essay questions and answers

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100 IELTS Essay Questions

Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

In order to prepare well for writing task 2, you should prepare ideas for common topics and then practise applying them to the tasks given (to the essay questions). Also see model essays and tips  for writing task 2.

Below you will find:

• Essay Questions By Topic
• Essay Questions by Essay Type

Please also note that my new Grammar E-book is now available in my store along with my Ideas for Essay Topics E-book and Advanced Writing Lessons. To visit store, click here: Liz’s Store

1) Common IELTS Essay Questions

IELTS practice essay questions divided by topic. These topics have been reported by IELTS students in their tests. Essay questions have been recreated as accurately as possible.

• Art   (5 essay questions)
• Business & Money   (17 essay questions)
• Communication & Personality   (20 essay questions)
• Crime & Punishment   (12 essay questions)
• Education   (17 essay questions)
• Environment   (12 essay questions)
• Family & Children   (8 essay questions)
• Food & Diet (13 essay questions)
• Government (6 essay questions)
• Health   (9 essay questions)
• Housing, Buildings & Urban Planning (8 essay questions)
• Language (6 essay questions)
• Leisure (1 essay question)
• Media & Advertising   (12 essay questions)
• Reading  (5 essay questions)
• Society   (10 essay questions)
• Space Exploration (3 questions)
• Sport & Exercise   (6 essay questions)
• Technology  (6 essay questions)
• Tourism and Travel   (11 essay questions)
• Transport  (7 essay questions)
• Work (17 essay questions)

2) IELTS Essay Questions by Essay Type 

There are 5 main types of essay questions in IELTS writing task 2 (opinion essays, discussion essay, advantage/disadvantage essays, solution essay and direct question essays). Click on the links below to see some sample essay questions for each type.

• Opinion Essay Questions
• Discussion Essay Questions
• Solution Essay Questions
• Direct Questions Essay Titles 
• Advantage / Disadvantage Essay Questions

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How to Write a Good Answer to Exam Essay Questions

Last Updated: March 17, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 644,609 times.

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

Understanding the Question

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

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

Forming Your Response

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

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

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

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

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

Staying Calm and Focused

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

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

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

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

Community Q&A

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

Tips from our Readers

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

You Might Also Like

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

About This Article

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

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Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

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

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

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

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• Focus and Precision: How to Write Essays that Answer the Question

About the Author Stephanie Allen read Classics and English at St Hugh’s College, Oxford, and is currently researching a PhD in Early Modern Academic Drama at the University of Fribourg.

We’ve all been there. You’ve handed in an essay and you think it’s pretty great: it shows off all your best ideas, and contains points you’re sure no one else will have thought of.

You’re not totally convinced that what you’ve written is relevant to the title you were given – but it’s inventive, original and good. In fact, it might be better than anything that would have responded to the question. But your essay isn’t met with the lavish praise you expected. When it’s tossed back onto your desk, there are huge chunks scored through with red pen, crawling with annotations like little red fire ants: ‘IRRELEVANT’; ‘A bit of a tangent!’; ‘???’; and, right next to your best, most impressive killer point: ‘Right… so?’. The grade your teacher has scrawled at the end is nowhere near what your essay deserves. In fact, it’s pretty average. And the comment at the bottom reads something like, ‘Some good ideas, but you didn’t answer the question!’.

If this has ever happened to you (and it has happened to me, a lot), you’ll know how deeply frustrating it is – and how unfair it can seem. This might just be me, but the exhausting process of researching, having ideas, planning, writing and re-reading makes me steadily more attached to the ideas I have, and the things I’ve managed to put on the page. Each time I scroll back through what I’ve written, or planned, so far, I become steadily more convinced of its brilliance. What started off as a scribbled note in the margin, something extra to think about or to pop in if it could be made to fit the argument, sometimes comes to be backbone of a whole essay – so, when a tutor tells me my inspired paragraph about Ted Hughes’s interpretation of mythology isn’t relevant to my essay on Keats, I fail to see why. Or even if I can see why, the thought of taking it out is wrenching. Who cares if it’s a bit off-topic? It should make my essay stand out, if anything! And an examiner would probably be happy not to read yet another answer that makes exactly the same points. If you recognise yourself in the above, there are two crucial things to realise. The first is that something has to change: because doing well in high school exam or coursework essays is almost totally dependent on being able to pin down and organise lots of ideas so that an examiner can see that they convincingly answer a question. And it’s a real shame to work hard on something, have good ideas, and not get the marks you deserve. Writing a top essay is a very particular and actually quite simple challenge. It’s not actually that important how original you are, how compelling your writing is, how many ideas you get down, or how beautifully you can express yourself (though of course, all these things do have their rightful place). What you’re doing, essentially, is using a limited amount of time and knowledge to really answer a question. It sounds obvious, but a good essay should have the title or question as its focus the whole way through . It should answer it ten times over – in every single paragraph, with every fact or figure. Treat your reader (whether it’s your class teacher or an external examiner) like a child who can’t do any interpretive work of their own; imagine yourself leading them through your essay by the hand, pointing out that you’ve answered the question here , and here , and here. Now, this is all very well, I imagine you objecting, and much easier said than done. But never fear! Structuring an essay that knocks a question on the head is something you can learn to do in a couple of easy steps. In the next few hundred words, I’m going to share with you what I’ve learned through endless, mindless crossings-out, rewordings, rewritings and rethinkings.

Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1)     Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2)     Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3)     Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ?   To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss.   I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

• The witches are the most important cause of tragic action in Macbeth.
• The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
• We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
• The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

• Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
• What is its significance?
• How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ?  Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

  Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth.  To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

• Write a hypothesis
• Write a rough plan of what each paragraph will contain
• Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback . If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

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The Writing Guide

• The First Thing
• Step 1: Understanding the essay question

Identify task, content & limiting words in the essay question

Words, words, words..., academic writing webinar part 1.

• Step 2: Critical note-taking
• Step 3: Planning your assignment
• Step 4a: Effective writing
• Step 4b: Summarizing & paraphrasing
• Step 4c: Academic language
• Step 5: Editing and reviewing
• Getting started with research
• Working with keywords
• Evaluating sources
• Research file
• Reading Smarter
• Sample Essay
• What, why, where, when, who?
• Referencing styles
• Writing Resources
• Exams and Essay Questions

Essay topics contain key words that explain what information is required and how it is to be presented.  Using the essay question below indentify task content & limiting words.  Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.

Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.

Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?

• Content Words
• Limiting Words
• Context Words

Task words are usually verbs and they tell you what to do to complete your assignment.

You need to identify these words, because you will need to follow these instructions to pass the assignment.  As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.

Here are some definitions of different academic task words.  Make sure you know exactly what you need to do for your assignment.

Don't try to use them in your research - they aren't things to find, only things to do.

The task words from our sample question are:

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

• Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
• Examine means to inspect something in detail and investigate the implications

So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.

• Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.

The content words are the "meat" of the question - these are things you can research.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .

You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.

You need to find the keywords - the most concrete concepts - and search for those.  The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.

One of the core skills of academic research is learning to extrapolate :  to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.

So, the core keywords/concepts to research are:

• "academic writing"
• "higher education"
• structure and content

Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.

They could limit you by:

• Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
• Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
• People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
• Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).

In this example, you have two limits:

• "higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
• Essays - we are concentrating on essay writing as the aspect of communication.  Note that this is also a content word. There can be (and usually is) some crossover.

Sometimes it can help to add your own limits .  With health sciences, you almost always limit your research to the last five or six years. Social sciences  are not as strict with the date range but it's still a good idea to keep it recent.  You could specifically look at the Australian context.  You may decide to focus on the private sector within that industry.

With the question above you could limit yourself to only looking at first year university students.

Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all:  they exist to give you some context .

These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment.  They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.

You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.

Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.

It is easy to get distracted and go off on tangents when doing your research .  Use the context words to  help you keep your focus where it should be.

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• Last Updated: Apr 26, 2024 9:33 AM
• URL: https://libguides.jcu.edu.au/writing

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Writing Essays for Exams

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

Join us at My IELTS Classroom today for our video courses, marking service, 1-2-1 lessons and so much more…

50 Recent IELTS Essay Questions

Hey! It is so important that when you sit down to practice IELTS writing, you only use questions that are “genuine”. This means using either questions that come from the IELTS Cambridge 1 – 15   series or those that have been created by an exam writer like those in my 100 IELTS essay question blog post.  However, many students like to practice recent IELTS essay questions i.e. topics that have been reported by recent test-takers.

I understand why students want to do this – knowing what the recent IELTS essays questions are and checking that you can answer them is reassuring. However, unfortunately, test-takers rarely (if ever) manage to accurately remember the wording of the question that they had in their test.

Can they remember the general topic? Sure.

Can they remember the exact wording? Definitely not!

Sadly, changing even one word in a test can change the focus of a question and, therefore, make it impossible to answer! So, every month, I collect 50 recent IELTS essay questions from students in  My IELTS Classroom  , and edit them so that they are as close to perfect as possible.

Plus, I divide the questions into Academic and General Training (so you can be sure you are tackling the right type of questions) and have highlighted the main topic of each question for you.

This page is updated monthly and is now showing questions from 2021. If you want to see exam questions that reportedly appeared earlier in 2021, then you can look at our 2021 archive .

As always, these questions are provided so that you can check that you have ideas for the nw topics. If you are preparing with a teacher or want high-quality feedback on your  writing  then you should always use a question from the original IELTS Cambridge Series .

Academic IELTS Essay Questions (February 2021 – September 2021)

1. Some people think that criminal behaviour has genetic causes . Others believe that it is circumstances that lead people to commit a crime. Discuss both views and give your opinion.

2. Some people think that new houses should be built in the same style as older houses in an area. Others believe that local councils should allow people to choose different designs for their houses. Discuss both views and give your opinion.

3. Some people say that the best way to teach children to behave well is to punish them. Others argue that rewarding and praising children is a better way to teach them the difference between right and wrong. Discuss both views and give your own opinion.

4.  Some people believe that women should be able to join their country’s army and police forces . Others think that only men should be allowed to work in these areas. Discuss both views and give your opinion.

5.  In some countries, there are not enough medical or educational facilities in rural areas. Therefore, some people believe newly graduated teachers and doctors should be sent to work in rural areas for some time. Others think that people should be free to choose where they work after graduation. Discuss both views and give your opinion.

6. A lot of research has shown that overeating can have a number of negative effects on the body. Some people therefore believe that the advertising of certain foods should be banned in the same way that some countries have banned advertising cigarettes. Do you agree or disagree?

7 Some people think that parents should teach their children about the importance of recycling . Others believe recycling should be taught in schools. Discuss both views and give your opinion.

8. The media has the right to publish information about the personal life of celebrities . To what extent do you agree or disagree?

9. Some people say that instead of preventing climate change, we need to find a way to live with it. To what extent do you agree or disagree with this view?

10. Young people today mostly learn by reading books or watching movies and TV shows , rather than personal experience. To what extent do you agree or disagree with this statement?

11. Big companies should provide sports and social facilities for the local communities where they operate. To what extent do you agree or disagree with this statement?

12. Some people argue that thanks to the widespread accessibility of the internet, libraries are no longer necessary. Do you agree or disagree?

13. If asked to choose between a life without work and a life that involves working most of the time, people will always choose not to work. To what extent do you agree or disagree?

14. Eighteen is the appropriate age for children to finish school. To what extent do you agree or disagree with this statement?

15. Schools should stop using books to teach and use films, TV and computers in the classroom instead. To what extent do you agree or disagree with this statement?

Writing a good IELTS essay doesn’t have to be difficult. Follow our step-by-step guide to every type of essay to find out what the examiner expects and exactly what you can do to satisfy the band descriptors in our Task Two course. The first three lessons are free!

16. Nowadays foreign visitors show more interest in the museums of a country than its local residents do. Why is this? What can be done to attract more local residents to visit museums in their country?

17 Many companies sponsor sports teams and events to advertise their products or service . What advantages and disadvantages does this bring for the teams and individuals that these companies sponsor?

18. Most information today is available online whereas in the past it was stored in books or on paper. Do you think the advantages of this development outweigh the disadvantages?

19. The difference between countries is becoming less and less evident as people all over the world wear the same fashions, watch the same TV channels, use the same brands, and have similar eating habits. Do you think that the advantages of this trend outweigh the disadvantages?

20. Nowadays many people get the news online instead of reading it in newspapers or watching it on TV. Is this a positive or negative development?

21. In many countries today the proportion of older people in the population is higher than the proportion of younger people . Do you think this is a positive or a negative development?

Discover the secret to writing a Band 7.0+ essay

Th en download a copy of our FREE e-book, which explains the most common errors made by test-takers and how you can avoid them. Just click here for your copy.

22. More and more tasks in the home and at work are being performed by robots . Why do you think this is the case? Is this a negative or positive development?

23. Nowadays tourists and scientists are allowed to travel to remote natural environments . Do you think the advantages of this development outweigh the disadvantages?

24. Due to population growth many people these days live in apartments with limited space and no outdoor areas. Do the advantages of this trend outweigh its disadvantages?

25. Every country in the world has its own road rules , but many drivers don’t obey them. What do you think are the reasons for this? What can be done to solve this problem?

BONUS In many countries, shopping is now one of the most popular types of leisure activity . Why do you so many young people like shopping? Is this a positive or a negative development?

What are the current Aacdemic writing trends?

My observation of the most recent IELTS essay questions from 2021 is that there have been A LOT of Discuss Both Sides and To What Extent questions. In fact, this is more or less all that I have seen in the first month of the new year, so be sure that you are ready to answer these.

GT IELTS Essay Questions (February 2021 – September 2021

1. Some people believe that individuals who earn a lot of money are the most successful in life . Others say that the individuals who contribute to the society (such as scientists or teachers) are more successful. Discuss both views and give your own opinion.

2. It is universally accepted that eating too much  sugar has a negative effects on people’s health . Therefore, some believe that the government should control the amount of sugar people consume. Others think that it is the responsibility of an individual to monitor their sugar intake. Discuss both views and give your opinion.

3. Some people say that the development of technology means that people no longer need to learn the skill of handwriting . Others believe that it is still necessary for people to learn how to write by hand. Discuss both these views and give your opinion.

4. Some people believe that individuals over 65 should not be allowed to continue working . Others think that people should be allowed to work for as long as they choose. Discuss both views and give your own opinion.

5. Some people think that it is a good idea for parents to help their children with their homework. Others believe that children should do their homework on their own. Discuss both views and give your opinion.

6. Some people think that the government should spend money on cultural activities such as music or art. Others think this is a waste of taxpayers’ money. Discuss both views and give your opinion.

7. Some people think that children should be taught how to become good parents at school . Do you agree or disagree?

8. Many mothers stay at home to take care of their family and don’t go out to work . Some people believe these mothers should be paid by the government. Do you agree or disagree?

9. In many countries, it is common for people to consume fast food. However, some people believe that fast food has too much influence on our lifestyle and diet. Do you agree or disagree with this statement?

10. Some people say that playing sports helps to prepare children for their future jobs . Do you agree or disagree?

11. Some people say that the Olympic Games no longer play a role in the 21st century . Do you agree or disagree?

12.   People’s behaviour (for example, their table manners and they way they dress) varies from country to country. When traveling to a different country, people should copy the behaviour and habits of the inhabitants of the country they  visit. Do you agree or disagree?

13.  The best way to increase road safety is to make car drivers retake their driving test every year. Do you agree or disagree?

14.  Some people believe that family is more important than friends . What do you think?

15.  The Internet is the best place to find information . Do you agree or disagree?

16.  In many countries traditional customs are being lost.  Why do you think this is? What can parents and schools do to keep traditional customs alive? 

17.  People who are learning a foreign language can face a number of difficulties. What are some of these problems? In your opinion, what are the best ways to overcome these difficulties?

18. Young people today are often less polite and show less respect than previous generations . Why do you think this is? What can be done to solve this problem? 

19. Developments in technology mean that more and more machines are being used in the workplace instead of human employees. Does this development have more advantages or more disadvantages?

20. In some countries, young people choose to move from their parents’ home to their own house at an early age. In other countries, young people stay with parents for a longer time. Do you think young people who leave their parent’s home at a younger age have more advantages or disadvantages than those who stay?

21. In many parts of the world, more and more large supermarkets are opening and smaller local shops are closing down. Does this development have more advantages or more disadvantages for local people?

22. In some countries it is illegal to stop people applying for a job because of their age . Is this a positive or a negative development?

 23.  In many countries, people are earning more money today than in the past, so they are able to buy more things. Is this a positive or a negative development?

24. Nowadays, people prefer to shop at large shopping centres rather than in local shops or markets. Why is this? Is this a positive or negative development?

25. Nowadays in many countries traditional customs are becoming less popular than in the past . Do you agree or disagree? What can parents and teachers do about this?

BONUS –  Playing team sports at school can teach students a number of lessons that are useful outside of sport. What values can students learn from playing team sports? How can they apply these values in the future? 

What are the current GT writing trends?

So far this year, I have noticed two main trends for the recent IELTS essay questions for General Training students. First, there continue to be more 2-part questions than in the Academic test, and the topics seem to be more and more diverse.

Also, the test writers seem to making small changes to the wording of questions, which don’t actually change what you are expected to do, but may confuse some students. For example, in the past, you were always asked “Is this a positive or negative trend?” but recently the same question has been phrased as:

• Is this a good thing or a bad thing?
• Do you think this is right or wrong?
• Do you think this this a good or bad use of public money?

If you enter the exam room and feel confused by the question, my advice is always to simply answer the question that you have been given.

Yes, there are question types that repeat, but if you are given a direct essay question or a type of question that is unfamiliar, simply focusing on answering the question/s you have been given clearly is always the best approach!

Looking for an IELTS school run by native speakers who have a proven track record of helping students achieve their potential in IELTS? Then come join the students at  My IELTS Classroom  who are using our unique video courses, live lessons and marking service to maximise their scores. 

OK – those are the 50 most recent IELTS essay questions. I will try to do this every month so that you can be sure you have ideas for every possible IELTS question in your exam. Well, maybe not to every question, but at least by practicing with these, you will have sharpened your idea-generation skills . Plus, you can help me by adding any questions that you can remember from a recent IELTS exam in the comments below 🚀

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Sample essays

Sample essay questions and suggested reading

Here are a few sample essay questions for you to think about. Remember that you get 40 minutes to write a recommended maximum of 750 words – ideally about 500-600 words .  We also have sample answers to some of these questions. See download links at bottom of this page.

• How should judges be appointed?
• Make the best case you can for public funding of the arts.  Answer
• Does it matter if some animal and plant species die out?  Answer
• ‘It is right that students should contribute to the cost of their degrees.’ Do you agree?
• What disciplinary sanctions should teachers be allowed to use?
• ‘We must be prepared to sacrifice traditional liberties to defeat terrorism.’ Discuss.
• Should the law require people to vote in general elections?
• Should private cars be rationed? If so, how?
• What is ‘political correctness’ and why does it matter?  Answer
• There are more essay topics on our practice tests .

When you reach the Review screen, do not click on End Review unless you have completed your essay and wish to end your session. If you wish to review or edit your essay response, click on the question number that it relates to.

As part of your preparation you may also like to look at some materials on critical thinking. Here is a selection. Some of them include exercises that can help you develop your LNAT skills.

A. Fisher,  Critical Thinking: An Introduction  (Cambridge University Press 2001) ISBN 0521009847

R. van den Brink-Budgen,  Critical Thinking for Students  (How to Books 2000) ISBN 1857036344

N. Warburton,  Thinking From A to Z  (Routledge 2000) ISBN 0415222818

P. Gardner,  New Directions: Reading, Writing, and Critical Thinking (Cambridge University Press 2006) ISBN 0521541727 (mainly for those who have English as a second language)

Sample answer: Make the best case you can for public funding of the arts

Sample answer: Does it matter if some animal and plant species die out?

Sample answer: What is 'political correctness' and why does it matter?

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Writing Task 2 Sample

IELTS Writing Task 2 ( also known as IELTS Essay Writing ) is the second task of your IELTS Writing test. Here, you will be presented with an essay topic and you will be scored based on your ability to respond to the topic.

You need to write at least 250 words and justify your opinion with arguments, discussion, examples, problem outlining, proposing possible solutions and supporting your position. You will have approximately 40 minutes to finish your Essay Writing. IELTS Writing Task 2 carries more weights than Writing Task 1.

Are you planning to take your IELTS Exam soon? Take an online course and achieve your dream score on your IELTS test.

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FREE TRAINING: How I Secured 6-Figures in Scholarships & Graduated Debt-Free

The Scholarship System

Paying for college begins here

10 Common Scholarship Essay Questions and How to Answer Them

Scholarships & Financial Aid

Updated on July 15th, 2022

When your student applies for scholarships, writing the essay often feels like the most challenging part. Luckily, it doesn’t have to be. By learning about common scholarship essay questions and how to answer them, your student can be prepared for most of the topics they’ll need to address.

Knowing how to answer common scholarship essay questions is only part of the battle. You also have to track down great scholarships to pay for college. If you and your student want to learn more about exciting scholarship opportunities,  sign up for our free college scholarship webinar ! Just head to http://thescholarshipsystem.com/freewebinar and reserve your spot today .

If your student wants to get ahead of the curve and write winning scholarship essays , here’s a look at ten common scholarship essay questions and how to tackle them.

• 1.1 1. Tell Us About Yourself
• 1.2 2. How Will This Scholarship Make a Difference for You?
• 1.3 3. Can You Tell Us About a Time You Failed? What Did You Learn from That Experience?
• 1.4 4. Tell Us About a Contribution You’ve Made to Your Community
• 1.5 5. What Are Your Academic (or Professional) Goals?
• 1.6 6. Tell Us About a Time Where You Stepped Up as a Leader
• 1.7 7. Who Has Been Your Biggest Influence (or Inspiration)?
• 1.8 8. Why Do You Want to Go to College?
• 1.9 9. How Are You Planning on Financing Your College Education?
• 1.10 10. Why Do You Deserve This Scholarship?
• 2 Using Common Scholarship Essay Questions to Prepare

1. Tell Us About Yourself

This is possibly one of the trickiest college scholarship essays to write, not because it’s complicated, but because it’s so broad. Students have a lot of freedom with this prompt, so it’s easy to become overwhelmed about how to proceed.

Typically, students shouldn’t just give an overview of their life stories. Instead, they need to provide the committee with insights about their passions and drives, events that shaped their perspective, and relevant successes or achievements.

It’s also wise to be a bit future-focused, discussing not just where they’ve been but where they hope to go. Students can touch on valuable personality traits along the way, too, as that helps the reader gauge who they are as a person.

2. How Will This Scholarship Make a Difference for You?

Generally, students have a few options for addressing this question. First, they could showcase how the scholarship helps them overcome a relevant financial hardship. This can include being able to afford tuition, get needed equipment or supplies, or access a program at a college that may otherwise be out of reach.

Second, they could concentrate on how the scholarship will help them achieve their academic or professional goals. For example, your student might want to discuss how the award would allow them to pursue their preferred field.

Students should focus on how the scholarship eliminates roadblocks, though the exact type of obstacle can vary. Additionally, they should discuss what they’ll be able to achieve if they receive the award, both in the short- and long-term.

3. Can You Tell Us About a Time You Failed? What Did You Learn from That Experience?

For many students, even figuring out how to start a scholarship essay introduction for this topic is hard, let alone writing the whole thing. It’s difficult discussing a failure with others, so many students hold back if they are given this prompt.

However, honesty is the best policy. Additionally, even when talking about a failure, it’s possible to keep the essay positive.

Students should start by outlining the scenario and giving an overview of how the failure occurred. The misstep can be academic, personal, or professional, as long as it’s clear that something went wrong along the way.

After the overview, it’s all about a quick pivot. Students should explain the lessons they learned and what they would do differently if faced with a similar situation again. That helps them demonstrate their self-awareness and growth, along with their ability to persevere.

4. Tell Us About a Contribution You’ve Made to Your Community

This scholarship essay prompt is incredibly common for volunteering scholarships or awards focused on service. Students need to share insights about their community service-oriented activities, as well as the positive impact created by their participation.

Additionally, it’s smart for students to spend some time explaining how the experience impacted them. They may also want to touch on any plans they have to continue to remain active in their community, as that can help them stand out.

5. What Are Your Academic (or Professional) Goals?

With this common scholarship essay question, students need to clearly outline what they want to achieve, either academically or professionally, depending on exactly what they are asked. Usually, it’s best to start off with the basics. Students should explain what they want to study or the career path they hope to have.

However, they shouldn’t stop there. It’s also wise to dig a bit deeper, diving into precisely what motivated them to head in this direction. Some students do this by sharing their epiphany moment, while others talk about how it’s the culmination of a life-long passion. As long as it paints a great picture, any approach is potentially a winner.

6. Tell Us About a Time Where You Stepped Up as a Leader

Leadership is a hot topic for college scholarship essays. Many committees ask questions like this one to see what applicants bring to the table. Usually, your student needs to provide a clear example of when they took on a leadership role.

There are a lot of options for approaching this. Heading up a school project counts, as well as captaining a sports team. Coordinating volunteer efforts may work, along with a wide variety of work-related activities.

Again, exactly what your student chooses is less important than how they describe it. It’s all about sharing a story, ensuring the reader can get a good gauge on what happened and how your student’s involvement made a difference.

7. Who Has Been Your Biggest Influence (or Inspiration)?

Many scholarship essay questions want students to talk about their heroes. While it may seem odd to ask students to discuss someone other than themselves, it’s actually a great way to learn more about an applicant’s passions.

As they describe why the person influenced or inspired them, they incidentally talk about how they are motivated, their priorities, and their values. It also allows the reader to learn more about what shaped your student’s goals and aspirations, which can be quite enlightening.

Ideally, students want to be story-oriented. While they can certainly discuss the person’s traits and background, the focus should largely be on moments that inspired or influenced their way of thinking. That makes the essay more meaningful.

8. Why Do You Want to Go to College?

For some students, this question is surprisingly tough. Many students saw college as a must from a relatively young age, essentially viewing it as anything as optional. However, students do have choices about how they move forward after high school.

Scholarship committees want to know that heading to college isn’t an afterthought or something a student is doing solely because they were pressured in that direction. Ideally, students should discuss personal motivations or goals that made college the right choice for them. That way, their passion can shine through.

9. How Are You Planning on Financing Your College Education?

If a scholarship is focused on financial need, your student may face questions about how they intend to fund their education. This can be a difficult topic, particularly for students who may not be able to afford school without outside support, such as scholarships or grants. It’s hard to talk about financial hardship, but this question makes it necessary.

Students should actually start their essay by giving the committee insight into their situation, particularly regarding personal or household circumstances that make affording college difficult. After the overview, students should outline all of their efforts to secure enough funding. That can include everything from applying to scholarships, exploring work-study, getting a part-time job, or anything else.

Often, scholarship committees appreciate it when students are taking every chance to find ways to pay for college. It lets them know that the student is passionate enough to go the extra mile and demonstrates that they aren’t afraid of challenges if it means achieving their goals. So, students should touch on everything they are doing to make their college dream possible.

10. Why Do You Deserve This Scholarship?

Writing an essay about why they deserve a scholarship can be hard for any student. However, it’s a topic they need to be ready to discuss. This is one of the most common scholarship essay questions around.

Previously, The Scholarship System took a deep dive into how to write an essay on “Why I deserve this scholarship,” making that a great resource for any student who wants to prepare. As an overview, it’s about showcasing their perspective without coming across as arrogant and discussing achievements (academic or otherwise) that highlight why they are a standout applicant.

Using Common Scholarship Essay Questions to Prepare

Simply knowing what the common scholarship essay questions are usually isn’t enough. Instead, students should take extra steps to prepare to write their essays.

First, it’s wise to spend a little time brainstorming about the topics. That way, students can develop several ideas that they may want to explore and see if one approach resonates more than another.

Second, checking out some scholarship essay examples that won money is an excellent idea. This helps students learn more about what scholarship committees connect with, as well as more about how to tackle certain topics.

Finally, it’s wise to learn more about essay writing techniques. Along with reviewing how to write scholarship essays , it doesn’t hurt to research college personal statements , as those can be very similar to scholarship (and college application) essays. Similarly, checking out scholarship essay formats is a smart move. It will help your student figure out how to start a scholarship essay introduction, how to end a scholarship essay, and everything in between.

By doing that additional research, they’ll have as much information as possible. And, in the end, that could increase the odds that their essay will be a winner.

Related Videos:

• 7 College Scholarship Essay Ideas to Win More Funding
• How to Reuse Scholarship Essays & Win Over and Over

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March 9, 2021 at 6:35 am

Thanks for sharing this nice piece of information i personally believe scholarships are very improtant for every student

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MBA Essay Prompts and Essay Examples

With sample essays from harvard, kellogg, stanford, and more.

Featured Expert: Nirusan Rajakulendran, MBA

MBA essay questions and answers are helpful in tackling the MBA application essay. Knowing the MBA essay questions or prompts ahead of time lets you know what top MBA programs are looking for and reading some sample essay answers is a great way to begin brainstorming your own answers. The MBA essay is a critical part of your application, so many students consider hiring a grad school essay tutor to coach them on the writing aspect. Others can rely on MBA admission consulting to provide feedback on their essay draft. MBA essay questions typically stay the same year to year, but you might be thrown a curveball once in a while. In this blog, we’ll look at what you can expect from MBA essay questions and answers, as well as some prompts from top MBA programs and sample answers for each. 

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 10 min read

Mba essay questions and answers.

Many of the top business schools use MBA short essay questions and prompts as part of their applications. The MBA essay is different than the MBA statement of purpose or MBA personal statement, which both focus on your personal motivations and future career goals. Most MBA programs provide specific prompts for the MBA essay, with questions curated by the admissions committee.

While the MBA essay questions and prompts may change from year to year, most schools stick with what works and ask all applicants the same probing questions about their personal motivations. A common essay question is “ why do you want to pursue an MBA ”. These type of questions are designed to gain a deeper insight into the applicant’s personal, professional and academic life. Admissions committees ask these important questions to see if you can both write a concise, insightful and poignant essay, and also to determine whether you are a good fit for the MBA program. For many programs, the essay is vitally important to the overall application, and can determine whether you’ll need to start your MBA interview prep or not. In fact, many of the most common MBA essay questions are similar to MBA interview questions , and ask applicants why they chose to pursue an MBA, why they chose particular school or how their strengths will contribute to the school’s MBA program.

However, a number of the top MBA programs ask the same questions each year, and the admissions committee are looking for certain traits and strengths in their applicants. Below we’ll look at some of the MBA essay questions asked by top MBA programs, as well sample answers.

The Stanford Business School requires all its applicants to submit two MBA essays. Both essays have a maximum word count of 500, so they are asking for short essay format. For Essay A, Stanford MBA asks applicants to answer: “What matters most to you, and why?”. For Essay B, the question is a simple: “Why Stanford?”. These both seem like simple questions, but they can be tricky to answer in practice. Read the sample below for an answer to the first Stanford MBA essay question.

Prompt: What matters most to you, and why? For this essay, we would like you to reflect deeply and write from the heart. Once you’ve identified what matters most to you, help us understand why. You might consider, for example, what makes this so important to you? What people, insights, or experiences have shaped your perspectives?

I have found both in business and in life, that having direction, having a purpose and goals, are vital. And the root of direction, in my experience, is organization. Organization might seem a strange thing to prize so highly, but to me it is essential to be organized lest we become disorganized. In disorganization, nothing can be planned, no goals can be accomplished. It breeds only aimlessness and purposelessness.

My dislike of disorganization can be traced back to my grandfather. For over 25 years, he owned a hardware store and handyman shop which he operated alongside my grandmother. Grandma’s office in the hardware store was tidy as a church. She did the books, hired and fired the staff, dealt with customers, sales and payroll. She was the skeleton, the structure holding the business together for decades. My grandfather’s shop could be featured on an episode of Hoarders. Shelves of boxes in disarray, tools laid haphazardly on benches or tables, sawdust and wood shavings littering the floor. Yet in this madman’s chaos he was never lost. He always found what he needed. His skill and passion for carpentry, for craftsmanship was undeniable. His creations were sold out of the store, and his expertise was highly valued by customers. It was a business marriage that somehow worked.

When my grandmother passed of a sudden heart attack, everything changed. The existing staff did their best to fill my grandmother’s shoes, but business started a slow decline anyways. My grandfather let disorganization creep into his time management. He ran behind on projects without my grandmother’s prompting and refused to enter her office. When I took it upon myself, I discovered an organized, if dusty, office. I managed to slide into my grandmother’s old job, but not her old role. My grandfather resisted attempts to organize his shop, saying it was organized the way he liked it. After some fruitless fights, I decided to try a new approach. I asked him to take me through his organization system and explain it to me. The way I saw it, the business he had built and nurtured his entire life wouldn’t survive if we couldn’t learn to balance his creative genius with organized structure. I wanted to understand his way of thinking so I could preserve the side of the business that was my grandfather. My grandmother, in her hyper-organized glory, had left behind everything we needed to continue. If my grandfather were to pass, there was no one who could replace him and keep his business and legacy behind. There was no sense of direction. Of organization.

My grandfather spent an entire day explaining his system to me. I followed behind him, taking notes and making labels. I recorded his organizational system, nonsensical though it was to all but him, so I could preserve the spirit of his goals and direction for the business. But without knowing how it was all organized, I would not be able to carry on his role. (word count 496)

Want to see more Stanford MBA personal statement examples ?

Prepping for your MBA interview? Check out this infographic.

For those who want to know how to get into Harvard Business School , there is only one required essay for the MBA application. This year, the school has imposed a maximum word limit of 900, though it is acceptable to stay within the 500-to-700-word range. The Harvard Business School essay is considered vitally important to the admissions committee, so it can be a significant factor in your overall application. Hiring an MBA essay consultant might be a good idea to tackle the Harvard essay, so you can be sure to submit a polished and succinct document. Or read some Harvard MBA personal statement samples to get an idea of what to write about.

Prompt: As we review your application, what more would you like us to know as we consider your candidacy for the Harvard Business School MBA Program?

I’ve often been accused of being unable to commit to anything. Of being too flaky. Of changing my mind or jumping from opportunity to opportunity, hobby to hobby. This has always been said with an air of censure and disappointment. It’s always set off my internal defense mechanism because I never understood why having many interests or pursuing them could be bad. When I decided to apply to this MBA program, there were plenty of naysayers. Those who thought I wouldn’t be able to commit to this program. Yet I arrived at the decision to pursue an MBA after learning a vital lesson about myself, and it is this lesson I would like to share with you.

My apparent flakiness comes from my childhood upbringing. As all children of military parents, I was often moved around, bounced from school to school. We never learn to put down roots, and we get used to changing environments and having to start over from scratch over and over again. This creates a pattern, but it also builds resilience and flexibility. It plants the seeds of determination to see things through when they really matter. As I grew up and applied for university, I received some surprising feedback from family members when I was rejected from the programs I applied to. Their response was to shrug their shoulders and tell me I wouldn’t have been able to commit to a four-year degree anyways. So it was for the best. At first, I believed them, but eventually my decision not to try again weighed on me. I reapplied for school, and this time I was successful.

Throughout school and even after I graduated, I bounced from job to job, never really satisfied. Once again, it reinforced the view others held of me and the view I held of myself. I couldn’t commit. I had no structure. But I came to realize that it wasn’t me. I wasn’t satisfied with my job because it wasn’t a good position for me. It wasn’t what I really wanted. I quit my job. I booked a ticket to travel abroad for a year. In this short year, I truly examined what I wanted to do and what I did not want to do with my life. I landed on business, and realized I needed an MBA. It was a thought I’d always kept in the back of my mind, and now it was inescapable.

My view of myself as someone who couldn’t commit was shifted. I’m not flaky. I’m adaptable. I know how to pick myself back up again and rise to a new challenge. I am ready for the challenge of getting my MBA and working in business. If I don’t get accepted, I know I can try again and succeed. I believe my apparent inability to commit was really evidence of dissatisfaction. And my background hasn’t made me flaky, it’s made me strong enough and adaptable enough to succeed in business. (word count 494)

The Kellogg Business School focuses on values and leadership in its essay question prompts. Below we’ve included one of the essay prompts provided by the Kellogg Business School for its MBA applicants, as well as a sample answer. The essay prompts all have a word limit of 450 words.

Prompt: Kellogg’s purpose is to educate, equip, and inspire brave leaders who create lasting value. Provide a recent example where you have demonstrated leadership and created value. What challenges did you face, and what did you learn?

My first opportunity to step into a full leadership role at my job came very recently. I have been working as an assistant manager of a restaurant for many years, and the last eight months as the assistant manager. In this role, I have been able to cultivate in myself many useful skills of team management and leadership. But I have always had my manager to back me up and act as my leadership mentor. She has always been able to provide final say and take the reins as needed. Months ago, she was placed on short-term leave to treat an unexpected injury, and with our operation being typically short-staffed, I was thrust into the role of temporary, full-on manager. At first it felt like diving out the plane without the skydiving instructor strapped to your back for the first time. It was intimidating, and it took some time to adjust. And, of course, it didn’t take long for the first real test of my leadership skills to present itself.

An ongoing conflict flared up among the waitstaff soon after our manager was placed on leave. It had started as a scheduling conflict, with two members of the waitstaff each wanting prime shifts but not wanting to work alongside one another. The newer member of staff often accused the more senior member of being controlling and using their seniority to win workplace disputes. The interpersonal conflict was spreading and affecting the rest of the staff, but no compromise had been reached. I had tried to resolve it in the same ways my manager had when creating the schedule or assigning sections. We reached a turning point during a particularly busy shift where I asked the senior staff member to assist on the lounge bar. I noticed her proficiency behind the bar. An idea formed.

I proposed to her that she move behind the bar full-time. That way, both she and the other staff could keep their desired shifts, but they wouldn’t need to interact directly. As a bonus, the senior member of staff wouldn’t suffer on tips and the remainder of the staff wouldn’t be caught in the middle. The reason she hadn’t been moved behind the bar already was no one had realized how much she was suited to it before. I spoke with her and discovered how much she enjoyed working as a bartender. Upon speaking with the other staff member, I was happy to hear how much better their shift went when they didn’t feel “supervised” by the other senior waitress.

By the time the manager returned to work, the interpersonal conflict had fizzled, both parties were happy with their change in positions, and the rest of the staff were visibly less stressed by the entire thing. In managing this conflict, I realized the importance of seeking new solutions, keeping open and honest communication and establishing clear outcomes with both of the staff members. It also taught me to really listen and observe my staff’s behavior. (word count 499)

Want to see more Kellogg MBA essay examples ?

There are many other top business schools which require an MBA essay, MBA cover letter , an MBA motivation letter or otherwise ask students to submit optional essays as part of the application process. Below we’ve covered some other essay questions and prompts from top business schools in the US.

The Haas School of Business also invites applicants to submit an optional or MBA diversity essay to talk about any adversity the applicant has faced. These prompts are similar to the AMCAS statement of disadvantage examples , and might include explanations of gaps in education or significant barriers an applicant has overcome to get their education. There are a variety of different prompts listed on the school\u2019s website. ","label":"Haas School of Business","title":"Haas School of Business"}]" code="tab1" template="BlogArticle">

To write an MBA essay, use short essay format and stick to 500 words or less, depending on the word count limit. Your MBA essay should be succinct and well structured, with appropriate personal anecdotes and plenty of detail. It’s important to grab the reader’s attention with this and provide some insight into yourself and your experiences. Also don’t be afraid to use a bit of storytelling and creativity to get your point across!

The best MBA essays will of course address the prompt provided, but the key is to do so in a way that is authentic, insightful and meaningful. Storytelling can be a powerful tool here, but make sure you are also making a strong and clear point. Answer the question you are being asked and provide as much detail as you can in the space provided. Go beyond a surface level answer and give the admissions committee a look into your personal experiences.

Usually yes, schools keep the same MBA essay questions or prompts every admission cycle. Once in a while the admissions committee will shake things up, but you can expect to see the same type of questions asked each year.

To effectively answer MBA essay questions, be sure to address each part of the question fully. Don’t leave anything out of your answer and keep a genuine, authentic voice. Also be sure to remain within the word count limit. Keep your writing concise and make your point clearly.

Yes, the MBA essay is typically a required part of the application to any MBA program. For top MBA schools, the essay is critically important to your overall evaluation. 

If an MBA program offers an optional essay, it is a good idea to write one or respond to one of the provided prompts. Any additional essay can only strengthen your application, and optional essays are great ways to expand your application profile.

Start your essay with a short introduction of who you are, where you come from or what your goals are. Most MBA essays have a word count of 500 words or less, so it’s important to introduce yourself right off the bat and tell the admissions committee what they need to know about you. 

Yes, the MBA essay is a very important part of your MBA application. Most admissions committees consider the MBA essay a critical evaluation factor when reading your application, and it can determine whether or not you get an MBA interview at the school. 

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by William Shakespeare

Othello essay questions.

How is Othello's race a factor in the play?

Othello ascends to the rank of the Venetian military, a city - much like Elizabethan England when the play was written - rife with racism. A general in the army, Othello holds a distinguished place in the Duke's court due to his victories in battle, but not an equal one. He suffers barbs and preconceived notions, yet Othello is esteemed and wins the love of the daughter of a nobleman. However, Brabantio is enraged by Othello's marriage to Desdemona and claims Othello used magic to compel her to run to his "sooty bosom". Race is a factor in the tragedy both in those who seek to destroy Othello, and the victims of the schemes - Othello and Desdemona. Perhaps the most pernicious form of race as an instrument of division is Othello's own view of himself as an outsider, which makes him more susceptible to Iago's plan.

How does Shakespeare's use of language reveal character?

Often Shakespeare uses verse lines written in iambic pentameter to illustrate nobility. It is illustrative of Iago's duplicitous nature that he tends to speak in verse when he is with Othello and in prose for his soliloquies. One way in which Iago is a master in manipulation is his tendency to use Othello's own words to disguise his active role of instigator and make it seem that any dark thought came not from him but Othello's own mind. Othello's speech is very sophisticated at the beginning of the play, and in his soliloquy at the close of Act V, but when he is consumed with jealous rage, his eloquence falters. Shakespeare uses dialogue to convey the innerworkings of his characters.

Othello is often called a tragic hero. Discuss his heroic qualities as well as his flaws which lead to his demise.

At the beginning of the play Othello is presented as an honorable man of noble stature and high position. In the end it is his misguided attempt to maintain that honor which brings about his, and Desdemona's, demise. However, Othello is not simply the victim of a plot. Iago is able to engineer Othello's downfall in part because of Othello's own insecurities. His pride blinds him to his weaknesses, and he puts his faith in Iago over the word of his love, Desdemona. Othello is obsessed with his reputation, and ends up killing his wife to save face. Only to a flawed man would murder seem like a solution to a problem of reputation. Othello is spurred on by lies and misrepresentations, but he brings about his own undoing.

What motives, stated and implied, does Iago have for taking revenge on Othello?

Iago's stated reason for taking revenge on Othello is that he has been passed over for Cassio's post. But is this enough for him to "hate the Moor"? It is clear that he is jealous of Othello's ascension in the court and successful wooing of Desdemona. Othello's race and status as an outsider also seems to fuel this rage, as well as the rumor that Othello has slept with Iago's wife, Emilia. None of these motivations, however, seem to add up to inspire the violence that unfolds. Iago remains one of the most purely evil of Shakespeare's villains.

Discuss how loyalty is presented as a positive and a negative quality throughout the play.

Othello's lack of loyalty is what incites Iago's plan for revenge. Iago's ability to fool Othello that he is loyal while secretly plotting his demise is what makes his revenge effective. It is Othello's belief in Desdemona's lack of loyalty that seals their fates. In these ways loyalty, when misconstrued, can be dangerous. However Desdemona's loyalty to Othello even in her death and Othello's loyalty to her once his mistake is revealed are seen as ennobling aspects of their characters.

Compare and contrast the jealousy of Othello to that of Iago.

One major theme in Othello is revenge - Iago's revenge on Othello and Othello's revenge on Desdemona. They both believe death will bring justice. Iago's revenge is cooler, plotted out over time where Othello's is an act of heartbroken passion. Iago wears his lack of morals as a badge of honor where it is Othello's moral code that leads to his tragic end.

Although Othello is the title character in what way is Iago the main character?

Often in Shakespeare's plays such as Hamlet or King Lear , the title character is the main character and protagonist. In Othello this is not the case. Iago has almost 20% more lines than Othello, and has more asides with the audience. While it is Othello's decisions and actions that provide the dramatic structure for the play, it is Iago who sets in motion those decisions and spurs him to action. Othello is the tragic figure of the play, along with Desdemona, and it his characteristics that lend itself to most of the themes - jealousy, race, trust. However, Iago is the character who drives the plot.

How does Desdemona's dying assertion that she killed herself effect how you see her character?

From a modern feminist viewpoint Desdemona may be judged harshly for answering Emilia, when she asked who has mortally attacked her, "nobody; I myself. Farewell." Furthermore, she seemed resigned to her fate at the hands of her husband. While contemporary audiences may interpret these actions as unfathomable, they highlight the goodness of her character. Desdemona is described by others in the play with words that symbolize goodness - light, white, fair, delicate, alabaster. By the end of the play, Desdemona begins to symbolize goodness itself, so her reaction to her murder becomes another element in Othello's tragic end. Desdemona still loves Othello, though he is mistaken, and she goes to her death professing her husband's reputation. A modern audience may wish for a response that is less melodramatic, but that is not the world that Shakespeare has created in this play.

In what ways do Othello's suicide strengthen or undermine his heroism?

Though suicide is not usually the chosen end for a heroic figure, it is Othello's only escape from the crimes he has committed. Though the victim of Iago's trickery, Othello is still the author of his own demise. For Desdemona's death to be answered by anything less than his own would have felt false.

Describe how Othello's pride leads to his fall.

At the beginning of the play Othello is proud of himself and his achievements, but when Iago looks to punish Othello for his perceived slight, it is his pride that he preys upon. The belief that Desdemona has tainted his honor ignites Othello's rage, but it is his pride that blinds him to the fact that the evidence of her acts are lies invented not by a loyal friend but an enemy bent on his destruction.

Othello Questions and Answers

The Question and Answer section for Othello is a great resource to ask questions, find answers, and discuss the novel.

what attributers of the green eyed monster jealousy are made painful apparent as the scene progresses

Jealousy is the green-eyed monster in this scene. In Act 3 scene 3 Othello pretty much displays his jealousy,

desdemonas speech here confirms the masterly nature of iagos plot with what words does she assure cassio that she will do her best to get him reinstated

What is your question here?

why does othello ignore the cries for help?

Othello is hurdling towards self-destruction: sadly, by the deaths of people closest to him. Like tragic heroes such as Macbeth, Othello's senses are dull to tragedy and screams of terror. Roderigo and Cassio fight, and both are injured; Othello...

Study Guide for Othello

Othello study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Othello
• Othello Summary
• Othello Video
• Character List

Essays for Othello

Othello essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Othello by William Shakespeare.

• Iago and Edmund: The Silence and Complexity of Evil
• Unity in Shakespeare's Tragedies
• Inevitability and the Nature of Shakespeare's Tragedies
• Witchy Women: Female Magic and Otherness in Western Literature
• Racism in Othello

Lesson Plan for Othello

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Othello
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Othello Bibliography

E-Text of Othello

Othello e-text contains the full text of Othello by William Shakespeare.

• List of Characters

Wikipedia Entries for Othello

• Introduction
• Date and sources
• Themes and critical approaches

Los Angeles Times News Quiz this week: Tortured poets, inspired monks and Fonzie’s cool

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And just like that, we’ve arrived at another Friday — and another edition of the Los Angeles Times News Quiz. As your quizmaster, my job is to dig into some of the stories The Times has published — online or in print — over the previous seven days and pull out 10 multiple-choice questions.

Your job (if you can call it that) is to keep up on the news of the week and answer them correctly. If you haven’t exactly kept up — or simply want to do a little pre-quiz cramming — this week I’m mining the minutiae of my colleagues’ stories about an airport beef between San Francisco and Oakland , the origins of a certain Japanese cuisine and how reality TV inspired some Buddhist monks to try something novel.

Before digging in, a quick shout-out to those who stopped by to play a live version of the News Quiz at last weekend’s Festival of Books. What the spirited round of festival- and USC-themed questions revealed (besides the fact that open-ended questions work much better than multiple-choice ones with a live audience) is that Mudd Hall’s namesake, Seeley Wintersmith Mudd, was a renowned mining engineer; FOB dates to 1996; and one of the most popular guests that first year was Abigail Van Buren of “Dear Abby” fame (who was the twin sister of rival advice columnist Ann Landers).

Are you ready to have some fun? I am. Let’s get started.

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Senior features writer Adam Tschorn is a former small-town newspaper editor, game-show question-and-answer man and fashion scribe who joined the Los Angeles Times in 2007. He currently covers a wide range of pop-culture topics with a focus on cannabis culture. Holding a B.A. in philosophy and an M.A. in journalism, he feels perfectly suited to looking at things, asking “why?” and writing down the answers.

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