Essays English School Level

Writing an essay can be a daunting task for both teachers and students in terms of creating and crafting a high quality essay,  and finally editing and grading them.

It seems though we may have overlooked one of the toughest steps in writing an essay and that is actually selecting an appropriate and interesting topic for your students.

Thankfully I have put together a list of 25 great essay topics that might just make that process a little easier.  Enjoy.  And remember to add any other great suggestions in the comment section below.

If you are still struggling with the essay writing process and need further guidance be sure to check out our definitive guide to writing a great essay. 

  1. Zoos are sometimes seen as necessary but not poor alternatives to a natural environment.  Discuss some of the arguments for and/or against keeping animals in zoos.
  2. Imaginethat your teacher wants to teach a new subject for the next few weeks.  Your teacher will take suggestions, and then let the students vote on the new subject. What subject should your class choose? Write an essay to support your choice and to persuade the other students to vote for your choice.
  3. Are actors and professional athletes paid too much?
  4.  Should teachers have to wear uniforms or have a dress code?
  5. Since the invention of nuclear weapons we have had a long period of GLOBAL peace and stability.  Are nuclear weapons global peacemakers or killing devices?
  6. Should boys and girls be in separate classes?
  7. Is the death penalty effective?
  8. To what extent is the use of animals in scientific research acceptable?
  9. What age is appropriate for dating?
  10. Pretend you woke up one day and there were no rules. People could suddenly do whatever they wanted! Explain what the world would be like. Use your    imagination!
  11. Should student’s textbooks be replaced by notebook computers?
  12. Should students be allowed to have cell phones in elementary and high schools?
  13. Should wealthy nations be required to share their wealth among poorer nations?
  14. Should money be spent on space exploration?
  15. Is fashion important?
  16. Are we too dependent on computers?
  17. Ifyou had the opportunity to bring any person — past or present, fictional    or nonfictional — to a place that is special to you (your hometown or    country, a favourite location, etc.), who would you bring and why? Tell us    what you would share with that person
  18. Most high level jobs are done by men. Should the government encourage a certain percentage of these jobs to be reserved for women?
  19. Should students be allowed to grade their teachers?
  20. In your opinion what factors contribute to a good movie?
  21. The destruction of the world’s forests is inevitable as our need for land and food grows.  Do you agree?
  22. Many parents give their children certain chores or tasks to do at home. Should    children have to do chores or tasks at home? Be sure to explain why you    think it is a good idea or a bad idea. Include examples to support your    reasons.
  23. Should the voting age be lowered to thirteen?
  24. Should the government place a tax on junk food and fatty snacks?
  25. Should more be done to protect and preserve endangered animals?

As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

“There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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Poke holes

The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

“You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

“That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

“The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

Critique your own arguments

Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

“We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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Fine, use Wikipedia then

The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

“I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

Focus your reading

Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

“I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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Look beyond the reading list

“This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

And finally, the introduction

The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

“Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

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