas Marr is a regional manager of admissions for the Americas at The University of St Andrews in Scotland and points out that “Not all international schools use the main college essay as part of their assessment when reviewing student applications.” He says, “At the University of St Andrews, we focus on the supplemental essay and students should avoid the mistake of making the supplemental a repeat of their other essay. The supplemental (called the Personal Statement if using the UCAS application process) is to show the extent of their passion and enthusiasm for the subject/s to which they are applying and we expect about 75% of the content to cover this. They can use the remaining space to mention their interests outside of the classroom. Some students confuse passion for the school with passion for their subject; do not fall into that trap.”
A Few Final Don’ts
Don’t delay. Every college applicant I have ever worked with has wished they had started earlier. You can best avoid the pitfalls above if you give yourself the time and space to write a thoughtful essay and welcome feedback openly but cautiously. Don’t put too much pressure on yourself to be perfect . Do your best, share your voice, and stay true to who you are.
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June 26, 2024
Essay writing is a fundamental part of college life, playing a crucial role in how you communicate your ideas and demonstrate your understanding of various subjects. However, many college students find themselves struggling with the process, often feeling overwhelmed by the expectations and demands of their assignments.
If you ever find yourself in need of assistance, consider hiring an essay writer online to help you navigate through difficult assignments. This can give you valuable insights and free up time to focus on other critical aspects of your academic journey.
Understanding the Purpose of Essay Writing
Developing Critical Thinking
A fundamental goal of essay writing is to cultivate and demonstrate your critical thinking capabilities. When you engage deeply with essay topics for college students, you learn to analyse information, formulate arguments, and present your ideas coherently. This process is essential not just for your academic success but also for your overall intellectual development.
Demonstrating Knowledge
Essays provide a platform for you to demonstrate your understanding of the material you have been studying. Through structured writing, you can show your professors that you have grasped the key concepts and can apply them in a coherent manner. This is a crucial aspect of your learning journey as a college student.
The Importance of Planning
Brainstorming Ideas
Before you start your college student essay, spend some time brainstorming and organising your thoughts. This stage is crucial for developing an essay that is both coherent and well-directed. Explore every conceivable viewpoint and angle related to your subject. This preliminary work can help you generate fresh ideas and identify the most compelling arguments for your essay.
Creating an Outline
Creating an outline serves as the structural design for your essay, arranging your thoughts and confirming a sequential flow from one concept to another. Start with a definitive thesis statement, then list the main points that bolster your argument. Each subsequent section should naturally expand upon the previous, resulting in a unified and compelling piece of writing.
Time Management
As a college student, you should know that effective time management is essential for fulfilling your assignments within the set deadlines. Segment your writing process into specific, achievable tasks, assigning deadlines to each. Dedicate designated periods for research, initial drafting, revising, and final proofreading. Advance planning helps you sidestep the pitfalls of last-minute rushes and ensures the creation of a thoroughly developed essay.
Writing Techniques for Success
Engaging Introductions
The introduction sets the overall mood of your essay. Start with a compelling hook to grab your reader’s attention, followed by pertinent background information on your subject. Conclude this section with a succinct thesis statement that clearly articulates the central argument or objective of your essay.
Clear and Concise Language
Choose a clear and concise language to express your ideas. Steer clear of using unnecessary technical jargon and overly complex sentences that could perplex your readers. Ensure each paragraph centres on a single concept, utilising topic sentences that succinctly indicate the principal idea of the paragraph. This method not only enhances the clarity of your essay but also amplifies its ability to persuade.
Supporting Evidence
Back up your arguments with credible evidence from reputable sources. This could include academic journals, books, and authoritative websites. Accurately citing your sources is vital to avoid plagiarism and to bolster the trustworthiness of your essay. Using strong evidence strengthens your arguments and demonstrates thorough research.
Common Pitfalls to Avoid
Lack of Focus
A prevalent issue in college student essay writing is the tendency to lose focus. Stick to your thesis statement and avoid diverging into unrelated topics. Each paragraph should directly support your main argument, ensuring that your essay remains coherent and on track.
Poor Organisation
A poorly organised essay can be difficult to read and understand. Make sure your ideas transition smoothly from one to another. Employ effective transitions between paragraphs to help your reader navigate through your argument seamlessly. A well-structured essay is more persuasive and easier to follow.
Neglecting Proofreading
Never underestimate the importance of proofreading. Even the essay of the best college student can be undermined by spelling and grammatical errors. Dedicate time to meticulously review your work for any errors or potential improvements. You may want to seek the assistance of a friend or a professional proofreading service to thoroughly review your essay.
Utilising Resources and Tools
Online Tools
A variety of online tools are available that can assist you with different facets of essay writing. Tools like Grammarly can assist with grammar and spelling, while citation generators can help you properly format your references. Utilising these tools can help streamline your writing process and ensure your essay adheres to scholarly standards.
Peer Review
Sharing your essay with your college student peers for review can offer new insights and valuable critiques. This cooperative process enables you to pinpoint and address areas needing enhancement, refining your arguments in the process. Peer review is an effective strategy to improve the quality of your essay prior to its submission.
Mastering essay writing is essential for your success in college. By understanding the purpose of essays, planning effectively, using clear writing techniques, and avoiding common pitfalls, you can improve your writing skills and produce compelling essays. Take advantage of the resources at your disposal, such as writing centres and digital tools, to further develop your writing skills. Implement these suggestions today to revolutionise your essay writing experience in college!
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Categories: Articles , Content
Tags: education
Undergraduate courses.
Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.
Tuesday and Thursday, 11 a.m.-12:15 p.m.
Sharon Smith
ENGL 151 serves as an introduction to both the English major and the discipline of English studies. In this class, you will develop the thinking, reading, writing and research practices that define both the major and the discipline. Much of the semester will be devoted to honing your literary analysis skills, and we will study and discuss texts from several different genres—poetry, short fiction, the novel, drama and film—as well as some literary criticism. As we do so, we will explore the language of the discipline, and you will learn a variety of key literary terms and concepts. In addition, you will develop your skills as both a writer and researcher within the discipline of English.
In this section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the mind, the body and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the efficacy of sex education programs; the degree to which beliefs about race and gender influence school dress codes; and the unique mental and physical challenges faced by college students today. In this course, you will be learning about different approaches to argumentation, analyzing the arguments of others and constructing your own arguments. At the same time, you will be honing your skills as a researcher and developing your abilities as a persuasive and effective writer.
Monday/Wednesday/Friday 1-1:50 p.m.
Gwen Horsley
English 201 will help students develop the ability to think critically and analytically and to write effectively for other university courses and careers. This course will provide opportunities to develop analytical skills that will help students become critical readers and effective writers. Specifically, in this class, students will:
Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations and expletive constructions.
Students will prepare writing assignments based on readings and discussions of essays included in "Literature and the Environment " and other sources. They may use "The St. Martin’s Handbook," as well as other sources, to review grammar, punctuation, mechanics and usage as needed.
Tuesday and Thursday 9:30-10:45 a.m.
Paul Baggett
For generations, environmentalists have relied on the power of prose to change the minds and habits of their contemporaries. In the wake of fires, floods, storms and droughts, environmental writing has gained a new sense of urgency, with authors joining activists in their efforts to educate the public about the grim realities of climate change. But do they make a difference? Have reports of present and future disasters so saturated our airwaves that we no longer hear them? How do writers make us care about the planet amidst all the noise? In this course, students will examine the various rhetorical strategies employed by some of today’s leading environmental writers and filmmakers. And while analyzing their different arguments, students also will strengthen their own strategies of argumentation as they research and develop essays that explore a range of environmental concerns.
S17 Tuesday and Thursday 12:30-1:45 p.m.
S18 Tuesday and Thursday 2-3:15 p.m.
Jodi Andrews
In this composition class, students will critically analyze essays about food, food systems and environments, food cultures, the intersections of personal choice, market forces and policy and the values underneath these forces. Students will learn to better read like writers, noting authors’ purpose, audience organizational moves, sentence-level punctuation and diction. We will read a variety of essays including research-intensive arguments and personal narratives which intersect with one of our most primal needs as humans: food consumption. Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the 21st century.
Michael S. Nagy
English 221 is a survey of early British literature from its inception in the Old English period with works such as "Beowulf" and the “Battle of Maldon,” through the Middle Ages and the incomparable writings of Geoffrey Chaucer and the Gawain - poet, to the Renaissance and beyond. Students will explore the historical and cultural contexts in which all assigned reading materials were written, and they will bring that information to bear on class discussion. Likely themes that this class will cover include heroism, humor, honor, religion, heresy and moral relativity. Students will write one research paper in this class and sit for two formal exams: a midterm covering everything up to that point in the semester, and a comprehensive final. Probable texts include the following:
Monday, Wednesday and Friday noon-12:50 p.m.
April Myrick
A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.
Randi Anderson
In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the K-5 grade level. We will read a large range of works that fall into this category, as well as information on the history, development and genre of juvenile literature.
Readings for this course include classical works such as "Hatchet," "Little Women", "The Lion, the Witch and the Wardrobe" and "Brown Girl Dreaming," as well as newer works like "Storm in the Barn," "Anne Frank’s Diary: A Graphic Adaptation," "Lumberjanes," and a variety of picture books. These readings will be paired with chapters from "Reading Children’s Literature: A Critical Introduction " to help develop understanding of various genres, themes and concepts that are both related to juvenile literature and also present in our readings.
In addition to exposing students to various genres of writing (poetry, historical fiction, non-fiction, fantasy, picture books, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race and gender. Students’ understanding of these works and concepts will be developed through readings, research, discussion posts, exams and writing assignments designed to get students to practice analyzing poetry, picture books, informational books and transitional/easy readers.
Tuesday and Thursday 12:30-1:45 p.m.
This course provides a broad, historical survey of American literature from the early colonial period to the Civil War. Ranging across historical periods and literary genres—including early accounts of contact and discovery, narratives of captivity and slavery, poetry of revolution, essays on gender equality and stories of industrial exploitation—this class examines how subjects such as colonialism, nationhood, religion, slavery, westward expansion, race, gender and democracy continue to influence how Americans see themselves and their society.
Required Texts
Steven Wingate
Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve a research project. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.
Jodilyn Andrews
This course introduces students to the craft of writing, with readings and practice in at least two genres (including fiction, poetry and drama).
Amber Jensen, M.A., M.F.A.
This course explores creative writing as a way of encountering the world, research as a component of the creative writing process, elements of craft and their rhetorical effect and drafting, workshop and revision as integral parts of writing polished literary creative work. Student writers will engage in the research practices that inform the writing of literature and in the composing strategies and writing process writers use to create literary texts. Through their reading and writing of fiction, poetry and creative nonfiction, students will learn about craft elements, find examples of those craft elements in published works and apply these elements in their own creative work, developed through weekly writing activities, small group and large group workshop and conferences with the instructor. Work will be submitted, along with a learning reflection and revision plan in each genre and will then be revised and submitted as a final portfolio at the end of the semester to demonstrate continued growth in the creation of polished literary writing.
Tuesday 6-8:50 p.m.
Danielle Harms
Techniques, materials and resources for teaching English language and literature to middle and secondary school students. Required of students in the English education option.
Thursdays 3-6 p.m.
This course introduces students to contemporary works by authors from various Indigenous nations. Students examine these works to enhance their historical understanding of Indigenous peoples, discover the variety of literary forms used by those who identify as Indigenous writers, and consider the cultural and political significance of these varieties of expression. Topics and questions to be explored include:
Possible Texts
Tuesdays 2-4:50 p.m.
Jason McEntee
Do you have an appreciation for, and enjoy watching, movies? Do you want to study movies in a genre-oriented format (such as those we typically call the Western, the screwball comedy, the science fiction or the crime/gangster, to name a few)? Do you want to explore the different critical approaches for talking and writing about movies (such as auteur, feminist, genre or reception)?
In this class, you will examine movies through viewing and defining different genres while, at the same time, studying and utilizing different styles of film criticism. You will share your discoveries in both class discussions and short writings. The final project will be a formal written piece of film criticism based on our work throughout the semester. The course satisfies requirements and electives for all English majors and minors, including both the Film Studies and Professional Writing minors. (Note: Viewing of movies outside of class required and may require rental and/or streaming service fees.)
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence, and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Wednesday 3-5:50 p.m.
With the publication of Horace Walpole’s "The Castle of Otranto " in 1764, the Gothic officially came into being. Dark tales of physical violence and psychological terror, the Gothic incorporates elements such as distressed heroes and heroines pursued by tyrannical villains; gloomy estates with dark corridors, secret passageways and mysterious chambers; haunting dreams, troubling prophecies and disturbing premonitions; abduction, imprisonment and murder; and a varied assortment of corpses, apparitions and “monsters.” In this course, we will trace the development of Gothic literature—and some film—from the eighteenth-century to the present time. As we do so, we will consider how the Gothic engages philosophical beliefs about the beautiful and sublime; shapes psychological understandings of human beings’ encounters with horror, terror, the fantastic and the uncanny; and intervenes in the social and historical contexts in which it was written. We’ll consider, for example, how the Gothic undermines ideals related to domesticity and marriage through representations of domestic abuse, toxicity and gaslighting. In addition, we’ll discuss Gothic texts that center the injustices of slavery and racism. As many Gothic texts suggest, the true horrors of human existence often have less to do with inexplicable supernatural phenomena than with the realities of the world in which we live.
Flexible Scheduling
Nathan Serfling
Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations, and develop a richer sense of writing as a complex and negotiated social process.
Engl 572.s01: film criticism, engl 576.st1 fiction.
In this workshop-based creative writing course, students will develop original fiction based on strong attention to the fundamentals of literary storytelling: full-bodied characters, robust story lines, palpable environments and unique voices. We will pay particular attention to process awareness, to the integrity of the sentence and to authors' commitments to their characters and the places in which their stories unfold. Some workshop experience is helpful, as student peer critique will be an important element of the class.
Thursdays 1-3:50 p.m.
This course will provide you with a foundation in the pedagogies and theories (and their attendant histories) of writing instruction, a foundation that will prepare you to teach your own writing courses at SDSU and elsewhere. As you will discover through our course, though, writing instruction does not come with any prescribed set of “best” practices. Rather, writing pedagogies stem from and continue to evolve because of various and largely unsettled conversations about what constitutes effective writing and effective writing instruction. Part of becoming a practicing writing instructor, then, is studying these conversations to develop a sense of what “good writing” and “effective writing instruction” might mean for you in our particular program and how you might adapt that understanding to different programs and contexts.
As we read about, discuss and research writing instruction, we will address a variety of practical and theoretical topics. The practical focus will allow us to attend to topics relevant to your immediate classroom practices: designing a curriculum and various types of assignments, delivering the course content and assessing student work, among others. Our theoretical topics will begin to reveal the underpinnings of these various practical matters, including their historical, rhetorical, social and political contexts. In other words, we will investigate the praxis—the dialogic interaction of practice and theory—of writing pedagogy. As a result, this course aims to prepare you not only as a writing teacher but also as a nascent writing studies/writing pedagogy scholar.
At the end of this course, you should be able to engage effectively in the classroom practices described above and participate in academic conversations about writing pedagogy, both orally and in writing. Assessment of these outcomes will be based primarily on the various writing assignments you submit and to a smaller degree on your participation in class discussions and activities.
Thursdays 3–5:50 p.m.
Katherine Malone
This course explores the rise of the New Woman at the end of the nineteenth century. The label New Woman referred to independent women who rebelled against social conventions. Often depicted riding bicycles, smoking cigarettes and wearing masculine clothing, these early feminists challenged gender roles and sought broader opportunities for women’s employment and self-determination. We will read provocative fiction and nonfiction by New Women writers and their critics, including authors such as Sarah Grand, Mona Caird, George Egerton, Amy Levy, Ella Hepworth Dixon, Grant Allen and George Gissing. We will analyze these exciting texts through a range of critical lenses and within the historical context of imperialism, scientific and technological innovation, the growth of the periodical press and discourse about race, class and gender. In addition to writing an argumentative seminar paper, students will complete short research assignments and lead discussion.
In this course, we will explore the voices of female authors and characters in contemporary literature of war. Drawing from various literary theories, our readings and discussion will explore the contributions of these voices to the evolving literature of war through archetypal and feminist criticism. We will read a variety of short works (both theoretical and creative) and complete works such as (selections subject to change): "Eyes Right" by Tracy Crow, "Plenty of Time When We Get Home" by Kayla Williams, "You Know When the Men are Gone" by Siobhan Fallon, "Still, Come Home" by Katie Schultz and "The Fine Art of Camouflage" by Lauren Johnson.
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Writing an essay is the first part of the C1 Advanced (CAE) Cambridge writing paper and it is obligatory. You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view. It is a semi-formal/formal text and should be impartial until the conclusion.
The C1 Advanced Writing exam has two writing parts, which you must complete in 90 minutes. Both parts have a word limit of between 220-260 words. We recommend getting lots of writing practice under these conditions! Part 1 is always a discursive essay. It requires you to think about arguments for and against a topic.
• learn useful strategies for planning, writing and reviewing your written work. Get to know the exam: Writing Part 1 . The C1 Advanced Writing paper has two parts. Part 1 has only one task, which you must answer. You will: be given the topic of an essay and a set of notes consisting of 3 bullet points and 3 quotes
Essay-writing conventions are used effectively to communicate ideas clearly. The register is mostly consistent despite the candidate offering advice. Overall the language of explanation, opinion and justification is appropriate for this essay and holds the reader's attention.
Tips for CAE Writing Part 1. Read the entire task before beginning to plan your response. You will need to familiarise yourself with reading the input, understanding the instructions in full and then deciding on how to organise and construct your response. Select two bullet points and develop your essay around them.
Let me show you all the little tips and tricks that will take your essay writing skills to the next level. We discuss how to analyse a task as well as the ty...
Writing a CAE Essay Basics. You must write an essay. (In part 2 you get a choice, but the essay is always mandatory.) You have about 45 minutes. The tasks always look the same. Don't 'lift' too much from the question - use your own words. Preparing. Do lots of mock exams. Start early (mistakes in your writing take longest to fix). Months ...
CAE Writing Essay Example. Now that we are familiar with the main features of an essay for Cambridge Advanced (CAE) Writing, let's look at a sample essay at C1 level, both the sample instructions and a possible answer. C1 Essay Instructions. In the picture below you can see an example from the Cambridge website.
In a C1 Advanced essay there are basically four things: Introduction. First topic point. Second topic point. Conclusion. From that, we can make four paragraphs and this applies to every single essay you are going to write to practise or in the official exam. Let's have another look at our example from earlier.
Writing an essay: Focus on agreeing or disagreeing with a statement, giving information, giving opinion, giving reasons, comparing and contrasting ideas and opinions, drawing a conclusion. Videos Video 1 How to write an Essay (Tips) - C1 Advanced (CAE) Video 2 How to write an Essay 2 - C1 Advanced (CAE) Video 3 How to structure an Essay - C1 Advanced (CAE) Video 4 Perfect essay example ...
Then look at the plan for structuring an essay in Exercise 2 Part B. Ask students to look at the sample answer for the question and to discuss, in pairs, to what extent this candidate has followed the structure suggested in Part B. (Note that the candidate has followed a similar structure, but the essay
1. Part 1 is a new type of task never seen before in the C1 Advanced exam. 2. There is always a discursive essay on a particular topic. 3. You will be given a set of notes in bullet point form on the topic. 4. You must only select two of the bullet points given. 5. You are given short opinions related to the bullet points. You are allowed to use
The Cambridge C1 Advanced (CAE) essay is a formal, academic writing. You'll find it in Part 1 of the CAE writing exam and, just like at other levels, Part 1 is mandatory. That means whether you like it or not, you'll be writing an essay for your C1 Cambridge exam. Considering that, it's probably a good idea to practise.
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Part 1 - Write an essay with a discursive focus. Some material to read (up to 150 words) which may include material taken from advertisements, extracts from letters, emails, postcards, diaries, short articles, etc. Using this information, write an essay with a discursive focus. 220-260 words. Part 2 - Situationally based writing task.
For Part 1 of the C1 Advanced (CAE) Writing Exam you need to write a Cambridge Advanced (CAE) Essay! An essay requires certain things to get high marks! If y...
How to write an essay for Cambridge C1 Advanced (CAE) - with a video, slideshow, and more. C1 Advanced Essay (CAE) Examples. Some sample Cambridge C1 Advanced essays, written by me and my students. How to Teach English As a Foreign Language (And Help Your Students Pass Exams)
Step 1: Understand the Prompt. The first step in writing an essay is to understand the prompt. Read it carefully and make sure you know what is being asked of you. Identify the type of essay you need to write - it could be argumentative, descriptive, or another type. This will guide your approach to the essay.
C1 Advanced (CAE) Essay: Download (PDF) An essay is the first part of the C1 advanced writing and it is obligatory. You need to answer the question with between 220-260 words. In the text, you need to analyse a question using different points of view. It is a semi-formal/formal text and should be impartial until the conclusion.
The document provides guidance on writing essays for the C1 Advanced (CAE) exam. It discusses the structure of a CAE essay, including introducing the topic in the introduction, presenting the main points in paragraphs, and concluding your opinion. It provides two sample CAE essays as examples. It also lists some example essay topics that may be used for the exam. The document emphasizes using ...
Before you write your C1 Advanced (CAE) Essay, you must plan! But before you plan, you need to understand what type of essay structure to use. If you don't k...
This document provides guidance on how to write an essay for the C1 Advanced (CAE) Writing exam. It begins by explaining the two parts of the CAE Writing exam, with Part 1 always requiring an essay. It then defines what an essay is and discusses the key characteristics of a CAE essay, including structure, tone, opinion expression, and coherence. The document also provides a sample essay topic ...
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A prevalent issue in college student essay writing is the tendency to lose focus. Stick to your thesis statement and avoid diverging into unrelated topics. Each paragraph should directly support your main argument, ensuring that your essay remains coherent and on track. Poor Organisation. A poorly organised essay can be difficult to read and ...
Struggling with Cambridge C1 Essay Writing? Discover a simple and effective strategy to write better and faster with my new video course! CLICK THE LINK get ...
Students will rhetorically analyze texts, conduct advanced research, reflect on the writing process and write essays utilizing intentional rhetorical strategies. Through doing this work, students will practice the writing moves valued in every discipline: argument, evidence, concision, engaging prose and the essential research skills for the ...