essay in classroom

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Essay on My Classroom – Samples, 10 Lines to 1500 Words

Essay on My Classroom: The classroom is a space where learning, growth, and creativity come together to shape the minds of students. In this essay, we will explore the dynamics of my classroom – a place where knowledge is shared, ideas are exchanged, and friendships are formed. From the desks and whiteboards to the laughter and discussions that fill the room, my classroom is a vibrant and dynamic environment that fosters a love for learning and collaboration. Join me as we delve into the heart of my classroom and uncover the magic that happens within its walls.

Table of Contents

My Classroom Essay Writing Tips

1. Start by describing the physical layout of your classroom. Mention the size, shape, and location of the room within the school building.

2. Discuss the seating arrangement in your classroom. Are the desks arranged in rows, groups, or a circle? How does the seating arrangement affect the dynamics of the class?

3. Talk about the decorations and resources in your classroom. Are there posters, charts, or educational materials displayed on the walls? How do these visuals enhance the learning environment?

4. Describe the technology available in your classroom. Do you have access to computers, projectors, or interactive whiteboards? How do these tools support teaching and learning?

5. Discuss the atmosphere in your classroom. Is it a welcoming and inclusive space where students feel comfortable and engaged? How do you foster a sense of community and collaboration among your classmates?

6. Share details about the routines and procedures in your classroom. How do you start and end each class? How do you manage transitions between activities and maintain a sense of order?

7. Talk about the role of the teacher in your classroom. How does the teacher facilitate learning, provide guidance, and support students’ academic and social-emotional development?

8. Reflect on the interactions among students in your classroom. How do students communicate, collaborate, and build relationships with each other? How do these interactions contribute to a positive classroom culture?

9. Discuss any challenges or opportunities for improvement in your classroom. Are there areas where you would like to see changes or enhancements to better support student learning and well-being?

10. Conclude your essay by summarizing the key aspects of your classroom that make it a unique and special place for teaching and learning. Emphasize the importance of a positive and supportive classroom environment in fostering academic success and personal growth.

Essay on My Classroom in 10 Lines – Examples

1. My classroom is a vibrant and welcoming space where students feel comfortable and motivated to learn. 2. The walls are adorned with colorful posters and student work, creating a visually stimulating environment. 3. There are desks arranged in small groups to encourage collaboration and discussion among students. 4. A large whiteboard at the front of the room is used for interactive lessons and group activities. 5. The classroom is equipped with technology such as a projector and computers for multimedia presentations. 6. There is a cozy reading nook with bean bags and shelves filled with a variety of books for students to enjoy. 7. A classroom library is stocked with a diverse selection of books to cater to different interests and reading levels. 8. The room is kept organized and clutter-free to promote a sense of calm and focus during lessons. 9. There are plants and other greenery scattered throughout the room to bring a touch of nature indoors. 10. Overall, my classroom is a dynamic and engaging space that fosters a love of learning and creativity among students.

Sample Essay on My Classroom in 100-180 Words

My classroom is a vibrant and welcoming space where learning comes alive. The walls are adorned with colorful posters and student work, creating a stimulating environment for my students. The desks are arranged in a way that promotes collaboration and discussion, with a cozy reading nook in the corner for quiet reflection.

In the front of the room, there is a whiteboard where I write important information and draw diagrams to aid in understanding. A projector hangs from the ceiling, allowing me to show videos and presentations to enhance the lesson.

My classroom is filled with books, supplies, and technology to support a variety of learning styles. I strive to create a positive and inclusive atmosphere where every student feels valued and supported in their educational journey.

Overall, my classroom is a place where curiosity is nurtured, creativity is encouraged, and knowledge is shared. It is a space where students can feel inspired and empowered to reach their full potential.

Short Essay on My Classroom in 200-500 Words

My classroom is a place where I spend a significant amount of time each day. It is a space where I learn, interact with my peers, and engage in various activities that help me grow academically and personally. The classroom is a reflection of my school environment, and it plays a crucial role in shaping my educational experience.

The physical layout of my classroom is simple yet functional. The room is spacious, with large windows that let in plenty of natural light. The walls are adorned with educational posters and student artwork, creating a vibrant and stimulating environment. The desks are arranged in rows facing the front of the room, where the teacher’s desk and whiteboard are located. There is also a cozy reading corner with bean bags and shelves filled with books.

One of the things I love most about my classroom is the sense of community that exists among my classmates and teachers. We all come from different backgrounds and have unique perspectives, but we come together in the classroom to learn and grow as a group. Our teacher fosters a supportive and inclusive atmosphere, encouraging us to collaborate and help each other succeed. This sense of camaraderie makes the classroom feel like a second home, where I feel safe and supported.

In my classroom, learning is not limited to textbooks and lectures. We engage in hands-on activities, group projects, and discussions that encourage critical thinking and creativity. Our teacher incorporates technology into our lessons, using interactive whiteboards and educational apps to make learning more engaging and interactive. We also have access to a variety of resources, such as books, computers, and art supplies, that allow us to explore our interests and express ourselves in different ways.

The classroom is also a place where I develop important social and emotional skills. Through group work and class discussions, I learn how to communicate effectively, collaborate with others, and resolve conflicts. I also learn to manage my time, set goals, and take responsibility for my own learning. These skills are essential for success in school and beyond, and my classroom provides a supportive environment where I can practice and refine them.

Overall, my classroom is a dynamic and enriching space where I feel inspired to learn and grow. It is a place where I can be myself, explore my interests, and connect with my peers in a meaningful way. The classroom is not just a physical space; it is a community of learners who come together to support each other and strive for excellence. I am grateful for the opportunities and experiences that my classroom provides, and I look forward to continuing my educational journey in this special place.

Essay on My Classroom in 1000-1500 Words

My Classroom

As I walk into my classroom every morning, I am greeted by a warm and inviting atmosphere that sets the tone for the day ahead. The walls are adorned with colorful posters and student artwork, creating a vibrant and engaging environment for learning. The desks are neatly arranged in rows, each one equipped with a chair and a pencil holder. The whiteboard at the front of the room is clean and ready for the day’s lessons to be written upon it. This is my classroom, a place where students come to learn, grow, and thrive.

One of the first things that I notice when I enter my classroom is the sense of community that exists among my students. They greet each other with smiles and laughter, eager to start the day together. This sense of camaraderie is fostered through various team-building activities and group projects that we engage in throughout the year. By working together and supporting one another, my students develop a strong sense of unity and belonging that enhances their overall learning experience.

Another key aspect of my classroom is the focus on student-centered learning. I believe that every student has unique strengths and abilities that should be nurtured and celebrated. To this end, I strive to create a learning environment that is inclusive and supportive of all students, regardless of their background or abilities. I encourage my students to take ownership of their learning and to actively participate in class discussions and activities. By empowering them to take control of their education, I am able to foster a sense of independence and self-confidence that will serve them well in the future.

In addition to student-centered learning, I also place a strong emphasis on the use of technology in my classroom. I believe that technology can be a powerful tool for enhancing the learning experience and engaging students in new and exciting ways. From interactive whiteboards to educational apps and online resources, I incorporate a variety of technology tools into my lessons to make learning more interactive and engaging. By embracing technology, I am able to cater to the diverse learning styles and preferences of my students, ensuring that each one has the opportunity to succeed.

One of the things that I love most about my classroom is the sense of creativity and innovation that it inspires. I encourage my students to think outside the box and to explore new ideas and concepts in their learning. Whether it’s through hands-on experiments, creative writing assignments, or group projects, I provide my students with the opportunity to express themselves and showcase their unique talents. By fostering a culture of creativity and innovation, I am able to ignite a passion for learning that will stay with my students long after they leave my classroom.

As a teacher, I am constantly striving to create a safe and supportive learning environment for my students. I believe that every student deserves to feel valued and respected, and I work hard to create a classroom culture that promotes kindness, empathy, and understanding. By modeling positive behavior and encouraging open communication, I am able to build strong relationships with my students and create a sense of trust and mutual respect. This, in turn, allows my students to feel comfortable taking risks and making mistakes, knowing that they will be supported and encouraged every step of the way.

In my classroom, I also place a strong emphasis on the importance of critical thinking and problem-solving skills. I believe that these are essential skills that will serve my students well in their academic and professional lives. To this end, I design my lessons and assignments to challenge my students to think critically, analyze information, and develop creative solutions to complex problems. By providing them with the opportunity to engage in meaningful and thought-provoking discussions, I am able to cultivate their analytical skills and encourage them to become lifelong learners.

One of the things that sets my classroom apart is the sense of collaboration and teamwork that exists among my students. I believe that learning is a collaborative process that requires active participation and engagement from all parties involved. To this end, I encourage my students to work together on group projects, share ideas and insights, and support one another in their learning. By fostering a culture of collaboration and teamwork, I am able to create a sense of community and belonging that enhances the overall learning experience for my students.

In conclusion, my classroom is a place where students come to learn, grow, and thrive. Through a focus on student-centered learning, the use of technology, creativity and innovation, a safe and supportive learning environment, critical thinking and problem-solving skills, and collaboration and teamwork, I am able to create a dynamic and engaging classroom that inspires my students to reach their full potential. I am proud to be a teacher, and I am grateful for the opportunity to make a positive impact on the lives of my students each and every day.

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Essay On My Classroom – 10 Lines, Short and Long Essay For Class 1, 2 and 3 Kids

Key Points To Note: Essay On ‘My Classroom’ For Lower Primary Classes

10 lines on ‘my classroom’ for kids, a paragraph on ‘my classroom’ for children, essay on ‘my classroom’ in 200 words for kids, long essay on ‘my classroom’ in english for kids, what will your child learn from this essay.

A classroom is a space with which everyone can relate. It is a place for kids to learn, explore, and meet new friends. It is the first place where the kid goes and becomes social. Writing an essay on my classroom in English will allow kids to explore their inner emotional connections with their classroom. It will also enhance their observational skills, allowing them to see and scrutinise the details of the space where they spend the most creative time of the day. It will be a fun writing activity and a learning one too.

All kids know about their classroom, but when it comes to writing a description of a classroom, the real challenges surface—given below is a template that will end your doubts regarding how to write an essay on this topic:

• The essay should have a proper introduction that talks about the physical dimensions of a classroom.
• Later, you can explain its relevance and emotional significance in a kid’s life.
• Kids should explain what they think of a classroom.
• The conclusion should summarise the whole write-up.

Writing about any topic needs a clear understanding of the same. Kids in small classes might find it difficult to write in long sentences. Therefore, teachers and parents ask them to craft short sentences. Here are a few lines for an essay on my classroom for classes 1 & 2.

• I saw my classroom for the first time when I went to kindergarten school.
• It is a space designed for kids as old as me to learn together.
• My classroom has many tables and chairs for all students to sit and study together.
• My class has one big blackboard and one big whiteboard, which the teacher uses to explain a concept or draw something for us.
• Our class also has an activity board, which all the students decorate turn-wise.
• My classroom is well-ventilated as has two big windows.
• My classroom also has beautiful yellow colour on the walls and white ceilings.
• There is an open almirah in my class, where kids keep all the essentials like water bottles, bags, etc.
• There are two dustbins in my class to throw waste.
• There is a cupboard near the teacher’s table where our teacher keeps things necessary to conduct a lesson, like chalk, dusters, napkins, etc.

Many kids understand a topic but get puzzled when it comes to writing. Therefore, teachers first give a small paragraph to write on an easy subject like ‘my classroom’. Writing a short paragraph allows kids to explore their inner thoughts on the subject:

Everyone loves their school and classroom, and I am no exception. There are many reasons why I adore my classroom; one of them is that it is very spacious and big. It has 15 desks, one big almirah for keeping kids’ essentials, and two boards – a whiteboard and a blackboard. It also has a projector, which our teacher uses to show us stories and movies. My classroom has two windows facing the playground. I love seeing outside during a free period; it makes me feel relaxed. We also have a craft board where every kid needs to add something from their imagination.

As kids progress in class, they need to write progressive and longer sentences on various topics. Topics like my classroom challenge kids’ creative thinking and boost their sentence construction ability:

My classroom is one such space where I spend maximum time learning and exploring new topics and concepts. It is where 30 students like me from different walks of life sit together and learn together. My classroom is hi-tech and equipped to tackle any emergency with a fire alarm, fire extinguisher, etc. We also have a projector and whiteboard as our teacher explains most concepts with videos and graphics. Besides having a big shelf for kids’ essentials, my classroom has a small section with many books we can read during our free period. I can only take some books home after my teacher’s permission for a day or two. The best part about my classroom is it has lively interiors that can attract anyone. One can see different types of charts, quotations of notable personalities, and drawings done by students like me on my classroom walls, making it more attractive. We don’t have ceiling fans in our classroom as we have a centralised AC in the entire school. My classroom is impressive in every sense, as it showcases a part of me in every corner.

An essay on my classroom is a good way to promote critical thinking and observational skills via writing. Below is an essay for class 3 on essay my classroom for your reference.

Writing on the topic of my classroom is like writing about the most special space of your school. This is the place where learning and exploration go hand in hand and add a new dimension to our life. Here, we make many memories that stay with us even after school. My classroom is a very advanced, well-planned room that can accommodate around 30 students comfortably. My classroom has a unique feature: a soft board under every child’s name. All students get a chance to decorate that board weekly, and to do that, we need to come up with fresh ideas every week. The best idea gets a small prize and appreciation from the teacher. I have a whiteboard and a blackboard in my class, which my teacher uses as per the demand of the topic. I like the projector in my class; for crucial topics, our teachers use videos and graphical representation for better understanding. My seat is near a glass window, which I like the most as it has a stunning garden view.

My school believes in a no-baggage policy; therefore, all our books are in a big almirah in our classroom. Thanks to that, my bag remains light. My classroom is where we do lots of creative work and participate in competitions to boost our confidence. My teacher says this is our second home, and we should keep it clean; therefore, students take turns cleaning the classroom every day. We have two dustbins to make sure no wrapper or dry waste remains on the floor. After Covid, my classroom has a hand sanitiser bootle installed at the entry door, and no student can come without sanitising their hands. My classroom is hi-tech and equipped to tackle any emergency as it has a fire alarm, fire extinguisher, smoke detector, etc.

Your child will learn to give words to their thoughts and write a better composition on my classroom. Their writing skills get refined, and they learn new words that enrich their vocabulary.

1. Why Is The Classroom Important?

The classroom provides a favourable learning atmosphere for kids as it keeps away all distractions.

2. What Are Some Important Things In A Classroom?

Essential things in the classroom include chalk, duster, whiteboard, blackboard, windows for ventilation, lights, fans, and most importantly, books.

There is no time like school time, and there is nothing like a classroom. Writing an essay on a versatile topic like my classroom is fun and enriching. So, find expressions to your thoughts in this blog and craft a fantastic “my classroom” composition.

How to Write An Essay on My Teacher for Class 1, 2 and 3 Kids Essay On My School Library for Classes 1 to 3 Children Essay on My Favorite Subject for Lower Primary Class Kids

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Essay on My Classroom

Our class is our second home and all of us spend most of our time in our class. There are many things that make it decent and we love being there. I have covered different angles of loving my class and hope it will also help you.

Short and Long Essays on My Classroom in English

I have provided here some essays on this topic to give you interesting and easy ways to prepare your own for the school projects.

My Classroom Essay 10 Lines (100 – 150 Words)

1) Classroom is a place where we study at school.

2) A classroom is full of enjoyment and memories.

3) I’m in class 4 ‘A’ and I love my class very much.

4) My class is situated near the school library.

5) We can see trees from the windows of my classroom.

6) The birds chirping makes my mood happy and relaxed.

7) All the students in my class are very helpful.

8) My class is very disciplined and appreciated by all the teachers.

9) Our classroom team is selected for a national level basketball competition.

10) Our class is the best class that every teacher loves.

Essay 1 (250 Words) – My Classroom

Introduction

Every child loves his class because there are many memories they have in each class. Apart from some memorable days, some decent things make my class the best one. Every year we change our class still each and every class seems the best to me this shows that my school is also the best one.

My Decent Classroom

I am Riddhi of class 3 A, my class is just beside the basketball court. From one side we enjoy a live basketball match whereas at the same time we can also enjoy the shade of a mango tree.

The perfect location of my class makes it decent and also encourages me to stay in my class.

We always watch students practicing on the basketball court and it really inspires us, because they practice so hard and for so long hours. I have seen many students who were unable to do a goal but their practice made them state level players.

Apart from the basketball court we also love playing with the leaves of the mango tree. Generally, we have to climb up a tree to reach its top, but the top portion of the tree can be easily touched from our classroom window. Apart from studies and friends, these things make my class decent and I love to be there.

There are different reasons to love something and the above reasons that help me to love my class. A classroom is a place where we learn and when we love being their then education seems interesting. I love my class, my teachers as well as my friends.

Essay 2 (400 Words) – Why is My Class Different

A room where I am with 30 more students, space were my teachers come to teach me, and a place where I perform all kinds of notorious task. I call it my classroom, a place where I learn addition and subtraction and the difference between smiling and laughing in the presence of my teacher. My classroom is one of the best classes in my school due to many reasons.

What Makes my Class Different?

There are many things that make us different from others similarly there are many things that make our class different. I have discussed the points below;

Types of Students in My Class

• Every class has a topper and a failure but my class topper is a school topper and because of this our class is always famous in my school. Apart from this, there is no student who used to fail or use to be promoted in my class.
• In my class, there are two singers and they always secure the first two ranks in any singing competition held at my school. They are really very good singers and we love listening to them.
• There is also a group of six girls who are famous for dancing, and they always perform on special occasions. Really 6B is a famous class for all types of activities. They also take part in the school choir group and also represent our school in different competitions.
• There is a national level badminton player in the under 16 groups, he always makes us feel proud. He is an inspiration not only for the students of the primary section but also for the secondary wing.
• A combination of such types of students makes us feel superior and we feel special. Everyone knows us that we are from that unique class in which each and every student is special.
• My class teacher is another reason for loving my class; she is so polite and always inspires us to take part in several activities. She is our class teacher so whenever we have to go for practice, she allows us and takes our extra class in our free period and in this way, it becomes easy for us to concentrate on our studies.

It is always recommended to have good friends but when you have an artistic class then how can you stay behind from learning from them. Our principal and other teachers also admire them and our class is really one of the best in our school.

Essay 3 (500 – 600 Words) – My Best Place My Classroom

We love a certain place either it is our home or school, where we love visiting or spending time. And for me, it is my classroom where I love to be. When we love our learning place it holds a special place in our heart. I love my classroom for many reasons and I have mentioned some of them below.

Platform of Learning

Learning is an important pillar of our life and we love to be its part. It helps us to have a better life and become successful in our life. Whatever subject you may like but you have to learn. Suppose a child loves maths and he decided to read-only maths but is it really possible. You also have to read English to understand what is written. This shows that learning all the subjects are necessary and once you get the basic knowledge then you can choose as per your interest in higher classes.

We are Invited for Creativity

The very best part of my class is our teachers inspire us to think and develop our own ideas. There is a creative wall in my class and a student is free to post anything creative. It should not be copied from anywhere. This inspires us to utilize our studies and bring some creative ideas. And it looks so good to have you painting or any creative idea on the wall with your name in bold letters. I really love it.

Looks Decent

In my school, every class gets a theme, and students have to decorate their class as it is. So, our theme is ‘Space’. So, the whole class looks so good that I can’t express in words. We have decorated our beaches like space ships and really our class looks like a space centre. The class board is decorated in such a way that it looks like a window of a space ship.

An Achievement Wall

There is an achievement wall in our class where students’ pics are posted. Every week different competitions are organized in our house meetings and those who win; their pictures are posted on this wall. It inspires other students to perform well and get space on this wall. Whenever there is any kind of inspection in our school, various teachers and principal sir visit our class and they admire those students as well as this idea of the achievement wall.

Weekend Activities

All of us celebrate our weekend in different ways, sometimes we visit a place, and sometimes we simply stay at home. So, those who spend their weekend at a new place or do something new are invited to express their views in a free period. It helps us to know those new places to visit next time and really a very new concept which is only followed in our class.

Social Media Touch-up

My classroom activities are updated on social media by our class teachers and this inspires us to perform well. In this way, we are also connected with many other people and I really like this concept.

Learning should be fun and my class is the best example of this. We celebrate together learn together and also enjoy ourselves together. Others should also learn from our class and all the credit goes to my class teacher. She is so good that our class became our favorite spot. Everything in the class inspires us and I proudly say that; that is my class. My class has also won the best class prize this year and every day we develop new ideas to make it the best learning place. Many students use to bunk the class but these changes also encourage them to stay in the class and learn new things.

Frequently Asked Questions

Ans . A classroom is a place of learning for children and adults.

Ans . The concept of the classroom came into existence in 1837.

Ans . Horace Mann is regarded as the father of the modern school system.

Ans . The classroom meant for students who need special attention is called a Self-contained classroom.

Ans . There are only 7-10 students in a self-contained classroom.

Ans . Blue, yellow, white colors are best suited as the classroom colors.

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Essay on Expectation In Class As A Student

Students are often asked to write an essay on Expectation In Class As A Student in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Expectation In Class As A Student

Understanding expectations.

As a student in class, you are expected to learn new things. This means paying attention to your teacher, asking questions if you’re confused, and trying your best on homework and tests. It’s like being a detective, where your mission is to solve the mystery of the subject you’re studying.

Being Prepared

Being ready for class is important. This includes having your books, completing your homework, and being ready to share your thoughts. Think of it as packing a backpack for an adventure where every book and notebook is a tool for your journey.

Respecting Others

In class, you should treat everyone kindly. Listen when others speak and wait for your turn to talk. It’s like being on a team where every player’s role is valued, and everyone deserves a chance to shine.

Meeting Deadlines

Handing in your work on time shows you’re responsible. It’s like crossing the finish line in a race, where finishing on time is a big part of success.

Self-Improvement

250 words essay on expectation in class as a student, what students expect in class.

When you are a student, you look forward to many things in your classroom. It’s like a small world where you learn, play, and grow. Every student has hopes and wishes for their time in class, and these are some of the common ones.

Learning New Things

Firstly, students expect to learn new things every day. Whether it’s about numbers, words, or the world around us, every lesson is a chance to know more. Teachers are important because they share knowledge in a way that’s easy to understand.

Fun and Friends

Secondly, students want to have fun and make friends. School isn’t just about books; it’s also about enjoying time with classmates. Games, activities, and group work help students bond and create memories.

Support and Help

Another expectation is getting help when things are tough. Sometimes, lessons can be hard, and students hope for a teacher who is kind and ready to explain things again. Feeling supported makes learning easier.

Being Heard and Respected

Students also expect to be heard and respected. When a student has an idea or a question, they want their teacher to listen. Being taken seriously makes students feel valued and confident to speak up.

A Safe Place

Every student’s expectation is like a seed that needs the right care to grow. Teachers and schools work to meet these hopes, making every day in class a step toward a brighter future.

500 Words Essay on Expectation In Class As A Student

What are expectations.

When we talk about expectations in class, we mean what teachers and classmates think you should do and how you should act. As a student, you are supposed to follow certain rules, listen to your teacher, and try your best to learn new things. These expectations help everyone in class to work together and create a place where learning can happen without problems.

Learning and Working Hard

A big part of being in class is learning to respect others. This includes listening when someone else is speaking and not making fun of them. It also means sharing things like books and pencils, and helping classmates who might be struggling. When everyone respects each other, the class can be a nice place for everyone.

Following Rules

Every class has rules, like raising your hand to speak or walking quietly in the hallways. These rules are there to make sure that the class runs smoothly and that everyone gets a chance to learn. It’s expected that you follow these rules, and if you do, the day will go by without any trouble.

Being ready for class is another expectation. This means bringing your books, pencils, and any other materials you need. It also means coming to class on time and being ready to start learning right away. When you come prepared, it shows that you are serious about your education.

Participating in Class

Teachers expect students to take part in class discussions and activities. When you share your ideas or answer questions, you are not only showing what you know, but you are also learning more. Participation helps make the class more interesting for everyone.

Setting Personal Goals

Apart from what others expect from you, it’s good to have your own goals. Maybe you want to get better at reading or learn how to solve tough math problems. Having goals can help you stay focused and give you something to work toward.

Handling Mistakes

Everyone makes mistakes, and that’s okay. Teachers expect that you will sometimes get things wrong, but what’s important is that you try to learn from those mistakes. When you understand what went wrong, you can do better next time.

In conclusion, being a student comes with many expectations. You are supposed to learn, respect others, follow rules, come prepared, participate, set goals, and learn from mistakes. Meeting these expectations can be tough sometimes, but they help you grow and become a better learner. Remember, it’s not just about making your teacher happy—it’s about doing your best for yourself.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Happy studying!

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My Observation in The Classroom

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Published: Mar 25, 2024

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Essays About Classroom: Top 6 Examples and 9 Prompts

Are you writing essays about classroom? Then, take up some great ideas from our carefully curated essay examples and writing prompts list. 

Classrooms are designed to be a place for learning. But beyond being an avenue for sharing and exchanging knowledge, a classroom is where a person’s character is molded, strengths fortified, and weaknesses addressed. More importantly, many children would consider their classrooms as their second homes. Unfortunately for some, with terrorizing teachers, bullying classmates, and deep anxieties over exams or public speaking, being in a classroom is an obnoxious experience.

For your essay about classrooms, find below some essay examples and writing prompts that will make you think deeply and be inspired to write.

6 Useful Examples About Classroom

1. the flip side of flipped classrooms by claire l. jarvis, 2. germany is taking away kindergarteners’ toys to curb future addiction by sara zaske, 3. the products that teachers always need for their classrooms by griffin wynne, 4. what we can learn from finland’s successful school reform by linda darling-hammond, 5. how to create inclusive classroom spaces for students with physical disabilities by chris drew, 6. how google took over the classroom by natasha singer, 9 interesting prompts on essays about classroom, 1. virtual classrooms , 2. most unforgettable classroom experience, 3. analysis of classroom management, 4. bullying in classrooms, 5. learning outside the classroom, 6. laptops in the classroom: pros and cons, 7. cultural diversity in the classroom, 8. increasing student engagement in classrooms, 9. cooperative learning in the classroom.

“Flipped classrooms are challenging to get right, and they demand a different skill set from instructors accustomed to lecturing.”

Flipped classroom model is a popular learning format wherein students watch lectures at home and engage in classroom discussions and activities when they get to class. Unfortunately, while it works wonders for many, it seems to lose its magic in specific classrooms. You might also be interested in these essays about online class .

“At a Berlin day-care center, the children packed away all the toys: the cars, the tiny plastic animals, the blocks and Legos, even the board games and most of the art materials. They then stood in the empty classroom and looked at their two instructors.”

A toy-free kindergarten sounds gloomy and harsh for kids, but long-term benefits may be reaped from this practice. It was first conceptualized and experimented on in the 1980s. Findings suggest that doing away with toys in kindergarten prevents addictive behavior and encourages creativity as children are left to deal with boredom. 

“While teachers surely use a lot of classic school supplies like writing implements and glue sticks, they also need things like snacks, cleaning products and even personal hygiene supplies on hand to make their kids feel safe.”

If we want to improve the quality of our education, schools must start thinking “outside the pencil box” and re-evaluate the supplies needed in a learning-ready classroom. School teachers list some valuable items to add to the class, such as snacks for those who skipped breakfast and wet wipes for hygiene purposes. 

“In a Finnish classroom, it is rare to see a teacher standing at the front of a classroom lecturing students for 50 minutes. Instead, students are likely to determine their own weekly targets with their teachers in specific subject areas and choose the tasks they will work on at their own pace.

Nations are turning to Finland to replicate its remarkable success in education. In just two to three decades, Finland climbed from faring poorly in education to a poster child in educational reforms. The essay looks into significant policy changes in the country, from how it addressed inequalities in access to education to its overhaul of traditional learning approaches in the classroom. 

“Small acts by the classroom teacher to make the classroom a more inclusive space such as rearranging desks, being sensitive to transition requirements and removing clutter can go a long way toward creating a sense of belonging and inclusion in every classroom.”

Ensuring classrooms address challenges and give room for the needs of the handicapped shows how teachers and schools value these children. If classroom design and space are limited, teachers can make a few simple steps to ensure students with disabilities can go around the classroom, participate and collaborate with classmates. You might also be interested in our round-up of the best writing apps for Chromebook .

“…Google has helped upend the sales methods companies use to place their products in classrooms. It has enlisted teachers and administrators to promote Google’s products to other schools. It has directly reached out to educators to test its products… And it has outmaneuvered Apple and Microsoft…”

Google is changing the face of education by enabling full technology adoption in classrooms at a low cost. And teachers and school administrators who make a big part of its sales success. But as word-of-mouth among schools launch Google to large-scale success, the issue of data privacy emerges, worrying parents and challenging school values.

Virtual classrooms were effective alternatives to help children continue learning and meeting with their teachers during the COVID-19 pandemic. However, amid distance learning, many were yearning for a return to a face-to-face classroom setting. To start, cite the benefits and challenges you encountered in having virtual classrooms. Then, provide policy recommendations you think your school should consider to improve the learning experience in the digital space. 

Whether it be a bad memory where you felt embarrassed or a positive one that helped chart your career path, your unforgettable memory in the classroom could be worth sharing and learning from. Write about it in your essay with as many vivid details and elaborate on what it is about this event that made it part of your core memory. 

Take a more profound observation of your teachers’ learning and management techniques. Depending on the activities and structure of the learning program, these techniques could be based on cognitive development and motivation theories. Research deeper and analyze whether these techniques help children achieve high scores in exams or, better yet, positively impact their well-being.    

It is crucial to detect bullying and act on it as early as possible lest the bullying goes through the roof. However, there is a thin line between teasing for a bit of fun and bullying. So, help your readers differentiate between the two. Then, provide some practical tips to report and stand up to bullying, such as recording bullying incidents for proof.

Learning outside the classroom means using other places for immersion, workshops, field trips, or any activity that will expose a student further to a subject matter. Research has also affirmed that out-of-school learning can deepen students’ understanding. For your essay, find out what other benefits out-of-class learning can offer and what the schools’ and teachers’ most significant challenges are in conducting more educational activities beyond the classroom. 

There has been a flurry of debates over the effects of having laptops in classrooms. Some studies cite positive effects such as enhanced learning, retention, and classroom collaboration. While others disagree and even see them as distractions like toys are to kindergarten classrooms. In your essay, lay down research studies showing the advantages and disadvantages of allowing laptops during classroom lectures. Next, based on these studies and your experience, share your viewpoint.

Diversity in the classroom encourages creating, sharing, and merging different minds and talents. Cross-cultural dialogues and interaction among students also help them learn about cultures and respect differences. If your classroom is a melting pot of cultures, then this writing prompt is for you. Talk about your experience and how this figures into the diversity trends across classrooms in your country or globally.

Keeping students engaged in classroom discussions is critical in building their self-esteem, curiosity, and motivation. But engaging students — let alone keeping them awake — is the biggest challenge to teachers. So explore what techniques teachers can use to keep a lively discussion in class and address chronic absenteeism. Also, add what students should do to keep active in the classroom.

Cooperative learning requires groups to work together to achieve learning goals together. In your essay, elaborate on cooperative learning and how it differs from individual learning. Enumerate its benefits, such as building leaders, improving oral communication and decision-making skills, and cultivating a sense of community-building through cooperation.  Before submitting or publishing your essay, make sure you take the time to improve the readability score . Then, if you’re still exploring other topics, check out our round-up of essay topics about education .

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

What Makes a Class Memorable? Here’s What Students Say

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The new question of the week—directed toward students—is:

What has been your best experience in the classroom, and what action or actions did a teacher take to help you make it happen (if they did)? Please be specific. What can other teachers learn from this experience?

I’ve previously shared responses to a similar question at Students Share Their Best School Experiences and What We Can Learn From Them .

I think those answers—and the ones appearing in this post—are so insightful that I’ve decided to make this a “recurring” question.

If you’re a K-12 teacher, and would like to have your students write 200-400 word responses to this questions, send the best ones to me at [email protected] (along with an email or a copy of one from the parent/guardian saying, “I give permission for my child’s essay to be published in Education Week”). If we agree they are publication-worthy, I’ll be happy to use them. I’ll accept contributions anytime over the next 12 months.

By the way, you can see many previous contributions from students that have appeared here at Student Voices .

Several of my students have written today’s responses:

‘Care About Us as People’

Julianna Eakle is a junior at Luther Burbank High School in Sacramento, Calif.:

My best classroom experience was when I was in 11th grade. I was having some tough times in my personal life, and this teacher helped me through it all. During this time, my brother, who had previously gone to the school, had to move due to these problems, and I had a really hard time adjusting to him not being at home as well as at school. He had asked this teacher to promise to always look out for me and always check up on me.

This promise was made when I was in 10th grade, and this teacher has never failed to fulfill it. It was a great experience for me because this teacher is close to my brother and I, and he knew how much I missed him. Even out of the classroom, on the track, he would always tell me something my brother had told him, and it would make me sad, yet determined.

My teacher helped make it a great experience, because still to this day whether I look down or not, he always makes sure I’m OK.

Teachers can learn from this story that it’s important for us students to feel that you care about us as people.

‘He Listened to My Rants’

Vincent Xiong is a junior at Luther Burbank High School:

The best experience in my education career is back in freshman year. The reason why it was fun was because we had to sing in class but in Hmong. The song could have been a Hmong or a translated Hmong song. This helped me because it helped me gain more confidence and I am kind of into singing now but my voice is bad and raspy.

This teacher also helped me talk about my feelings to him one on one without any judgment, and he listened to my rants when I needed someone to talk to. It wasn’t like he would just be like, “OK, mhm, OK, I see,” he would listen and actually give more insight on the problem I am having.

Teachers can learn from this that it’s important to create fun opportunities in class and to listen to us.

‘Believe in Your Students’

Anniyah Rhone is a junior at Luther Burbank High School:

My best classroom memory would have to be when I was in the 8th grade and we had our 8th grade award ceremony where they would award students academic achievements. I remember I sat in the back row with my friends, and one of my favorite teachers, Ms. Carr, convinced me to dress up for this particular event.

I had received an award for the honor roll and for another one of my classes, but at the end of the ceremony, the principal gave out the principal’s award to a boy and a girl from the 8th grade class. She began to talk about how the student was very good in all of their classes and how she was very caring and helpful to the people around campus. “How did she do all of these wonderful things?” I vividly remember asking myself.

Lo and behold, she was talking about me, and I received that award with one of my oldest friends. I chose this moment because it was the first time that I realized that I make a difference in people’s lives and that I am worth something. I have always had a hard time believing that I would be somebody or that people would notice me for the work I put in and not the jokes that I tell. This was the first time that people saw me as Anniyah and not Shamira’s little sister. This was the first time that I started believing in myself.

Ms. Carr made the experience better because she came up to me and she told me that she was proud of me and that she always knew that I would achieve great things and that it was just a matter of time before everyone else saw that. This is the experience that started my journey to loving myself.

Teachers can learn from this that it’s important to believe in your students and what they are capable of doing and to let them know that.

‘We Sometimes Communicated in Spanish’

Vanessa Pedraza Ruiz is a junior at Luther Burbank High School:

My best experience in a classroom was when I was a 3rd grader. It was the first couple of weeks of school, and I knew absolutely nobody. I had just moved into the area from 30 minutes away. My social skills at the time weren’t the best as I was an only child at the time. I was very timid and not the most talkative person at that age. Keep in mind that I was part of the small number of Hispanic children in my classroom.

Everyone in my class seemed to know each other very well. Then there was me, usually isolated from everyone because I didn’t know anyone. At first, my 3rd grade year seemed to not start off greatly, but then a student-teacher, Ms. Perez, was introduced to the class. By the last name, I knew she was Hispanic.

At first, I did not really talk to her, but I built up the courage to actually introduce myself to her. She was very nice and she started a conversation with me. We sometimes communicated in Spanish. I surprisingly felt comfortable talking to her. Because I felt comfortable being around her, I often participated in class discussions and in activities. She eventually helped me become more social around everyone, and I eventually started making a couple of new friends. Long story short, my 3rd grade student-teacher helped me have a great experience in her classroom.

Educators can learn from this experience that having teachers who “look like” their students can help us.

He Was ‘Teaching Us History With His Stories’

Joanna Medrano-Gutierrez is a junior at Luther Burbank High School:

My best classroom experience happened when I was in 6th grade. I remember it had been a really hot day, almost at the end of the school year. By this time, my teacher obviously knew what a loud and disruptive class we were, and he had adapted perfectly. Many of the boys in my class always tried to get him distracted to try and waste class time by getting him to talk about his life, and I guess he caught on to this fact pretty quickly.

We had just come back from lunch, so all of us children were sweaty and very much whining about the heat, and so, we were in no mood for learning history. So, that day a boy decided that we needed to get our teacher to waste time with one of his stories. My teacher played along and started to tell us about how when he was younger, just a bit older than we were at the time, he was in a play that ended horribly. I don’t quite remember what he said, all I remember is what happened a few days later.

It was now Friday, later that week, the class had fully expected that since we hardly learned anything that week, we weren’t going to have our usual biweekly quiz. We were so wrong. I could only stare at the stack of papers, and he passed out the quizzes. What are we supposed to do? We barely learned anything this week. Those were my thoughts. Our teacher explained that we could do it, we HAD to do it. So, we all started the test. We got through the math and science part pretty easily. But I was really surprised to find out that I could answer all of the history questions. My teacher had been teaching us history with his stories that we thought were wasting time! Most of my classmates and I had a good laugh along with our teacher. We all knew we deserved it, but, hey, most of the class passed that quiz.

Educators can learn from this story that sometimes you have to be very creative to help us learn what you want to teach us.

‘Support Us’

Kayla Chang is a junior at Luther Burbank High School:

My best experience in a classroom was when I was in 7th to 8th grade (both years). Band class was my favorite class of the day because my other classes were boring. It was a great experience because I learned how to play an instrument and it made me learn a whole different language (music language). It was an amazing experience because it made me get out of my comfort zone and perform some short songs solo during class (for practice), and I actually went to a music festival called Golden Empire where I performed in front of a judge and actually got a medal for it.

My teacher helped make it great because she was really friendly and lenient on homework, which was to practice your instrument for a certain amount of time. She was really supportive and never forced people to play their instrument if they weren’t feeling OK.

One thing teachers can learn from this is that if you want students to move from their “comfort zone,” it’s important to support us, focus on the important stuff, and be flexible on what’s not that important. And pay attention to when we are not emotionally ready to learn.

Thanks to Julianna, Vincent, Anniyah, Vanessa, Joanna, and Kayla for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign—new ones are not yet available). And if you missed any of the highlights from the first 10 years of this blog, you can see a categorized list below.

• The 11 Most Popular Classroom Q&A Posts of the Year
• Race & Racism in Schools
• School Closures & the Coronavirus Crisis
• Classroom-Management Advice
• Best Ways to Begin the School Year
• Best Ways to End the School Year
• Student Motivation & Social-Emotional Learning
• Implementing the Common Core
• Challenging Normative Gender Culture in Education
• Teaching Social Studies
• Cooperative & Collaborative Learning
• Using Tech With Students
• Student Voices
• Parent Engagement in Schools
• Teaching English-Language Learners
• Reading Instruction
• Writing Instruction
• Education Policy Issues
• Differentiating Instruction
• Math Instruction
• Science Instruction
• Advice for New Teachers
• Author Interviews
• The Inclusive Classroom
• Learning & the Brain
• Administrator Leadership
• Teacher Leadership
• Relationships in Schools
• Professional Development
• Instructional Strategies
• Best of Classroom Q&A
• Professional Collaboration
• Classroom Organization
• Mistakes in Education
• Project-Based Learning

I am also creating a Twitter list including all contributors to this column .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Essay on My Classroom 500+ Words

My classroom is not just a room with four walls; rather, it’s a place where I spend a significant part of my day learning, growing, and creating memories. Consequently, in this essay, I will argue that my classroom is a special and essential part of my life.

The Heart of Learning

My classroom is where I go to learn new things every day. Additionally, it’s a space where my teacher shares knowledge, books come to life, and my curiosity is nurtured. Furthermore, according to experts, a well-designed classroom can enhance learning, making it a crucial part of my education.

A Place of Friendship

In my classroom, I have made friends who share my interests and support me in my learning journey. Research shows that strong friendships can improve academic performance and overall well-being. My classroom is where these important friendships blossom.

Creativity Unleashed

My classroom is not just about textbooks; it’s also a space for creativity. I’ve learned to express myself through art, writing, and projects. Experts believe that creativity is vital for problem-solving and innovation, skills I develop right here.

A Safe Haven

My classroom is like a second home, a safe and welcoming place where I can be myself. It’s important for students to feel safe and comfortable in their learning environment. Studies show that a supportive classroom can boost confidence and achievement.

Teacher’s Guidance

In my classroom, I have a teacher who guides, inspires, and encourages me. Teachers play a crucial role in our education. According to research, great teachers can have a lasting positive impact on their students’ lives.

Educational Resources

My classroom is filled with educational resources, from textbooks to technology. These resources provide me with the tools I need to succeed academically. Having access to these materials is essential for effective learning.

Lessons Beyond the Curriculum

In my classroom, I learn not only about subjects like math and science but also about life lessons like teamwork, responsibility, and empathy. These lessons are just as important as academic knowledge.

Memories to Cherish

Some of my fondest memories are created in my classroom. Whether it’s celebrating a classmate’s birthday or the joy of solving a challenging problem, my classroom is where these cherished memories are made.

Conclusion of Essay on My Classroom

In conclusion, my classroom is more than just a physical space; it’s the heart of my education and personal growth. It’s where I learn, make friends, and discover my passions. My classroom is where teachers inspire, and I build the foundation for my future. As a fifth-grader, I can confidently say that my classroom holds a special place in my heart, and I am grateful for all the opportunities it provides. It’s not just a room; it’s a place where dreams take root and futures are shaped.

Also Check: The Essay on Essay: All you need to know

Essay Writing: A complete guide for students and teachers

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

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

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

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

THE ULTIMATE NONFICTION WRITING TEACHING RESOURCE

• 270  pages of the most effective teaching strategies
• 50+   digital tools  ready right out of the box
• 75   editable resources  for student   differentiation  
• Loads of   tricks and tips  to add to your teaching tool bag
• All explanations are reinforced with  concrete examples.
• Links to  high-quality video  tutorials
• Clear objectives  easy to match to the demands of your curriculum

Planning an essay

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

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

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

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

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

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

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

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

RESEARCH YOUR ESSAY

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

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

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

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

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

●      Group ideas, counterarguments, and opinions together

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

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

WRITING YOUR ESSAY

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

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

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

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

Common Essay Structure

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

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

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

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

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

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

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

HOW TO EDIT AN ESSAY

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

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

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

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

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

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

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

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

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

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• Knowledge Base
• How to structure an essay: Templates and tips

How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

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Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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• College Essay Format & Structure
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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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My Classroom Essay in English for Students, Kids and Children

We are Sharing an Essay on My Classroom in English for students. In this article, we have tried our best to provide a Short My Classroom essay for Class 1,2,3,4,5,6,7,8,9,10 in 100, 150, 200 words.

My Classroom Essay in English for Students & Kids

Short Essay on My Classroom for class 1,2,3 in 80 words

It is my classroom. It is very spacious. It has two doors, four windows, and four ventilators. It is quite airy. We enjoy bright daylight and fresh air.

Our classroom is white-washed. It is neat and clean. There are twenty desks in it. Two students sit at each desk. There is a chair and table for that teacher. It has a big blackboard. Many charts, maps, and pictures are hanging by the walls in it. We sit peacefully in our classroom. There are four ceiling fans in it.

Essay on My Classroom for class 5 in 100 words

I am a student of class fifth. There are thirty students in my classroom. My classroom is very big and spacious. It has two doors and six windows.

There are four fans in my classroom. It is well lighted. The blackboard is big and well painted. The walls are white and clean. Maps, charts, and pictures are well decorated on the display boards.

The desk we sit on is comfortable. There is a desk and chair for the teacher also. Ther is also an almirah in my classroom. We all keep it neat and clean.

My Classroom Essay 10 lines

 My Classroom Essay in 150 words

My classroom is in a corner of the school. The school building is large. My classroom is big and airy. There are two doors and three windows. There is sufficient sunlight. My classroom is well maintained, chairs and desk are very neat and clean. We also take care of classroom cleanliness.

The teacher sits in front of us. He has a chair and a big table. He keeps his books etc. on the table. There are thirty-five students in our class. Students sit on chairs. They have desks to keep their books in them. My classroom has a big blackboard in front of us. The teacher writes on it with a piece of chalk. He uses a duster to erase the writing on it. There are a number of charts and pictures on the walls. I love my classroom, it is like my second home.

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253 Classroom Essay Topic Ideas & Examples

🏆 best classroom topic ideas & essay examples, 👍 good essay topics on classroom, 📌 most interesting classroom topics to write about, 💡 simple & easy classroom essay titles, 🎓 good research topics about classroom, ⭐ interesting topics to write about classroom.

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• Geography and History in the Classroom Their main purpose is to increase the cultural background of a child and to enhance their knowledge of the surrounding world.
• The Emperor’s Club: Classroom Behaviour Management The Emperor’s Club is a movie drama telling the story of the life of a teacher, William Hundert. These strategies will include behavior management, the engagement of students, and the level of power the protagonist […]
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• New Classroom Design Features Advantages Also, it is vital to keep in mind the implications of age and best learning practices to leverage the available space and ensure that the environment encourages students to learn effectively.
• Effective Questioning in the Classroom With this in mind, it is possible to suggest the creation of a special list of questions for every text which should be analyzed by students.
• Values for Children in the Classroom This paper therefore looks at the values for children and how they can be supported in their development of inner discipline in the classroom.
• Multicultural Diversity and Performance in the Classroom As the majority of the students were white and from middle-class families, students from other backgrounds were seen as different and sometimes struggled to communicate or blend in with the rest of the class.
• Legal Issues of the Multimedia Usage in Classrooms To avoid any legal issues, the organization should make sure that all employees are aware of major regulations and laws associated with the use of intellectual property. Of course, it is important to remember that […]
• The Use of Technologies in the Classroom However, the alternative assumption, in this case, would be that tutors decide to involve technology-related tasks or presentations because of the inability to teach the student due to the prior lack of preparation for the […]
• The Importance of Classroom Routines It is the teacher’s responsibility to help the students transfer to the working mode at the beginning of the class and feel more relaxed during the breaks.
• Evaluation of Classroom Management Theories The following evaluation will assess the Skinner Model of Operant Conditioning, the Glasser Model or The Choice Theory, the Canter Model, and Jones’ Model. Therefore, educators must balance the approaches and adapt to the conditions […]
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• Verbal and Nonverbal Intervention Strategies in Classroom Finally, tension reduction is necessary to ensure that the learning environment is not extremely stressful for students, and a teacher can use jokes to alleviate extra tension.
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• Access and Equity in Early Childhood Classrooms Did you know that this country was once home to the great civilization of Maya?” Providing students with new information about other cultures will be an effective strategy for sparking interest and encouraging engagement, especially […]
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• Strategies for English Language Learners Classrooms Thirdly, teachers should identify significant concepts in the content, define the language, and outline the content objectives to guide each lesson. Therefore, small groups may be used for ELLs to facilitate the learning of new […]
• Integrating Technology Into Classroom The analysis of literature in the article seems insufficient and requires adjustment since they present general information concerning the status of learners’ achievement and instructor’s professional advancement in the incorporation of technology into classrooms, technology […]
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• Memorization Principles in the Classroom The debate around the problem of rote learning as a way to memorize things will never find a unanimous solution with the teachers.
• Discipline, Inclusion and Misbehavior in Classroom In their study, Pas, Cash, O’Brennan, Debnam, and Bradshaw, the specialists of Johns Hopkins University, researched the impact of reactive classroom management on the students’ behavior.
• Freedom of Expression in the Classroom The NEA Code of Ethics establishes a link between this Freedom and a teacher’s responsibilities by requiring instructors to encourage “independent activity in the pursuit of learning,” provide “access to diverse points of view,” and […]
• Integrative Education Model as a Type of Classroom Management The Integrative Education Model is the most appropriate type of classroom management for gifted children because it involves students and teachers in polite conversations, encouragement and approval of each other.
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• Managing Behavior and Classroom Situations Depending on the circumstances of the conflict in question, I would stress the fact that the student that allegedly offended this person’s child is still in the process of internalizing and experimenting with social norms […]
• Botany and Zoology in the Classroom What are the Purposes of the Botany and Zoology Areas in the Classroom? The role of a teacher is to prepare botany and zoology areas.
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• Teaching and Grouping Strategies in the Classroom If the majority of the students grasp the concept, the teacher moves on to the next lesson, but if the majority is still struggling with the ideas presented, he or she is obliged to revisit […]
• Acquainting The New Staff With the Classroom The teachers should be introduced to the various rules and protocols of the school in carrying out some of the major duties.
• Classroom Bulletin Board to Reflect Learning Goals The purpose of the meeting with the classroom teacher was to determine the grade level of the class and the topic of the discussion at the lesson planned by the teacher.
• “Classroom Management Strategies for Difficult Students” by O’Farrell The strategies that have been suggested to teachers and elaborated in this article include; building a sense of empathy, showing admiration the student’s negative attitudes and behaviors, letting go of ego when dealing with the […]
• Learning in the Innovative Classroom The foundation of motivation is invoking participation in the process of learning and transparency of the systems since all results and performance are visible to everyone in the classroom.
• Disruptive Behavior Management in Classroom A student who is a “helpless hand raiser” either pays little to no attention to the teacher’s explanation of the new materials or gets disrupted during the explanation; as a result, the student misses important […]
• Teaching Web Design in Secondary School Classroom The three main areas of Web design are construction and layout patterns, content and images, and management of the site. Students and teachers should know that usability of a Web site is critical in designing […]
• Developing a Personal Approach to Classroom Management The environment should be characterized by mutual respect amongst the students and the teacher and this will facilitate the classroom to listen, ask questions, make constructive comments and generally when this is done freely the […]
• The Effect of Family Conflict Resolution on Children’s Classroom Behavior This qualitative study seeks to establish whether family conflict resolution plays a role in the development of certain behavior in the classroom.
• My Classroom From Hell: Teacher Experience This was an inner city school and from the start, he was warned it was not going to be easy. The skills that he had picked up during summer from the TFA was not helpful […]
• First Grade: Classroom Analysis The paper presents the summary and analysis of the observations of the classroom and school environment second grade school. As a teacher candidate, I would employ in my classroom the organization techniques used by the […]
• Classroom Environment and Academic Achievement An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate.
• Language Diversity in the Classroom This is also due to the difference between the language spoken in their immediate environment and the language provided and used in the educational institution. Similarly, in personal life, this knowledge can provide an opportunity […]
• Bailey’s “Conscious Discipline” in Modern Classrooms Discipline is a student’s compliance with the rules of conduct in and out of school, the duties’ precise and orderly performance, and obedience to public commitment.
• Education: Student Use of Technology in Classroom The key goal of the presentation is to determine whether the modifications can be introduced to the technology used in the classroom.
• Poor Classroom Learning Environment Recommendations Since there are not enough computers for all the students in the group, those who have to wait to operate a computer, fall behind in academic performance and mastery of the material.
• The Importance of Media in the Classroom The theory is developed from the perspective of a teacher and aims at the analysis of the classroom media employment as well as the accommodation of the reviewed sources to the school conditions.
• Power and Student Behaviour in the Classroom Coercive power is the ability to control the behaviour of challenging students using punishments or by the withholding of privileges. An example of how teacher behaviour contributes to student misbehaviour is the failure to name […]
• Legal and Ethical Implications for Classroom Management Teachers’ classroom management should be built in a way that does not allow for abuse of students’ rights, and enables the learners to get the necessary studying information and proper instructions.
• Online Learning and Classroom Learning Combining the two concepts then, we can define e-learning “as a learning environment that exists solely in the form of digital content that is stored, accessed and exchanged through networked computer and information systems” The […]
• Effective Classroom Time Utilization Before Exam The testing effect suggests that continued practice and retrieval of material over time is key to improving long-term retention and recall.
• Teaching in a Differentiated Classroom This type of teaching provides all the pupils with access to reason and justifies their thinking while studying the subject. Pupils are becoming self-confident and freer to submit their ideas in finding solutions to new […]
• Child and Adolescent Development in Classroom: Article Analysis Lastly, Bergin looks at the role of symbolic thinking in the development of adolescents, as it permits them to create a personal narrative to make sense of their experiences and to form a better understanding […]
• Clinical Field Experience in Classroom Management First, I will be able to understand the expectations of learners based on the course outline before delegating duties and responsibilities to the trained aides in education.
• Child Development in Classroom: Chronological Approach The key ideas in the chapter are the different stages in which children develop, and how we can create effective, mental developing and appropriate classrooms that are involved in all the stages of a child’s […]
• The Role of Cultural Competency in the Classroom Culturally competent instruction can help address this issue by providing teachers with the tools and resources they need to support ELLs in the classroom.
• Impacts of Classroom Seat Layout on Student Performance The study used SPSS for the data analysis with the use of data in Excel. The study was based on a sampling method in the selection of participants.
• 5th Grade Language Arts Classroom Language arts are essential to learners as it helps in communication, critical thinking and problem solving, creativity and innovation, productivity, imagination, and curiosity.
• Anxiety Disorders: Symptoms, Causes, and Classroom Strategies The focus of this paper is on one of the most common types of anxiety disorder, which is generalized anxiety disorder, characterized by a continuous feeling of fear or anxiety that might interfere with day-to-day […]
• Manzano’s Tips for Teachers to Use in Classrooms Implementing encouragement and positive feedback to students is one of the essential aspects of the teacher’s work, helping to build friendly learning conditions.
• Children with Sensory Processing Disorder: Accommodations in the Classroom The podcast recommends several sensory accommodation tools that children in the classroom can use. The source examines the brainwork program that involves a number of practices that teachers were allowed to use in the classroom.
• Development and Classroom Learning When students are speaking with other students, they should be encouraged to use descriptive language in their conversations and interactions with those students.
• Classroom Strategies and Family Involvement Essentially, excitement and energy should be facilitated by the teacher in order for students themselves to feel excited and engaged with the morning routine itself as well as the learning and activities of the day.
• The Potential Benefits of Diverse Schools and Classrooms Video The main reflection from the video is that diversity in early childhood learning is a multi-dimensional process and requires professionals to be mindful of their students’ backgrounds.
• Multicultural Classroom Learning For instance, the history of Middle Eastern American citizens is complicated, and it is crucial to acquire it to understand people better.
• Effective Forms of Assessment in the Classroom Lesson Plan Title: Teaching Major Historical Failures on the Example of Nazi Germany Informal Assessment: In the case of the informal type of assessment, it will be manifested in the papers of self-assessment that will […]
• Classroom Tour: 5th Grade Flexible Seating 2017 In addition, the presence of a flag and the pledge of allegiance in a classroom portray belief in the system and loyalty to the nation.
• Classroom Management and Routines Reinforcement in the class is expressed in the form of praise, and the opportunity to take a reward from the treasure box.
• Academic Writing: Flipped Classroom Method The educator causes the understudies to compose passages in the class to take care of their composing issues and gives a framework.
• Personal Classroom Experience With Learning Technologies In regard to communication, my most effective classroom experience is connected to the use of speaking and listening applications that allows the learners to integrate ICT devices during conversations.
• Giftedness in the Classroom Giftedness is the talent that children have on various aspects of life. In education, this term is used to refer to children who have high academic capabilities.
• An Approach to Material’s Presentation: The Method of a Flipped Classroom The educator’s major challenge in the setting is the necessity to present mathematics in such a way that students acknowledge the rigorousness of some mathematical basics while embracing a creative approach to the learning process.
• Mindsets in the Classroom: Definition and Theories Growth mindset has several advantages for students and the general public. People with growth mindset desire to learn. They believe that intelligence is progressive and not static.
• Identifying Dyscalculia in the Classroom A child who has dyscalculia have trouble with counting, memorizing arithmetical facts or numbers, following procedures, or executing strategies.
• Classroom Design in Early Childhood Education Children need to be taught to understand that they cannot mock or otherwise mistreat others based on their background or other characteristics.
• The Concept of Classroom Management In the analysis of the first case, the main reason behind the preference for this type of arrangement revolves around the need to create space, enhance movement of the teacher, and enable high levels of […]
• Strategies for Teaching Literacy in a Secondary Classroom Beforehand, the authors discuss potential obstacles, including disabilities, a cycle of failure, and the absence of motivation, and provide a socio-linguistic background to the literacy acquisition process.
• Beauty in the Classroom: Instructors’ Pedagogical Productivity The authors, for the first time, speak out about the potential threat of significant differences in the assessment of the beauty and quality of the work of male and female teachers.
• Multicultural Inclusion in the Classroom Another concept to pay specific attention to is the integration of English Dialects and world languages into the curriculum. When in school, students receive a set of knowledge and skills that are confined to the […]
• The Appropriateness of Classroom Routines Each group should have appropriate number of student to ensure that all of the members participate actively in all the sessions.
• Appropriateness of Older Forms of Classroom Based Learning Therefore, the purpose of this business report is to discuss the advantages and disadvantages of both new and older forms of learning and decide whether the last ones are still appropriate.
• Benchmark – Classroom Management Plan The degree to which the relationship with students’ parents is developed determines the fullness of their involvement: the more active the adult is in the classroom, the more varied the learning can be.
• Purchasing School Supplies for a Classroom One alternative is a company that is offering a discount for every dollar amount spent on the purchase, while the other alternative is a company that is offering a discount for every dollar amount spent […]
• Strategies for Good Classroom Management The modeling of practices that a teacher would like to see and the teaching of character may be regarded as the most essential strategies that help to minimize cultural and individual differences.
• Science in the Preschool Classroom In their article, Barnett and Morran suggest that children in the preschool classroom may benefit greatly from the studies of the phases of the Moon and lunar and solar eclipses.
• Diversity and Its Effects in the Classroom Parents are seen to show a higher level of involvement in activities if the child welfare is concerned as compared to curriculum development and midterm meetings.
• Racially Insensitive Name-Calling in Classroom Probably, the teacher had to initiate the lesson devoted to the topic of racial discrimination and to think over all the stages of the discussion, to organize it in a polite and friendly manner.
• Flipped-Classroom and Traditional Classroom Student Engagement As for the theoretical frameworks to support the flow of the research, the author highly relies on Gardner’s theory of multiple intelligences, and it is used as a basis to understand the principles of flipped […]
• The Use of Technology in the Classroom Inspired by the success of the experiment with the iPod, the professor initiated a new experiment which was the studying course called “This Is Your Brain on the Internet” for all the students willing to […]
• Assessment Ethics: Classroom Observation Protocols To justify the huge investments in this sector, there is need to evaluate the impact realized in education as a result of the investment.
• Apple Classrooms of Tomorrow Project and Blogs In addition, the use of blogs by students is very helpful as they can interact at a different level and share their internal ideas.
• Portland State University: Classroom Technology Resources Such a method will allow the educational institution to implement the latest technology resources which in turn not only raise the educational level of the students and the instructors but also could raise the academic […]
• “From Teacher-Centered to Learner-Centered Curriculum: Improving Learning in Diverse Classrooms” by Brown The title of the article draws the reader’s attention at once and reflects the content of the work. The introduction is followed by the purpose of the article and several issues the author addresses.
• The Use of Technology in Classroom The articles which I found mention the idea of increasing the use of technology in the classroom to fix this problem.
• God and Darwin in the Science Classroom: Whither Student Beliefs? In February this year, Moore and Cotner published in The American Biology Teacher the results of a college student survey that revealed the continuing chasm between evolution theory and creationism in the high school science […]
• Time-Out Rooms for Classroom & Behavior Management This is hard to argue with this idea, but only under the condition that the room is properly designed, safe, and is not abused by the educators; this should be a place where a child […]
• Depression: Helping Students in the Classroom With sufflcient information, teachers can detect depression and are in a good position to identify it and seek help for the student.
• Environment of the Classroom to Support Teaching and Learning The stage must be set in such a way that the teacher is visible to all the students of the class and similarly all the students to are visible to the teacher.
• Hands on Learning in Classroom: Pros and Cons This activity offers the children to use their sensorial skills but also assists them in learning how to hold a pencil and the grades of cylinders introduce the children to the different rules and dimensions […]
• Lesson Pacing in Classroom For the English learning students’ class, the lesson has to be paced in accordance to language and intellectual abilities unlike in the other case without English learners. The movement of content from the teacher to […]
• Should Professors Be Allowed to Advocate Their Views on Political or Social Issues in the Classroom? In the recent past, professors have been accused of several faults, and it was because of these faults that it was deemed necessary to put a cap on the extent to which professors can excise […]
• Small Classroom Size: Disadvantages and Impacts STAR research illustrates the benefits of smaller class sizes in kindergarten, but results do not transfer into the higher grades: There is precedent for disbelief of state claims regarding how best to reform schools.
• Integrating Autistic Children Into Mainstream Classrooms Thus, the literature of this research is concerned with the issues of autism in education and possible combinations of ordinary children with the autistic ones in mainstream educational establishments.
• Large Scale or Classroom Based Assessment In other words, assessment is important for the evaluation of the learner’s achievement or learning as well as for the presentation of more effective instruction in the learning process.
• Student Resistance in the Classroom The results of that investigation suggest that students may have legitimate cause for assigning blame to teachers for some of their resistance.
• The Academic Effects of Smaller Classrooms. The most popular study is the classic Meta-analysis of research that focused on studying the link between student performance and class size.
• Online vs. Classroom Education It looks like a white lie to say costs are the same because the maintenance of the electronics that are used in online education is very high.
• Code-Switching in Hong Kong English Classroom When code-switching is regarded as the custom in a language society like Hong Kong, it can reinforce contacts, particularly when both parties of the conversation understand English that is being used.
• Classroom Demographics in Brixton, England There are 20 students in the class, and over half of the class is female. There is a need to work on team-building and improve the educational outcomes of the class.
• Productive Teacher-Student Interaction: Classroom Management In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment.
• Classroom Management Issues X’s view of classroom management does not incorporate the variety of components that allow an educator to analyze the behavior and attitudes of the students and organize the learning activities in the most effective way.
• Research Paradigms for Research on the Use of Technology in the Classroom In this paper, special attention to constructivism and positivism paradigms will be paid in order to make the final choice and understand what approach should help to achieve the best results in investigating the topic […]
• Applied Cognitive Psychology in the Classroom Since the 20th century, there has been a growing interest in the issue of cognitive psychology and the functioning of the human brain.
• Erik Erikson and the Life Cycle in the Classroom She noticed how considerate he was of the needs of the young students in his art class and suggested that he develop his propensities in academia.
• Instructional Strategies and Classroom Experience First of all, the professor started with an introduction and described the purpose of the lesson, the learning objectives that will be pursued, the learning outcomes that need to be achieved, and the structure of […]
• Adobe Photoshop CC: Classroom in a Book In order to review Adobe Photoshop CC: Classroom in a Book by Andrew Faulkner and Conrad Chavez, which is a detailed guide for working with this graphics editor, it is important to focus on the […]
• Developmental Theories in Diverse Classrooms Most developmental theories deal with the issues of human nature, quantitative and qualitative factors of psychology, the effect of nature and environment, well as discuss the object of development.
• Special Classroom Environment and Dynamics According to the outcomes of the interview with a local educator, it is essential to ensure the presence of specific spatial elements, the introduction of differentiated instructions, and the focus on improved communication.
• Educational Psychology: Windows on Classrooms The learner then rehearses and re-learns the information intensely in order that he/she may ‘store’ or commit the information to long-term memory.
• Differentiated Lesson in the Elementary Classroom By the end of the lesson, the students were expected to know how to decode the informational text and develop their own point of view on the topic.
• Language and Culture in the Classroom The author of the article is quite categorical that the success of students in any classroom setting depends on the input of teachers.
• Christian Integration in the Classroom I would say to the father that he should be the role model for John and should avoid the behavior that would influence the boy negatively.
• Communication Types and Skills in the Classroom Written communication is a form of interaction done by the use of pen and paper or via, typing while oral communication is a kind of interaction affected by talking.
• The New Virtual Classroom: Course Catalogue Description To determine whether the online course is effective, questions will be prompted to the learners during the lecture, especially at the end of the session.
• Classroom Management and Communication A classic calendar and a wall clock will be hanging in front of the class so that students are updated on time and the class is decorated.
• Classroom Research: Teachers’ Course Reflection In the weeks that followed, we began our research projects, and it is then that I realized the importance of narrowing down a research question and the relevance of reading the previous journals of research […]
• Technology for Classroom Instructions In most cases after the planning process, administrators come up with similar objectives that include: technology supporting inquiry from the students, facilitating and enhancing the process of communication in the classroom, assisting the students in […]
• Philosophical Perspectives in the Classroom One’s philosophical position help in explaining different responses to educational questions like the purpose of education, the worth of knowledge, how to treat students, the role of teachers and the contents of the curriculum among […]
• Effectiveness of Technology in Flipped EFL Classrooms Second, a design-based approach provides a researcher with an opportunity to identify the achievements and challenges of teachers and students. Every cycle of the experiment has to be properly noted, and a research diary is […]
• Multimedia Presentation Usage in Flipped Classrooms The study seeks to answer the following question: “How does the application of multimedia presentations in flipped classrooms affect literacy practices, students’ perceptions, and social behaviors in the classroom and outside of it?” It is […]
• Technology in the English Learning Classroom: Mixed-Method Study The success of research usually depends on several factors, including the quality of sources, the abilities of researchers, and the established timeframes. The next step in the development of a data collection plan is a […]
• Disruptive Innovation in the Current Classroom Additionally,it is vital for the companies to heed and understand disruptive innovation because they could sometime affect even well managed companies.
• Problem-Based Learning in Classroom Therefore, the problem to be established in this case study is to get the teacher to try to use project-based learning towards her students to enable them to grasp the core concepts being passed in […]
• Classroom Interaction: The Do-Talk-Record Approach The teacher may be too focused on the sequence of events that should be maintained when using the DTR framework so that the interaction can be limited only to it.
• Gender in Politeness Development in Classroom Discourse With the help of discourse analysis, it is possible to determine the level of professionalism in the relationships between students and teachers through contextualising learning experiences and engaging students in a learning process.
• Inquiry-Based Learning in Social Science Classrooms In this way, students are prepared to deal with the presented information in a critical way by supplying the rationale for their conclusions and comprehending the basics of scientific inquiry.
• Assessing & Grading in the Differentiated Classroom
• Classroom Assessment for Student Learning
• Technology Tools for Classrooms
• Diversity in the Primary Classroom
• Classroom Management Practices
• Interacting With Faculty Beyond the Classroom
• Literacy Strategies in a Social Studies Classroom
• The Use of SEI Strategies in Classrooms
• Classroom Environment and Students Development
• Building a Community in the Classroom
• Early Childhood Classrooms Observation
• Classroom Schedule, Transitions, and Academic Play
• Classroom Reorganization for Enhancing Learning
• Classroom Instruction: Increasing Student Achievement
• Gender Stereotypes in the Classroom
• Australian Classroom Diversity Issues
• Classroom Management Plan and Its Importance
• Writing: Linking Theory and Classroom Practice
• Digital Gaming in the Classroom: Teacher’s View
• Classroom Management Observation and Assessment
• Cultural Competence in the Classroom
• Code Switching in Oman ESL Classrooms
• Efficient Interaction in Distance Learning Classroom
• Discipline and Managing Behavior in the Classroom
• Research Writing in Classroom Environment
• Making Inclusion Work in General Education Classroom
• Classroom Literacy: Interactions and Learning Approaches
• Technology Use in Classrooms: Pros and Cons
• Student Diversity in School Classroom
• Flipped Classroom and Instructional Technology
• Diverse Classrooms and Literacy
• “Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools” by Monica Brown
• Authentic Assessment for ELL Classroom
• An Eye on Target Language Use in Elementary English Classrooms in China
• The Comparison of Montessori Education and a Regular Mathematics Program in Kindergarten Classroom
• ESL Learners’ Perceptions of Using English Outside the Classroom
• “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching”
• Implementing Computer Assisted Language Learning (CALL) in EFL Classrooms
• Power of Agency in a Multicultural Classroom
• Power and Agency in the Classroom
• “Spectacular Things Happen Along the Way – Lessons from Urban Classrooms” by Brian D. Schultz
• “Creating Classroom Community Network for Student” by Korinek, Walther-Thomas, McLaghlin, Williams
• Mathematics Methodology Classroom Effect on Efficacy of Elementary Teachers
• Classroom Assessments: The Impact on Teachers and Students
• Integrating Technology Into the Classroom
• Student Engagement and Student Motivation in a Reading Classroom for the Kindergarten Level
• Web Quests and Task-Based Learning in EFL Classrooms
• The Effect of a Mathematics Methodology Classroom on Self-Efficacy of Pre-Service Elementary Teachers
• Integrating Technology into the Classroom Research Method
• How Educational Neuroscience Supports Classroom Differentiation
• Security as a Technology Issue in the Classroom
• Benefits of Differentiated Curriculum in the Gifted Classroom
• Teacher Emotional Management in the Classroom
• How Are Literacy, Fluency and Reading Comprehension Affected by Using Oral Reading Methods in the Classroom?
• Classroom Behavior and Culturally Diverse
• The Multiple Intelligence Theory in Differentiated Classroom
• Classroom Design for Children With Disabilities
• Inclusion of Gifted and Talented in Regular Classroom
• Task-Based Language Teaching Applied in Elementary Classroom From Grade 1 to 3
• Classroom Versus Online Tutorials
• Task-Based Language Teaching Applied in Elementary Classroom From Grade 1 to Three
• The Article “Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study” by Carpenter
• Sociology: Off Track Classroom Privileges for All
• Effective Reasons to Support the Idea of Confucius Classrooms
• Ideology’s High Cost: When Science Loses Out in the Classroom or the Legislature, the Economy May Suffer
• Computers in the Classroom: Pros and Cons
• Classroom Motivation: Climate and Instructional Variables
• Classroom Plan for Language Development
• The Importance and Relevance of Critical Thinking in Both the Classroom and the Outside World
• Classroom Management Comprehensive Plan
• Classroom Management: Johnny’ Case
• Grades as Valid Measures of Academic Achievement of Classroom Learning
• “Virtual Students, Digital Classroom” by Neil Postman
• Grammar Topics
• Kindergarten Essay Topics
• Online Education Topics
• Pedagogy Topics
• Philosophy of Education Paper Topics
• Teaching Philosophy Research Topics
• College Education Essay Ideas
• Study Abroad Research Topics
• Chicago (A-D)
• Chicago (N-B)

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• Our Mission

Creating a Culture of Integrity in the Classroom

Students develop academic honesty when you build their moral vocabulary, respond appropriately to cheating, use meaningful quotes, and inspire them to believe in themselves.

As we seek to prepare young people with skills for career success, Warren Buffett reminds us what makes great employees:

We live in an age where "the end justifies the means" has become the mantra of far too many adults who are role models for children. Nowhere have the circumstances and fallout been more disheartening than in the recent Atlanta school cheating scandal . Admittedly, the underlying issues that lead to dishonesty are often complex and multidimensional. People rationalize their actions with seemingly valid reasons. But as Buffett suggests, a lack of integrity comes with a high price tag.

How do children learn to be honest, respect societal norms, and act in ways consistent with the values, beliefs, and moral principles they claim to hold? How do teachers instill and reinforce a code of ethics in their classrooms when evidence suggests that high-stakes testing fosters a culture of dishonesty ? These are tough questions.

The Basis of Social Harmony and Action

Children are not born with integrity or the behaviors we associate with it, like honesty, honor, respect, authenticity, social responsibility, and the courage to stand up for what they believe is right. It is derived through a process of cultural socialization -- influences from all spheres of a child's life. In their school environments, students acquire these values and behaviors from adult role models and peers, and in particular, through an understanding of the principles of academic integrity. When students learn integrity in classroom settings, it helps them apply similar principles to other aspects of their lives.

Most K-12 educators recognize that the students they teach today will become the leaders of tomorrow. Academic curriculum is constantly updated to meet the increasing demands of a changing knowledge society. Yet we pay far less attention to the habits that build ethical leaders -- habits that develop during childhood and adolescence. A recent study noted that 40 percent of U.S. faculty members have ignored cases of cheating in their courses , an indication that teachers don't want to rock the boat or deal with angry parents. Research compiled by the Educational Testing Service suggests troubling issues related to the development of K-12 student integrity, including:

• In past decades, it was the struggling student who was more likely to cheat. Today, more above-average students are cheating as pressure mounts to be accepted to competitive colleges.
• Students who cheat feel justified in their behavior and unfairly disadvantaged if they approach their studies with integrity.
• Cheating begins in elementary school where children learn to bend rules to win competitive games against classmates. Young children believe cheating is wrong, but could be acceptable under certain circumstances.
• Middle school students feel increased pressure to be dishonest because there is more emphasis on grades.
• Cheating peaks in high school when 75 percent of students admit to some sort of academic misconduct.

Integrity is part of the Compass Advantage (a model designed for engaging families, schools, and communities in the principles of positive youth development) because integrity is the basis of social harmony and action. Despite societal forces that test integrity, children deserve a world that values truth, honesty, and justice. Linked by research to self-awareness, sociability, and the five other abilities on the compass, integrity is one of the 8 pathways to every student's success .

5 Ways to Increase Student Integrity

1. infuse integrity into the classroom culture..

Teachers make integrity the norm in their classrooms in several important ways. They clearly articulate expectations about academic integrity and the consequences of cheating. But they go beyond the issue of cheating to create a culture that rewards success beyond grades. If students have only grades to measure themselves, then cheating is often a justifiable strategy to beat the system. If students are also rewarded for their courage, hard work, determination, and respect for classmates, they see and understand that the process of learning comes first. This kind of culture fosters integrity.

2. Develop a moral vocabulary.

According to the International Center for Academic Integrity (ICAI), the five fundamental values of academic integrity are:

• Responsibility
• Trustworthiness

Incorporate the teaching of these five values into the curriculum and help students use the vocabulary to discuss a variety of historical topics and current events. While dishonesty and disrespect flourish in civil society, ask students to find examples of how individuals stood up for their beliefs and values in ways that made a difference for themselves or for the world.

3. Respond appropriately when cheating occurs.

While teachers cannot control student behavior, they can respond with consistency when enforcing school and classroom policies. In a classroom culture that places learning first, dishonest behavior is a teachable moment. To help internalize learning, ensure that students reflect on and glean meaning from their behavior. Listen and show respect for their thinking, and then restate your expectations that dishonesty is never acceptable in your classroom.

4. Use quotes to ignite meaningful conversations.

Famous quotes can be used as conversation starters, prompting students to reflect on topics related to integrity, moral development, and other attitudes that help them develop positive work habits and respectful relationships. Elementary school teacher Steve Reifman uses a "quote of the day" as a positive morning exercise in his third and fourth grade classes. In his book Changing Kids' Lives One Quote at a Time , Reifman provides helpful facilitation tips and prompts for teachers to engage students in reflective conversations.

Quotes can be used with students at almost any age. For older students, they are often used as starters for journal or essay-writing projects. See a superb collection of quotes related to the five values of academic integrity (PDF) written by students at American University in Dubai. Also view famous quotes on the same five values, compiled by the ICAI.

5. Help students believe in themselves.

Students who stand up for principles in which they believe have high degrees of self-efficacy. In my study of students who developed integrity and a desire to become civically engaged, young people reported that their teachers helped them believe in themselves through their:

• Passion for teaching and giving back to the next generation
• Modeling a clear set of values and acting in ways that supported those values
• Commitment to giving freely of their time and talents
• Selflessness and acceptance of people different from themselves
• Ability to overcome obstacles and show students that success is possible

When young people learn to believe in themselves, dishonesty and disrespect no longer make much sense. Living with integrity becomes a way of life.

How have you developed a culture of integrity in your classroom?

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How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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Teaching Writing With Google Classroom

When it comes to teaching writing, there is one thing I could not survive without: Google Classroom. Early on in my teaching career, I even went rogue and used Google Classroom when I was supposed to be religiously using my school’s other LMS. (Whoops! Anyone else who hated My Big Campus?) I used Classroom before my students had Chromebooks, back in the old computer lab days. I would jokingly tell my teacher friends that “Google was taking over the world” and that we would eventually go Google. Maybe I was a little obsessed, but we did go Google! And once you go Google, you can’t go back. (Trust me…I tried. And I resigned.)

But seriously, Google Classroom makes it ridiculously easy to streamline your writing instruction. And with the new normal of remote learning, Classroom is more important now than ever. Admittedly, I don’t have much experience with other platforms, and I am biased, but Google Classroom will help you make the most of distance learning, especially when it comes to teaching writing. Not only will Classroom improve your writing instruction, but it will help you stay connected to students throughout the entire writing process.

Google Classroom is intuitive enough that you figure out the basics on your own (assigning work, posting materials, grading, etc), but you can really maximize the platform with a few tips and tricks. Teaching writing will never be easy, but it can be much more manageable with the help of good old Google. Whether you’re brand new to Google Classroom or a techie teacher who is figuring out how the heck to teach during this time, here are 10 practical tips for teaching writing remotely:

1. MONITOR STUDENT PROGRESS WITH GOOGLE CLASSROOM & GOOGLE DOCS

Instead of assigning an essay and hoping for the best when it’s deadline time, you can use Google Classroom & Docs to monitor students’ progress throughout the entire writing process. The next time you want to assign an essay, create a template for the assignment in Google docs. It can be as simple as instructions and text that says “Type here.” You can even set it up with the right formatting (font size, double-spacing, MLA header) if you’re feeling generous. Then, assign that doc on Google Classroom and select the “Make a copy for each student” option. Selecting this option is crucial because it will create individual copies for every single student.

This way, you will be able to see students’ writing progress in real time. If a student is writing, you can simply open up their doc and watch them type. Students’ docs live in their Google drives and your drive, so you can’t lose anything. Everything is already organized in Google drive folders for you, which is a blessing for Type-B teachers like me. You can leave comments and even use the Chat feature to instantly message students as they write. While it’s not as ideal as communicating with students face-to-face in a classroom, it’s definitely the next best thing.

2. PROVIDE FEEDBACK VIA GOOGLE DOC COMMENTS

THIS is the real reason I went rogue back in the day. THIS is why once you go Google, you can’t go back. Once you have the ability to give students instantaneous feedback at every step of the writing process, you’ll never be able to teach writing the same way again. The more feedback you can give students during the writing process, the more they will grow as writers. More feedback also means less time writing comments on final drafts. Win-win! To give feedback via comments on Google docs, simply select (highlight) the text you want to comment on, and then select the plus sign speech bubble icon that should appear in the right margin. As students view your comments and make the necessary revisions, they can “resolve” your comments and effectively check each edit off their list.

I always try to give as much feedback as I can, especially in the earlier phases of the writing process. So I have students brainstorm and submit topic proposal docs, draft different versions of their thesis statements, and send in their topic sentences to make sure they support their thesis.

Feedback is my number #1 priority in the earliest stages of teaching writing, because I want my students to have a successful foundation for the rest of the process. Before I “release” my students to really, really write (as in draft their entire essay), they have already received lots of feedback from me. The best part? It’s all documented…so if weeks later, I’m grading an essay and thinking, “I know I told this student to revise their thesis,” I can quickly check the comment history. 

3. SCAFFOLD THE WRITING PROCESS WITH MINILESSONS, GRAPHIC ORGANIZERS, AND OTHER RESOURCES

The writing process is already daunting for students, so it’s even more intimidating in the virtual setting. To make writing more manageable, scaffold the process by breaking it down into smaller chunks/steps. Here’s how I support my students when I’m teaching writing:

• Giving students an outline to help them structure their writing. This helps me give students feedback before they really dig into the rest of the writing process.
• Posting mini-lessons for each step/element of the writing process. I usually provide these in slideshow form AND screencast video form. ( Loom is my favorite tool for creating screencast videos.) I provide students with writing workshop minilessons on everything from crafting a thesis statement to selecting strong & thorough textual evidence.
• Offering students additional graphic organizers and resources to use if they need them . These resources, like the thesis statement “fill in the blank” organizer pictured below, help scaffold the writing process for students.
• Familiarizing students with the rubric I will use to assess their final drafts. This means posting it on Classroom, explaining it, referring to it during minilessons, providing feedback that gives students an idea of where they are on the rubric, asking students to self-evaluate throughout the writing process, and making sure all expectations are 100% clear.

4. CURATE & ORGANIZE RESOURCES WITH HYPERDOCS

It’s easy for students to become overwhelmed with all of the resources you are offering them. Even though students have the entire internet at their fingertips, they don’t always know how to use it. That’s where hyperdocs come in. Like its name suggests, a hyperdoc is a document of hyperlinks to other documents, resources, videos, websites, etc. Depending on how you use it, a hyperdoc can function as a self-paced lesson module or a resource hub. When it comes to writing workshop, I use hyperdocs for the latter, linking up all of the minilessons, videos, graphic organizers, and outside resources students might need throughout the writing process. I carefully curate resources to help every type of learner at every step of the writing process.

In this way, hyperdocs help me scaffold and differentiate for students. Not to mention, they answer students’ questions and free up more of my time to provide valuable feedback. I love hyperdocs because everything is in one place, and anytime students have questions, you can direct them to the hyperdoc. (Eventually, you’ll train them to head straight to the hyperdoc when they need some help.) A hyperdoc is a great way to accommodate all of your learners and support them as they work through the writing process. To learn more about how to create your own hyperdocs, check out this blog post.

5. USE DAILY “CHECK INS” TO SUPPORT EVERY STUDENT, EVERY DAY

Checking in with every student is challenging enough in the traditional classroom, but it can feel even more overwhelming in the virtual setting. But there’s an easy solution that will allow you to check in with every student, every day of writing workshop: A daily check-in. You can do this via Google forms OR Google Classroom questions. (I prefer the latter.) I assign these as exit tickets at the end of each writing workshop day, and the check-in reads the same almost every day: What did you accomplish today? What questions do you have, and how can I help you?

If students want specific feedback on their writing, I encourage them to give me specific instructions. It takes some time and practice to move students away from the “Can you check my writing and see if it’s good?” questions to the “Can you check my thesis to see if it clearly previews my claims?” questions. But within a few days, you’ll see students asking specific, purposeful questions. These simple check-ins will give you a chance to help the student who need it the most. They’ll help you provide more precise, helpful, and efficient feedback for students.

While you can easily create a check-in Google form, I prefer using Google Classroom questions because I can easily reply to students, whether it’s with a general “I left a comment on your doc!” or “It looks great; keep up the good work.” Helping students is even easier when you have a hyperdoc of resources, because you can direct students to the appropriate minilesson and post the link in the comments on Classroom.

6. ASSIGN CHECKPOINTS TO BREAK UP THE WRITING PROCESS

In addition to daily check-ins, I also like to assign formative checkpoints for essential parts of the writing process. Once again, I do this to a) scaffold the writing process and b) provide meaningful formative feedback along the way. Here are examples of various checkpoints I use:

• Topic Proposal: Students submit a topic proposal via a Google Classroom question. I provide feedback and approve their topics by replying to their submissions.
• Thesis Statement Checkpoint: After rounds of drafting and revising a thesis statement, students submit their thesis through a Google Classroom question. Once again, I offer comments in the replies. After reviewing my feedback, I ask students to revise their thesis and post it as a reply. This way, I can visually see how they have taken my feedback into account and revised their thesis.
• Outline Checkpoint: After completing an outline on a Google doc, I ask students to copy/paste the “bare bones” of their outline (thesis, claims, and one piece of evidence per claim) in a Google Classroom question. I usually use a rubric to assess the outline and provide formative feedback. Students do not begin the rest of the essay until I have approved their outlines in this way.

7. ADD IN OPPORTUNITIES FOR PEER FEEDBACK

Writing can feel like a lonely, tedious process, especially in the online setting. Give your students the opportunity to connect with peers and offer feedback. Yes, it can be done online! Here are a few different ways to incorporate meaningful peer feedback remotely:

• For focused peer feedback on a specific part of an essay (such as a thesis, topic sentence, even an entire paragraph), I love using a Google Classroom question. For example, I will ask students to submit their thesis statement via a question, and then I will have them give feedback to 2 of their peers. Sometimes, I will give students the option to pick a specific part of their paper and ask for feedback on that. For example, a student could post their introduction and ask their peers if it’s engaging and clear. Or they could post a claim, piece of evidence, and commentary, and ask their peers if their evidence and commentary is strong enough to defend the claim.
• For peer feedback on an entire essay, I often ask students to share their Google doc with a peer and require that they provide feedback via the comments or even the rubric. To structure this, I give students a checklist, the rubric, or other guidelines.

No matter how you facilitate peer feedback, the most important part is giving students some structure and guidelines. Instead of just asking them to give comments, tell them what to look for. Give them your rubric and allow them to familiarize themselves with the language of instruction/assessment as they peer-edit.

8. SCHEDULE VIRTUAL OFFICE HOURS OR CONFERENCES

In my opinion, one of the most rewarding parts of teaching writing is simply talking to students about their writing. While there is a certain magic in face-to-face writing conferences, you can still find a way to “meet” with students in the online setting. Depending on your district’s guidelines, video conferencing through Zoom or Google Hangouts may be an option. If it’s not, you can still arrange virtual meetings by scheduling times to “meet” on a student’s document at the same time. This way, you can communicate in real time through comments or the Chat feature (if your district has this enabled; some may not). It’s certainly not as good as the real thing, but at least you’ll be in the same doc at the same time, looking at the same piece of student writing.

To create a virtual sign-up sheet like the one pictured below, create a Google form with your time slots in check-boxes. Then, use the add-on Choice Eliminator so that slots are removed from the form when students claim them. For a slightly easier option, simply create an editable Google doc and allow students to sign up directly on the document.

9. ENCOURAGE THE USE OF OTHER TECH TOOLS

Even with all of the wonderful technology at your disposal, you can only do so much for students. Foster some independence by encouraging students to utilize the various other tech tools that exist outside of Google Classroom and your arsenal of resources. Learning to maximize the internet’s resources is a skill that will serve students well when they attend college, join the workforce, and enter the “real world.” While there are countless options out there, here are my favorites:

• Grammarly is a Google Chrome “writing assistant” that will help students understand and correct their grammar and spelling mistakes. Once Grammarly is activated, students will see suggestions and explanations as they type in docs.
• Diigo is a convenient bookmarking website and extension that allows users to curate, organize, and annotate various sources. It’s especially helpful for research writing or projects where students need to keep track of a body of articles.
• Kami is a helpful tool that allows students to annotate PDFs right in their browser. It integrates with Google Classroom, and the premium subscription is currently free due to COVID-19.
• Read&Write is a Google Chrome extension that can help scaffold the writing process with its text-to-speech and speech-to-text tools. While it is a paid extension, students can access it free for 30 days. (FYI: Teachers can receive a free premium subscription, but obviously that doesn’t help students at home.)

10. ASK STUDENTS TO REFLECT & SELF-EVALUATE

Don’t let the writing process abruptly end when students attach their doc and click submit on Google Classroom! Instead, facilitate thoughtful reflection and connect with your students one more time by asking them to self-evaluate. In my experience, this works well with a Google form or a rubric copied/pasted at the end of the essay document. If you feel disconnected from your students, this exercise will help you stay connected AND it will give you meaningful data that goes beyond what any rubric or grade could tell you. 

When I ask students to reflect, I keep it simple by giving them a copy of the rubric I use to assess them. I ask them to give themselves scores in the different categories, justify those ratings, and then reflect on the writing process. I also give them a chance to tell me what I could have done to better support them and express any other concerns about the writing unit. My students’ reflections always teach me more than any other kind of data I could collect and analyze.

BONUS TIP: SHARE OR “PUBLISH” STUDENT WRITING

The act of writing can feel isolating, and even more so in the online setting. Don’t forget to find a way to publish student writing and celebrate the last (but often forgotten) phase of the writing process. Publishing doesn’t have to be as formal as it sounds; even the simple act of sharing one’s work and connecting with fellow writers will go a long way in the virtual environment. Thankfully, technology gives us plenty of options for sharing & publishing student writing. Here are just a few ideas:

• Share student writing on a class blog or Google Site. (Or better yet, have students create their own sites and update them throughout the process).
• Invite students to share their work via a Padet or Flipgrid (video responses).
• Create a virtual gallery walk, or compilation of student work, via Google docs, slides, or forms.
• Combine student submissions into an e-book, and post it on your LMS. (It’s as simple as combining all docs, adding a nice cover, and converting the file to a PDF).

Whatever you do to share, celebrate, or publish student writing, I guarantee it will help you and your students stay connected and feel rewarded for your hard work!

I hope these tips help you navigate the uncertain world of teaching writing remotely. Please let me know if you have any questions or if there are any other blog posts I can write to help you during this time. Best of luck, and stay healthy!

If you’re interested in digital writing resources, you may find the following materials helpful:

• Writing Workshop Minilessons
• How to Write an Essay Brochure
• Synthesis Writing Unit: Has society taken science, technology, or social media too far?
• Literary Analysis Writing Rubrics

If you liked this post, check out these other blog posts on virtual teaching, technology, and writing:

• How to Structure Learning Stations Online
• How to Use Hyperdocs in the Classroom
• 7 Ways to Use Google Classroom’s “Ask a Question” Feature
• 20 Free Tech Tools for Online Teaching
• The #1 Mistake You Might Be Making on Your Writing Rubrics
• Top 5 Apps for Teachers

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You have given me some great ideas in this post. My school uses Canvas, and I integrate multiple Google features. The one draw back that I have had in the past is with rubrics and grading essays in Google Docs. While not perfect, Canvas is easier for me. However, can you explain how you grade essays using rubrics in Google. Has Google added a grading feature that I do not know about? Thank you in advance for your reply.

Yes! So there are a few different ways to do it. I like copying & pasting the rubric at the bottom of a template doc that I assign to “make a copy for every student” on Classroom. There are also extensions like Orange Slice, Doctopus, and Goobric that automate the process a bit more. But Classroom has added a rubric feature; it’s relatively new and I haven’t had a chance to use it yet but I know teachers love it!

Hi. I am HATING teaching , and I do teach writing, because I cannot get Google Classroom. One thing I am looking for though, is how can I show them how to write in real time? Like doing a 4 square with them? Is there such a program online?

Hi there! Teaching is definitely tough when it’s facilitated online (which is what I’m assuming you’re doing). Even if you don’t have Google Classroom, you could use a view-only Google doc to model how you’re writing in real time. All you would need to do is set the sharing settings to view only (meaning students cannot edit) and then share the document link with your students.

I hope this makes sense, and I hope teaching gets better for you. Hang in there!

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How to Write the Purdue University Essays 2023-2024

Purdue University, home of the Boilermakers, the “world’s largest drum,” and an expert-approved writing lab , remains today one of the most innovative schools in the country. Located in West Lafayette, Indiana, Purdue has come a long way since its founding in 1869.

Admission to the university is highly coveted among high schoolers across the nation and writing strong essays will certainly help you stand out. The Purdue supplemental essays give you a chance to explore your interests and activities, so you can show admissions officers what you care about and why.

Read these Purdue essay examples written by real students to get some inspiration. 

Purdue University Supplemental Essay Prompts

All applicants.

Prompt 1: How will opportunities at Purdue support your interests, both in and out of the classroom? (250 words)

Prompt 2: Briefly discuss your reasons for pursuing the major you have selected. (250 words)

Honors Applicants

Prompt 1: Explain your vision, ideas, or goals for how you hope to shape your honors experience while at Purdue. Please put this in the context of the four pillars which are the foundation of the John Martinson Honors College. (500 words)

Prompt 2: Please describe the interdisciplinary nature of your chosen field of study and how it complements or supports other fields. (Examples: You might describe how your work in a liberal arts career may impact or inform the work of an engineer.) (500 words)

All Applicants, Prompt 1

How will opportunities at purdue support your interests, both in and out of the classroom (250 words).

The primary purpose of this prompt is for you to pinpoint specific programs at Purdue and explain why they will further your interests and goals. At its core, this essay is the typical “ Why This College ” essay. 

First, consider your interests and your goals for college. These could be academic, like an interest in British literature or a goal of becoming a prominent Alzheimer’s researcher. They could be cultural—maybe you are particularly interested in finding a Latinx community on campus. Your interests and goals could even be social, like wanting to find a tight-knit group of friends, or more specific to your person, like knowing the importance of guidance for yourself and hoping to find a strong faculty mentor.

After you’ve identified what is important to you, research Purdue and find the unique programs, opportunities, and resources that will help you pursue your specific interests and goals. By connecting your interests to your desire to attend Purdue, you will do two important things: tell admissions officers about yourself and convince them that Purdue is the right place for you.

The offerings that you reference should be unique Purdue and should not be able to be copied and pasted for any other university. Some examples could include:

• A student from a small town in rural California mentioning the appeal of Purdue’s emphasis on traditions and camaraderie by referencing the “Hello Walk,” where everyone is encouraged to greet each other with a smile
• An engineering student discussing how their childhood obsession with Neil Armstrong developed into a passion for all things aerospace, then transitioning to discuss the resources at Purdue’s i2i Learning Laboratory
• A political science student who spearheaded their high school’s mock trial team discussing the Butler Center for Leadership Excellence

Connecting your interests in general to your interest in Purdue will also help you avoid the common mistake of focusing too much on either one of these two facets. 

In terms of structure, here is a general outline: 

Introduction (1-2 sentences)

You most likely won’t need much space to introduce your response here. An example of a good introductory sentence would be “My friends call me a political junkie.” This is a concise statement that allows the writer to pick out different programs at Purdue University that relate to politics and explain their value.

Don’t do this: “Purdue is a great school with a plethora of organizations I want to join.” This sentence is 14 words long, but it adds nothing to the response following it.

Body (7-10 sentences)

The sentence count here isn’t exact since it largely depends on how long your sentences are. In this section, you need to answer the question point-blank. One useful strategy here is to couple specific programs with descriptions of how they relate to your interests. Strive to alternate between the two. Here are some examples:

• “I’ve made a lot of friends in my school choir and want to form new bonds through music in college, so I hope to join Purdue Soundtracks.”
• “I want to study the effects of pesticides on crops under Professor Adrian. This will enable me to pursue a career as an organic agricultural specialist.” (Side note: Don’t mention a specific professor for the sake of name-dropping them; only do so if you are very familiar with their work)
• “I want to join the Honors College so that I can be surrounded by like-minded peers while I pursue my Scholarly Project—writing a full-form novel.”

You can divide the body into multiple paragraphs here, with each paragraph focusing on a different aspect of your goals and how the school can support them. In 250 words, you’ll likely be able to talk about 3-4 goals/resources, centered around 1-2 themes.

For example, the political junkie student might be passionate about the environment and using policy to enact change. They may want to major in Political Science with a minor in Environmental Policy and Politics. They can also take advantage of the department’s Job-Ready Awards, which provide funding for low-paid or unpaid internships, so they can intern with a local environmental nonprofit. Outside of the classroom, they may want to join the Richard Petticrew Forum to enhance their public speaking and debate skills, particularly in policy debate. It will also help them find community in a new place, as they grew really close to their debate teammates in high school. They also look forward to joining the Environmental Science Club, where they can participate in local conservationism and outdoor activities, staying true to their rural roots.

Conclusion (1 sentence) 

The conclusion is the most skippable part of this supplement. Only make a closing remark if it is powerful and gives the essay a greater sense of overall cohesion. Don’t bother with it if you maximized your word count and are having a lot of trouble cutting your essay down to fit in a concluding sentence.

Good example: “Purdue’s ample interdisciplinary resources will help me grow as a politically-active conservationist.”

Don’t do this: “All of these programs will make my Purdue experience truly one of a kind.” This is a sweet sentiment, but it’s just adding extra words. Instead, begin the last interest/program pairing with a transition like “finally” to signal the end of the essay. 

All Applicants, Prompt 2

Briefly discuss your reasons for pursuing the major you have selected. (250 words).

This is the classic “ Why This Major? ” question. The goal with this prompt is multifold—you must explain what compelled your choice of major and demonstrate that you understand what your major involves moving forward, while also helping the admissions officer learn about who you are and what you value.

Multiple experiences probably culminated in you selecting your major, but because of this prompt’s word limit, you won’t be able to give the full history. Instead, focus on what motivated you most directly. It is often helpful to frame your major selection within the context of one or two activities, classes, or experiences. Additionally, describing specific turning points in your education (both in and out of class) can lead to a concise and engaging essay.

Here are some examples:

• You had a medical internship where you witnessed a surgeon conduct heart surgery. Watching the surgery inspired your long-term goal of attending medical school and saving lives. Thus, you want to major in biology with a pre-med concentration. 
• You always hated math until you got to AP Calculus. You couldn’t believe it at first, but when you caught yourself thinking about velocity graphs while driving, you knew you had discovered your true passion. 
• Growing up, you were a huge tennis fan. You loved playing and idolized the pros, but it broke your heart whenever any of them would get injuries. That’s why you want to major in sports medicine and eventually work alongside them at the ATP World Tour. 
• You felt so inspired by your first Model UN conference that you just knew you had to go into diplomacy and international relations. You began reading official UN resolutions in your spare time. 

If you write about a turning point, make sure you use it to characterize yourself (to show the readers that you are a real-life human). The student who wants to go to medical school might mention that they are super compassionate because they have three younger siblings who they take care of. The student who loves math might explain how they identify as a logical thinker in all aspects of life. The IR student might explain that they always got in trouble for arguing as a kid, but over time learned to communicate effectively and it changed their life. 

The ultimate goal of college essays is to tell admissions officers something about you—your values, your personality, what gets you excited, why you are the way you are. The more in touch with yourself, the better. It is not enough to simply mention your involvement in something. Depth is better than breadth.

You have more room to be creative with the formatting of this response. If your essay truly has two distinct sections that focus on different ideas/parts of an idea, it’s okay to break it into two smaller chunks. For instance, the first part might be an anecdote, while the second is a declaration of how you plan to act accordingly. It is also okay to weave your reflection and anecdote together.

Honors Applicants, Prompt 1

Explain your vision, ideas, or goals for how you hope to shape your honors experience while at purdue. please put this in the context of the four pillars which are the foundation of the john martinson honors college. (500 words).

Before starting an honors essay, it is important to do some research on the program. Of course, all honors programs look for students with top marks and demonstrated passion for their studies, but each program is also looking for a specific type of student, who thinks in a specific way. Purdue describes their ideal student as committed to the Honors College’s four pillars: leadership development, undergraduate research, community and global experiences, and interdisciplinary academics. 

First things first, don’t get overwhelmed by this heightened word count. Having more words will give you more opportunities to expand on your thoughts. That being said, be wary. If you don’t use your words wisely, you run the risk of writing a boring essay. To avoid this, try incorporating examples, anecdotes, and a unique voice into your writing.

If you simply divide your 500 words between the four pillars (125 words/pillar, 1 experience/pillar), your essay will not be very engaging. Consider identifying one vision, idea, or goal for your honors experience, then using imagery and creativity to show that vision, and connecting the four pillars of the Honors College back to that image. Your image could emphasize 1) how the four pillars guided you in the past or 2) how the four pillars will guide you in the future—just make sure you tie it back to Purdue!

Looking Back

Because the prompt does ask about Purdue, if you are going to use an anecdote from the past, it should be used as an avenue to predict the future. Your outline would be something like:

• An engaging introduction or “hook”
• Your anecdote from the past, which shows your commitment to the four pillars
• Reflection on how the past anecdote shows your values and their alignment with the four pillars
• A prediction of how your values would play out in the Purdue Honors College

Examples of high school experiences that align with the four pillars:

• You founded a club at your high school for international students and domestic students to come together after seeing that the foreign exchange students were having trouble finding a community and also noticing that they had unique thoughts and values that could help domestic students.
• You took AP Capstone Research and had an unofficial leadership role on your team. Your team researched the interactions between sociocultural factors and the outputs of job prediction quizzes and algorithms.
• You wrote a science fiction short story that incorporated your knowledge of physics and your passion for literature, then started a group for science fiction writers at your local library.

Looking Forward

If you don’t have a strong high school anecdote, you can simply create a vivid image of the future. Get creative! You can imagine specific scenarios, with you in specific locations on campus. You can even make up dialogue or predict potential struggles you might have.

Examples of experiences you could anticipate that align with the four pillars:

• Forging friendships with students from different cultures and backgrounds as a leader in an organization on campus like the Beta Psi Omega or the Native American Educational and Cultural Center
• Researching in a lab that incorporates cultural factors into AI development and building a strong relationship with your professor
• Studying abroad in Bhutan to work with Bhutanese college students to explore overlaps between animal rights, environmental and agricultural concerns, and biology when dealing with the Big Cats of the Himalayas
• Volunteering at a community center in West Lafayette to install current water purifying technology, then staying after and teaching the children about the fundamentals of chemical engineering and sustainability

No matter the approach you choose, make sure this essay stays engaging and demonstrates your personal alignment with the values of the Purdue Honors College. If you do both those things, you should be set!

Honors Applicants, Prompt 2

Please describe the interdisciplinary nature of your chosen field of study and how it complements or supports other fields. (examples: you might describe how your work in a liberal arts career may impact or inform the work of an engineer.) (500 words).

The goal when answering this prompt is to demonstrate enthusiasm and passion for your major, and show how that enthusiasm leads you to draw connections between your studies and other disciplines. You have to prove that you see the connectedness of academics—that you believe your field affects others fields and other fields affect yours! The main challenge of this prompt is identifying a convincing and interesting connection.

If you are a naturally interdisciplinary thinker, think about your other interests and how you have applied them to your studies in the past. You can draw together very different fields:

• Drawing and medicine come together through medical illustrators
• Medicine and public policy come together through public health (NIH, NCI, NIA)
• Literature and healthcare come together through narrative medicine
• Music and cinema come together through film scoring

On the other hand, if you are exclusively science-minded or arts-minded (one of those people who says “I don’t have a [creative/scientific] bone in my body”), you may want to focus on the perspective that a different, but related discipline can contribute to your studies. These essays identify the importance of nuanced interdisciplinary fields and will explicitly reproach the fact that similar disciplines do not learn from each other. 

• A biology student who isn’t super creative could talk about how neuroscience researchers often neglect the value of qualitative research and could benefit from incorporating human subjectivity into their research practices like psychology researchers do. 
• A student who draws might describe how drawing could benefit from the layering techniques that painters use. 

If you are completely stuck for ideas, you should try to narrow your scope. A field of study is a large topic. Something like environmental engineering can be divided into research, manufacturing, applications, innovation, and more. Focusing on a subtopic may help you to see overlap with other disciplines. For example, environmental engineering research connects with public policy because research is often funded through government subsidies and grants. On the other hand, environmental engineering manufacturing relates to business and management. 

Start with your “chosen field of study.” Think about what you are interested in within that field. Then:

• Think about what affects the subcategory you are interested in
• Consider how the subcategory is funded
• Try to draw parallels between your subcategory and other disciplines
• Identify the most unrelated field you can think of and try to connect it to your discipline
• Make a list of the things that a professional in your field considers on a daily basis

After you have identified a topic, writing this essay should not be terribly challenging. Be articulate as you describe the connections between your chosen disciplines—just because something connects in your mind, doesn’t mean it will connect for your readers. Provide tangible examples, if they exist, to make the connections clear. Come up with hypothetical situations where your disciplines would interact—fictional stories and hypothetical anecdotes will make your essay more engaging!

Additionally, in a long and idea-heavy essay like this one, you should try to incorporate a distinct voice and a unique writing style. Honors programs are small and close-knit, so you want the admissions officers to enjoy your writing and desire to know you. 

Where to Get Your Purdue Essays Edited

Do you want feedback on your Purdue essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools.  Find the right advisor for you  to improve your chances of getting into your dream school!

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Helping Students to Not Snub Each Other in Class

Jeremy T. Murphy outlines five ways to encourage them to shift their focus from the instructor to one another in whole class discussions.

By  Jeremy T. Murphy

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As an undergraduate, I took a seminar dedicated entirely to Ulysses by James Joyce. Joyce’s modernist novel is mystifying, so question marks hung on the ends of students’ contributions. As we delivered our tentative remarks, we looked to our professor at the head of the table. She was our life preserver in Joyce’s maelstrom. Directing our comments to her kept our anxieties at bay.

But she would have none of it. Without fail, she’d gently interrupt our halting interpretations and, with a wave of her hand, gesture toward our peers around the table. “ This is your audience,” she would remind us. And we’d entertain her request, imitating how seminar dialogues ought to unfold, our eyes darting from one stranger to the next, resisting the urge to lock eyes with the professor. Still, every comment seemed to end with its owner’s neck craned expectantly toward the head of the table.

I now know how that professor must have felt. The undergraduates I teach have wonderful ideas and contribute often during our whole class discussions. But without deliberate intervention on my part, they tend to direct those contributions to me—not each other.

This observation may seem nitpicky. I argue that it’s not. Rather, the student behavior I describe here reflects deeper, problematic norms of the college classroom: that an all-knowing professor occupies the nucleus of the learning environment; that this authority figure’s approval and affirmation is paramount; that one’s peers are not genuine partners in the learning process but virtual strangers riding on the same bus. Those norms complicate efforts to foster authentic, student-centered discussions and require our attention.

Classroom discussions are optimal for many reasons. They can improve students’ communication skills , which are crucial in many professions. They can build students’ capacity for critical thinking and analysis. More fundamentally though, discussions enable individuals to respectfully and authentically engage with others. Discussions teach students how to discuss.

As Walter Parker writes, “[T]he ability and disposition to discuss are themselves legitimate things to learn.” The “disposition to discuss” may well be what students hold onto long after the semester ended. Students may not remember the finer details of a particular text, but they will probably remember the experience of engaging closely with peers around an especially nagging question. At the very least, this demands that students look at and to one another.

How might we shift the focus from the instructor in whole class discussions? Sometimes a hand wave and a reminder about who’s the audience isn’t enough. In fact, interrupting a student who has gotten up the nerve to participate and telling them to stop looking at you may be downright counterproductive. We need more and different interventions. Here are five classroom considerations that can enable students to stop snubbing each other during whole class discussions and start snubbing you instead.

Keep quiet. Embedded for a year in an elementary school classroom in the 1970s, sociologist Hugh Mehan detected a clear pattern in class discussions. He termed this pattern IRE: the teacher initiated discussion with a question, a student responded with an answer, the teacher evaluated that answer. Rinse, repeat. This pattern proves durable and pervasive. Researchers since Mehan have detected it in classrooms at every educational level.

It may make intuitive sense for the person with the most formal training to evaluate each student’s comment after it is issued, but doing so can condition students not to listen to each other and to instead wait to tune in until comments have been filtered back through the “expert.” Weighing in so frequently signals to students that the less refined contribution is only worthy of attention after it has been sufficiently repackaged by the instructor.

If we want students to start looking at and to each other during discussions, we must start by closely scrutinizing such habits. Are we intervening too much? Are we leaving room for students to respond to each other? Sometimes the best response of all is to keep quiet—to restrain our kneejerk reactions, step back, and open the floor for students themselves to weigh in. So, as we set out to shift discussion dynamics, we must first consider whether we are part of the problem.

Add smaller group discussions to the mix. Another reason students may hesitate to direct comments to each other is because we simply haven’t given them enough opportunities to interact outside of the whole class setting. The more occasions we offer students to engage with each other around course material, the more we reduce our own footprint when the whole group reconvenes. Providing students with different dialogic arrangements, such as small group discussions, can build community in the classroom, help students get comfortable engaging with each other and improve the chances that these good habits transfer to the larger conversation.

But we also can’t assume that the behaviors and dispositions we expect in the whole class discussion will organically emerge in small groups. Small group dynamics, too, may require some strategic intervention, and such groups can be ideal for establishing and reinforcing discussion expectations.

Aaliyah El-Amin, a lecturer at Harvard Graduate School of Education whose practices Meira Levinson and I feature in our book Instructional Moves for Powerful Teaching in Higher Education , actually makes it a requirement that small groups check in with each other before commencing their conversations. Students must first engage with each other as people before tackling course material.

We may have to set even more fundamental expectations, as well. In my own teaching, I have often found that how small groups physically configure themselves plays some role in the overall quality of their discussions. The four students meeting with their desks in a line, as if seated at a bar, are bound to have less equitable and lively discussions than the four who have purposefully rotated their desks to face each other. Now as my students transition to small groups, I circulate to request that they circle up.

Some readers might argue that managing behaviors like those is the office of the elementary and secondary school teacher, not the college instructor. But given the fact that today’s undergraduates are coming to our classrooms having experienced unprecedented disruptions in their schooling, such details may need explicit attention, regardless of how “basic” we consider them.

Get “meta.” When we exercise transparency about why we do what we do in the classroom, students may feel a greater stake in the learning community and invest more of themselves in it. In some cases, actually facilitating a discussion about discussions may be in order. Doing so early on in a course can surface students’ feelings about discussions and their past experiences with them—all helpful information for discussion facilitators. Discussions about discussions also offer neutral spaces to further establish ground rules. Here, we can explicitly set the expectation that students respond to each other.

We can also strategically get “meta” as the everyday discussion unfolds. Pausing a student to remind them that “this is your audience” is one way to do so. A far better way is to wait until a student who is modeling effective discussion norms has finished their contribution and then to explicitly acknowledge what that student did successfully and why we want to see it from everyone.

“Publish” students’ contributions. Speaking of making things public, the more we spotlight students’ original thinking, the better we can dodge the spotlight ourselves. Every week in my courses, students complete a written response engaging with what they have read. It’s a Google doc that I comment on regularly. When I plan for class, I pore over students’ entries, mining them for insights and questions that I want the class to hear. Sometimes I’ll select a sentence or two from every student and compile them on a handout. Then, I’ll have students silently read each other’s writings, marking what resonates with them and what complicates their thinking. In the ensuing discussions, as students respond directly to their classmates’ contributions, it becomes awkward for them to look at me.

Other times, I will project a single student’s contribution for all to see. It may be a lingering question I want us to ponder together or a revelatory analysis that might transport us to new territory. I’ll even parenthetically cite the student’s contribution with a last name and date. Students always find this detail amusing. Though it may initially elicit some smirks, it ultimately sends the message to students that their ideas are worthy of serious scholarly consideration.

Brent Duckor and Carrie Holmberg term this practice “tagging.” They explain it as: “publicly representing variation in student thinking by creating a snapshot or running record of a class’s responses. Most often, tagging is scribing what students say—writing it down—in a place and via a method that allows all in the classroom learning space to see, process, and record it for themselves.” Frontloading tags in a semester can recalibrate default discussion norms in the classroom. Over time, students learn that their voices occupy the core of the learning environment, not the instructor’s—and that discussion behaviors ought to reflect that.

To be clear, I never “publish” personal reflections, which occasionally surface in students’ journals. I never publish misconceptions. I also fix grammatical errors before broadcasting students’ contributions.And when I’m highlighting an individual student’s thinking, I’ll often reach out to them beforehand to ask permission.

Bring a notebook. A final consideration is a simple one: have a notebook and pen handy to jot down students’ thoughts and insights. That helps us move to the periphery while demonstrating our careful attention to the evolving discussion. Although we should regularly look up from our notes to show solidarity with participating students, students are less apt to try locking eyes with us when we’re so focused on accurately representing their views on paper. In these cases, too, it becomes simply awkward to not turn to one’s peers.

And the notebook is not just a prop for deflecting attention. Having one allows us to track participation, chart a discussion’s trajectory and log key contributions we think the class should revisit. As the discussion progresses, being able to reference a student’s quote or phrasing we’ve jotted down is yet another way to publish students’ contributions and showcase our close attention to their sensemaking.

In conclusion, I may be students’ default life preserver during whole class discussions, but I don’t want the job. The discussions that flow from this dynamic are less discussions than they are a succession of teacher-student exchanges that just happen to occur in the presence of other students. What should be a single, focused discussion among 20 individuals becomes 20 separate conversations. It’s hard to even call a discussion like that a discussion.

Taking purposeful steps, we can rewire entrenched discussion norms in the classroom and encourage students to start looking to each other for answers and insights. The pull of the professor may always be a strong one, but I’ve found that deliberate pedagogical moves like those I’ve described here can minimize our presence, redirect engagement patterns and shift the focus back to students.

Jeremy T. Murphy is assistant professor of education at the College of Holy Cross.

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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

Have questions about college prep? We're here to help.

Written by CU Boulder Office of Admissions

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How might students be using generative AI?

Understanding the various ways students might be using generative AI is critical for instructors. Students might use generative AI for various academic tasks, which can be both beneficial and potentially problematic depending on the context and extent of use. This knowledge can help in designing assignments that deter misuse, encouraging constructive uses, and maintaining academic integrity.

Some possible student uses of generative AI include the following:

Academic writing and essays

Sample uses

• Students may use AI to write entire essays or substantial portions of them, inputting prompts related to their assignment topics.
• AI can assist students in drafting essays , offering suggestions for improving clarity, coherence, and grammar.
• AI can summarize lengthy academic papers , helping students grasp key points quickly without reading the entire document.

Implications

• Risk: Students might submit entire or portions of AI-generated essays as their own, which constitutes academic dishonesty.
• Benefit: AI can help with brainstorming and refining ideas, improving the overall quality of student writing when used appropriately.

Research and information gathering

• Students can use AI to generate lists of research topics or questions based on initial keywords or subject areas.
• AI can condense complex articles, papers, and textbooks into concise summaries , making it easier for students to understand and engage with the material.
• AI can provide ideas for hypotheses or avenues to investigate.
• Risk: Over-reliance on AI summaries may lead students to a superficial understanding and reduced critical engagement with source materials.
• Benefit: AI can enhance the efficiency and breadth of research, allowing students to cover more ground in less time.

Study assistance and exam preparation

• AI can generate flashcards , quizzes , and practice questions tailored to specific subjects and topics.
• AI can create study guides summarizing key concepts and information for exam preparation.
• AI-powered tutors can provide personalized explanations and answer questions , helping students understand difficult concepts.
• Risk: Students might become dependent on AI, reducing their ability to study and learn independently.
• Benefit: AI can enhance study efficiency and effectiveness, providing additional support and resources for exam preparation.

Coding and problem solving

• AI tools like GitHub Copilot can write code snippets or complete coding assignments based on given specifications.
• AI can help identify and fix bugs in code, providing explanations and solutions.
• Students can use AI to generate and optimize algorithms for specific tasks.
• Risk: Students may submit AI-generated code without understanding it, undermining the learning process and academic integrity.
• Benefit: AI can act as a tutor, guiding students through complex coding challenges and helping them learn new programming techniques.

Creative projects

• AI can generate artwork , designs , and visual content based on student inputs, aiding in art and design courses.
• Students can use AI to write poems , stories , and scripts , providing inspiration and content ideas.
• AI can compose music, helping students create original pieces for music courses.
• Risk: Students might claim AI-generated creative work as their own, raising issues of originality and authenticity.
• Benefit: AI can serve as a creative partner, expanding the creative horizons of students and providing new avenues for artistic expression.

Language learning and translation

• AI chatbots can simulate conversations in foreign languages , helping students practice speaking and listening skills.
• AI translation tools can translate text between languages , assisting students in language assignments and learning.
• AI can provide instant feedback on grammar and vocabulary usage , helping students improve their language skills.
• Risk: Over-reliance on AI for translations and corrections may hinder the development of independent language skills.
• Benefit: AI can provide valuable practice and feedback, complementing traditional language learning methods.

Generative AI offers powerful tools that can significantly enhance the learning experience when used ethically and responsibly. However, it also poses risks to academic integrity if misused. By understanding how students might use these technologies, instructors can design assignments that encourage productive use, foster deep learning, and uphold the values of academic honesty.

This content was developed with the assistance of Open AI’s ChatGPT.

California Teacher, Mrs. Salmon (Yes, That’s Her Name), Leaves Classroom To Print Out Papers, Comes Back To Wild Bear Wandering Around

It’s back to school season – even for bears.

A California teacher had the shock of her life as she was trying to prepare her classroom in Pine Mountain Club, California for the quickly approaching school year. Elaine Salmon (yes that’s her REAL NAME) was attempting to get things ready for a classroom full of students, but a young bear in the area thought it would check things out prior to the kids arriving.

Salmon, a third through fifth grade teacher (God bless her soul), went to make copies of papers in the school’s main office area. As she tells the story, when she came back to her room, she came face-to-face with a young bear. Once she caught her breath, Elaine’s instincts led her to lock the bear inside the classroom and call for help. The only issue was that her phone was inside the room with the bear.

She explained how everything went down and what her immediate next steps were to ABC 7 , saying:

“I went over, went back to the office, closed the door and locked the bear in there and then I went back to the office to call my husband Ian. My first thought was, ‘Is it going to do any damage?’ I have a brand new floor and I already have my decorations up.”

Elaine’s husband Ian, a retired police officer, showed up soon after and they got to work on coaxing the bear out of the classroom. The only way out was the way the bear presumably got in – through the door. So the couple worked together, with Elaine getting the bear’s attention at the window and Ian unlocking the door and propping it open.

Eventually, they were able to encourage the bear to go towards the door, and the smaller bear ran out the slightly ajar doorway – within feet of Ian, who was standing on the other side of the door. The Salmons (still can’t get over that) then watched as the wild animal returned to its natural habitat, though not before it was able to explore the classroom and thoroughly look things over.

You can check out the video of the bear inside the classroom below:

A wild sight for a California teacher as she was getting her class ready for the first day of school! 🐻🤓📚 Elaine Salmon said she was walking back into her classroom in Kern County after printing copies in the office when she was confronted by a bear. https://t.co/So5ulcckjQ pic.twitter.com/pQ1SlacMtL — ABC7 Eyewitness News (@ABC7) August 9, 2024

Fortunately, the bear did minimum damage to the classroom in the time that it spent inside. The only loss Salmon suffered were some snacks that the bear stole and ate out of the classroom’s emergency earthquake kit, which seems like it’s not a big deal. But funny enough, there was an earthquake the next day that hit the Pine Mountain Club area. That bear must have known something we didn’t and decided to break into the rations a little early…

Here’s a news story about the incident just in case you can’t get enough of the Salmon – Bear incident:

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How To Tackle The Weirdest Supplemental Essay Prompts For This Application Cycle

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Writing the college essay

How do you write a letter to a friend that shows you’re a good candidate for the University of Pennsylvania? What reading list will help the Columbia University admissions committee understand your interdisciplinary interests? How can you convey your desire to attend Yale by inventing a course description for a topic you’re interested in studying?

These are the challenges students must overcome when writing their supplemental essays . Supplemental essays are a critical component of college applications—like the personal statement, they provide students with the opportunity to showcase their authentic voice and perspective beyond the quantitative elements of their applications. However, unlike the personal essay, supplemental essays allow colleges to read students’ responses to targeted prompts and evaluate their candidacy for their specific institution. For this reason, supplemental essay prompts are often abstract, requiring students to get creative, read between the lines, and ditch the traditional essay-writing format when crafting their responses.

While many schools simply want to know “why do you want to attend our school?” others break the mold, inviting students to think outside of the box and answer prompts that are original, head-scratching, or downright weird. This year, the following five colleges pushed students to get creative—if you’re struggling to rise to the challenge, here are some tips for tackling their unique prompts:

University of Chicago

Prompt: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents. – Inspired by Ramsey Bottorff, Class of 2026

What Makes it Unique: No discussion of unique supplemental essay prompts would be complete without mentioning the University of Chicago, a school notorious for its puzzling and original prompts (perhaps the most well-known of these has been the recurring prompt “Find x”). This prompt challenges you to invent a new color-based expression, encouraging both linguistic creativity and a deep dive into the emotional or cultural connotations of color. It’s a prompt that allows you to play with language, think abstractly, and show off your ability to forge connections between concepts that aren’t typically linked—all qualities that likewise demonstrate your preparedness for UChicago’s unique academic environment.

Harris Will Propose $25,000 In Down Payment Aid For First-Time Homebuyers As Part Of Economic Agenda

Today’s nyt mini crossword clues and answers for friday, august 16, thursday, august 15. russia’s war on ukraine: news and information from ukraine.

How to Answer it: While it may be easy to get distracted by the open-ended nature of the prompt, remember that both the substance and structure of your response should give some insight into your personality, perspective, and characteristics. With this in mind, begin by considering the emotions, experiences, or ideas that most resonate with you. Then, use your imagination to consider how a specific color could represent that feeling or concept. Remember that the prompt is ultimately an opportunity to showcase your creativity and original way of looking at the world, so your explanation does not need to be unnecessarily deep or complex—if you have a playful personality, convey your playfulness in your response; if you are known for your sarcasm, consider how you can weave in your biting wit; if you are an amateur poet, consider how you might take inspiration from poetry as you write, or offer a response in the form of a poem.

The goal is to take a familiar concept and turn it into something new and meaningful through a creative lens. Use this essay to showcase your ability to think inventively and to draw surprising connections between language and life.

Harvard University

Prompt: Top 3 things your roommates might like to know about you.

What Makes it Unique: This prompt is unique in both form and substance—first, you only have 150 words to write about all 3 things. Consider using a form other than a traditional essay or short answer response, such as a bullet list or short letter. Additionally, note that the things your roommate might like to learn about you do not necessarily overlap with the things you would traditionally share with an admissions committee. The aim of the prompt is to get to know your quirks and foibles—who are you as a person and a friend? What distinguishes you outside of academics and accolades?

How to Answer it: First and foremost, feel free to get creative with your response to this prompt. While you are producing a supplemental essay and thus a professional piece of writing, the prompt invites you to share more personal qualities, and you should aim to demonstrate your unique characteristics in your own voice. Consider things such as: How would your friends describe you? What funny stories do your parents and siblings share that encapsulate your personality? Or, consider what someone might want to know about living with you: do you snore? Do you have a collection of vintage posters? Are you particularly fastidious? While these may seem like trivial things to mention, the true creativity is in how you connect these qualities to deeper truths about yourself—perhaps your sleepwalking is consistent with your reputation for being the first to raise your hand in class or speak up about a cause you’re passionate about. Perhaps your living conditions are a metaphor for how your brain works—though it looks like a mess to everyone else, you have a place for everything and know exactly where to find it. Whatever qualities you choose, embrace the opportunity to think outside of the box and showcase something that admissions officers won’t learn about anywhere else on your application.

University of Pennsylvania

Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge.

What Makes it Unique: Breaking from the traditional essay format, this supplement invites you to write directly to a third party in the form of a 150-200 word long letter. The challenge in answering this distinct prompt is to remember that your letter should say as much about you, your unique qualities and what you value as it does about the recipient—all while not seeming overly boastful or contrived.

How to Answer it: As you select a recipient, consider the relationships that have been most formative in your high school experience—writing to someone who has played a large part in your story will allow the admissions committee some insight into your development and the meaningful relationships that guided you on your journey. Once you’ve identified the person, craft a thank-you note that is specific and heartfelt—unlike other essays, this prompt invites you to be sentimental and emotional, as long as doing so would authentically convey your feelings of gratitude. Describe the impact they’ve had on you, what you’ve learned from them, and how their influence has shaped your path. For example, if you’re thanking a teacher, don’t just say they helped you become a better student—explain how their encouragement gave you the confidence to pursue your passions. Keep the tone sincere and personal, avoid clichés and focus on the unique role this person has played in your life.

University of Notre Dame

Prompt: What compliment are you most proud of receiving, and why does it mean so much to you?

What Makes it Unique: This prompt is unique in that it invites students to share something about themselves by reflecting on someone else’s words in 50-100 words.

How to Answer it: The key to answering this prompt is to avoid focusing too much on the complement itself and instead focus on your response to receiving it and why it was so important to you. Note that this prompt is not an opportunity to brag about your achievements, but instead to showcase what truly matters to you. Select a compliment that truly speaks to who you are and what you value. It could be related to your character, work ethic, kindness, creativity, or any other quality that you hold in high regard. The compliment doesn’t have to be grand or come from someone with authority—it could be something small but significant that left a lasting impression on you, or it could have particular meaning for you because it came from someone you didn’t expect it to come from. Be brief in setting the stage and explaining the context of the compliment—what is most important is your reflection on its significance and how it shaped your understanding of yourself.

Stanford University

Prompt: List five things that are important to you.

What Makes it Unique: This prompt’s simplicity is what makes it so challenging. Stanford asks for a list, not an essay, which means you have very limited space (50 words) to convey something meaningful about yourself. Additionally, the prompt does not specify what these “things” must be—they could be a physical item, an idea, a concept, or even a pastime. Whatever you choose, these five items should add depth to your identity, values, and priorities.

How to Answer it: Start by brainstorming what matters most to you—these could be values, activities, people, places, or even abstract concepts. The key is to choose items or concepts that, when considered together, provide a comprehensive snapshot of who you are. For example, you might select something tangible and specific such as “an antique telescope gifted by my grandfather” alongside something conceptual such as “the willingness to admit when you’re wrong.” The beauty of this prompt is that it doesn’t require complex sentences or elaborate explanations—just a clear and honest reflection of what you hold dear. Be thoughtful in your selections, and use this prompt to showcase your creativity and core values.

While the supplemental essays should convey something meaningful about you, your values, and your unique qualifications for the university to which you are applying, the best essays are those that are playful, original, and unexpected. By starting early and taking the time to draft and revise their ideas, students can showcase their authentic personalities and distinguish themselves from other applicants through their supplemental essays.

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• climate change

How Climate Disasters Are Making Food Expensive Everywhere 

I n today’s climate-changing world, climate events thousands of miles away drive the cost of everything around us—from a flight ticket to a new piece of clothing to the market price of a meal at your favorite restaurant. 

Take olive oil and chocolate as examples. Severe droughts in the Mediterranean have slashed Spain's olive harvest by 40%, driving up prices by 27% in June compared to last year for American consumers. Similarly , t he price of some chocolates , such as Cadbury’s Freddo, are already higher by 200% this year in Australia with similar price rise expected in the U.S markets, driven mostly by the extreme weather impacting small-holder cocoa farmers in Ghana and Ivory Coast.

Such climate disasters in wheat producing countries such as Argentina also impact essential food products such as breakfast cereal, pasta, and bread. The price of wheat—and wheat-based food products—has experienced some of its greatest volatility in years since 2021. Why? Wheat production in Argentina was hit by drought in 2021and then in 2023, panicking global wheat supply chains already stressed by the Russia-Ukraine crisis. Food companies reacted to this volatility by preemptively increasing consumer prices.

Wheat price spikes might mean an extra dollar for pasta for me as an Indian American now living in California, but for my cousins back in India, food inflation means cuts elsewhere, like education budgets . Growing up in countryside India in a joint family of 14, we often faced these challenges. When food prices increased, my three siblings and I had to switch to buying second-hand textbooks at the start of the new school year. A similar pattern has been observed in low-income American households , too, who switch to canned fruits and vegetables from fresh ones in response to rising food prices.

Our planet is locked into several decades of climate change, regardless of our current mitigation actions. As an entrepreneur working to make food and agriculture supply chains more climate-resilient, I know we need to fundamentally rethink our approach to supply chains to ensure affordable, available food for all.

Read More: How to Feed the World Sustainably

Food supply chains are among the most critical in the world, and they face some of the biggest climate change-related threats, such as extreme weather, rising temperatures, and water scarcity impacting crop yield and quality—all of which affect food security. But while climate change contributes significantly to this problem, other events such as wars compound it. Consequently, many governments enter “panic mode” and enact protectionist measures to protect their interests. However, this often has domino effects that add to the exact problem they intend to avoid—price surges across food supply chains disproportionately impacting lower and middle-income consumers, including farmers who  are net consumers themselves . Meaning, many farmers spend more money on food for their families than they make by farming crops.

In theory, policies such as nearshoring (relocating supply chains to neighboring countries such as Mexico), friendshoring (relocating supply chains to ally nations such as India) and “America First” are helpful for semiconductor supply chains. But they can’t work in food supply chains. Sriracha peppers can’t grow in Minneapolis, and avocados can’t grow in Canada. Even if countries succeed in diversifying their food supply chains with friendly nations, it doesn’t necessarily mean that supply chains on both sides won't be impacted simultaneously by climate events .

Instead, we need a radical rethinking of our approach to building resilience in food supply chains. So far, all the approaches to climate adaptation are country or company-specific. But this global challenge requires a global solution: a collective, cooperative effort that is proactive rather than reactive from governments and companies on an international supply chain level to build resilience in the face of climate change.

One of those global initiatives could be to launch supply chain climate adaptation plans (S-CAPs). These plans, similar to national climate adaptation plans, would be led by multilateral organizations—WTO or World Bank in collaboration with governments—and private sector companies in food, agrochemical, and transportation sectors. They would start by identifying vulnerable global food supply chains, focusing on essential foods like wheat and rice. They would map out areas prone to climate risks, critical transport routes, and important farming regions. Then, they would develop strategies and identify projects to reduce these risks, such as creating climate-resistant seeds, diversifying transport methods, investing in technology to detect hazards, and growing crops in safer areas.

An effort like this would require funding—a combination of international funding and companies’ contributions to support assessments, R&D, and implementation. In fact, unlike initiatives for cutting carbon emissions, driven mainly by reputational and regulatory concerns, initiatives to protect our food supply chains could have 2 times to 10 times the return on investment in the short-to-medium term. For instance, Ethiopia's investment in drought-resistant crops and water management increased yields by 40% and enhanced food security , returning $2 to $4 for every $1 spent.

An international agreement might not sound like the most exciting climate change solution, but it can help keep food stocked and prices low for everyday consumers. 

When the COVID-19 crisis hit, the world came together and went from having no knowledge of the virus to developing and deploying 5 billion vaccines within 18 months. We can certainly replicate that for the food crisis. But a collaboration mindset, rather than an America-first isolationist mindset, is critical to succeed.

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Opinion Guest Essay

Will We Have to Pump the Great Lakes to California to Feed the Nation?

Credit... Alma Haser

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By Jay Famiglietti

Dr. Famiglietti is a professor at Arizona State University and the director of science for the Arizona Water Innovation Initiative.

• Aug. 5, 2024

This essay is part of What to Eat on a Burning Planet, a series exploring bold ideas to secure our food supply. Read more about this project in a note from Eliza Barclay, Opinion’s climate editor.

Driving north through California’s Tejon Pass on Interstate 5, you spill down out of the mountains onto a breathtaking expanse of farm fields like few others in the world. Rows of almond, pistachio and citrus trees stretch as far as the eye can see, dotted by fields of grapes. Truckloads of produce zoom by, heading for markets around the country.

The Central Valley of California supplies a quarter of the food on the nation’s dinner tables. But beneath this image of plenty and abundance, a crisis is brewing — an invisible one, under our feet — and it is not limited to California.

Coast to coast, our food producing regions, especially those stretching from the southern Great Plains across the sunny, dry Southwest, rely heavily and sometimes exclusively on groundwater for irrigation. And it’s disappearing — fast.

What happens to the nation’s food production if the groundwater runs out altogether? Unless we act now, we could soon reach a point where water must be piped from the wetter parts of the country, such as the Great Lakes, to drier, sunnier regions where the bulk of the nation’s food is produced. No one wants unsightly pipelines snaking across the country, draining Lake Michigan to feed the citrus groves of the Central Valley. But that future is drawing closer by the day, and at some point, we may look back on this moment and wish we’d acted differently.

For over a century, America’s farmers have overpumped groundwater, and now, as the world warms and the Southwest becomes drier, the situation is only growing more dire. Rivers are slowing to a trickle, water tables are falling, land is sinking, and wells are drying up. Each year, roughly 25,000 more farmers fallow their fields, putting both food and water security in the United States at risk.

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