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OPINION: English language arts instruction needs to change immediately. Here are some ways that can work

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In many middle and high schools, students spend hundreds of hours a year on English language arts (ELA) assignments that don’t ask enough of them. Too many students are working on below-grade-level tasks using below-grade-level texts. 

That approach, while well-intentioned, is not closing gaps or preparing students for life after high school. Is it any wonder that reading scores haven’t improved in 30 years?

Students from low-income families, multilingual learners and those with disabilities are even less likely to receive tasks appropriate for their grade level. Yet research shows that grade-level tasks and texts should be the start — not the finish — to strong instruction . 

National Assessment of Educational Progress (NAEP) data indicates that only 37 percent of 12th graders are academically prepared for college in reading, and employers say that young people haven’t learned the reading, writing and verbal communication skills most important to workplace success. 

Related: Become a lifelong learner. Subscribe to our free weekly newsletter to receive our comprehensive reporting directly in your inbox. 

Reading classic texts and learning to write the five-paragraph essay are both important, but students need much more. Teachers need training and help to understand grade-level standards and how to assign authentic writing tasks without leveling down content — something many New York City and Los Angeles public school teachers had a chance to learn recently via an intensive literacy project.

In the project, students were given focused grade-level tasks and were asked to read related grade-level complex texts and write in response to those texts. An independent evaluation that followed the project found that those students gained an additional four to nine months of learning compared to their peers. This happened with just two to 12 weeks of grade-level instruction. 

Those and other results, from a decade of research with 100,000 educators and 2.4 million students , continue to show that this standards-first approach to curriculum, instruction and professional development can help students effectively double their growth each school year.

So, why aren’t more schools doing this? There are many reasons. Here are a few:

• There is a culture of low expectations. While 82 percent of teachers support their state’s standards, only 44 percent expect their students to have success with them, one study found. Even when students earned A’s and B’s, most were not demonstrating grade-level work on their assignments. 
• Teachers are not assigning grade-level tasks and texts. The Common Core State Standards were released in 2010, and ELA teachers still often assign tasks and texts based on independent reading levels rather than on a student’s grade level. Research shows that since Covid this practice has actually been increasing .
• Teacher training is inadequate. Despite the fact that $18 billion is spent annually on professional development, most teachers don’t believe it’s helping — and they’re right. One study found that teachers were spending approximately 19 days a year on such training, but it did not appear to substantially improve their instruction and student outcomes weren’t improving. 
• Many ELA curriculum programs are weak. Teachers spend too much time sifting through resources that claim to be “standards-aligned” or “standards-compliant.” To become truly standards-driven, teachers need materials that are intentionally designed from specific standards, allowing students to build the cognitive skills and engage in the practice needed to successfully respond to grade-level tasks. 

Related: Should teachers customize their lessons or just stick to the ‘script’? 

To turn things around, students and teachers must be supported with pathways to meet grade-level standards and develop a better sense of what high-quality teaching looks like . Here are a few ways to help:

• Start with grade-level tasks on day 1, not by day 180. Grade-level thinking is not a destination; it requires daily practice. Teachers (and curricula) need to assume that every student can read, think and write about rich and complex ideas using complex texts. Teachers and curriculum programs can target instruction to meet individual needs while engaging all learners in the same rigorous grade-level texts and tasks. 
• Shift the focus from what students consume to what they produce. In a standards-driven curriculum, the focus isn’t on the text; it’s on how students demonstrate grade-level thinking through the speaking and writing they do in response to text-based ideas. This changes the classroom focus from what students consume (specific texts) to what they create (specific oral and written products). In addition, when students are given opportunities to create different authentic writing products for different audiences and purposes, it helps them build skills they can transfer to real-world settings.
• Build teachers’ knowledge and skills. Teachers need training that is easily accessible and useful in their daily work. Professional development should be embedded in curriculum programs so that teachers can deepen their understanding of the standards and be able to recognize students’ demonstrations of specific standards. Curricula can and must intentionally build teacher knowledge and expertise so teachers learn while they teach.

Any ELA classroom can be transformed into a highly effective learning environment. Research demonstrates that when a student is given grade-level tasks driven from grade-level standards, and their teacher is trained to teach those standards, both will rise to the challenge. The time to insist on demonstrable learning outcomes is now. Teachers and students are ready to do the work.

Suzanne Simons is the chief literacy and languages officer for Carnegie Learning . She is also a senior advisor with the nonprofit Literacy Design Collaborative and was its founding chief academic officer. 

This story about ELA instruction was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter .

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Understanding IELTS Task 2 Essay Structures

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• 2nd September 2024

Introduction to IELTS Task 2 Essay Structures

• 1 Introduction to IELTS Task 2 Essay Structures
• 2 Key Components of a Successful IELTS Task 2 Essay
• 3 Common IELTS Task 2 Essay Types and Their Structures
• 4 Step-by-Step Guide to Crafting Your IELTS Task 2 Essay
• 5 Tips and Strategies for Mastering IELTS Task 2 Essay Structures

Welcome to our guide on IELTS Task 2 essay structures , where we aim to demystify the different formats and strategies involved in crafting an effective essay. Understanding the structure is essential, as it forms the backbone of our response and allows us to communicate our ideas clearly and persuasively. In this section, we’ll explore the primary structures used in the IELTS Task 2 essay , ensuring we are well-prepared for the exam.

When approaching the IELTS Task 2 essay , it’s vital to recognize that there are four main types of essays we might encounter:

• Opinion Essays – Where we state our viewpoint on a particular issue.
• Discussion Essays – In which we examine various perspectives surrounding a topic.
• Problem-Solution Essays – Focused on identifying problems and proposing solutions.
• Advantages and Disadvantages Essays – Where we weigh the pros and cons of a specific situation.

Each of these essay types has its unique requirements, but all share a common structure that includes an introduction, body paragraphs, and a conclusion. In the introduction, we will introduce the topic and present our thesis statement. The body paragraphs will be dedicated to elaborating our arguments, providing supporting evidence, and analyzing different viewpoints if necessary. Finally, in the conclusion, we will summarize our main points and restate our position regarding the question posed. Mastering these essential components of IELTS Task 2 essay structures is crucial for achieving a high score in the writing section.

Key Components of a Successful IELTS Task 2 Essay

In our journey to master the IELTS, understanding the key components of a successful IELTS Task 2 essay is crucial. Each component plays a significant role in creating a coherent and compelling argument while adhering to the assessment criteria set by the examiners. Let’s explore these essential elements together.

Firstly, a clear and concise thesis statement sets the foundation of our essay. This statement should encapsulate our main argument or viewpoint and help guide the reader through our thoughts. It’s vital to make our stance evident from the beginning, allowing us to stay focused throughout the essay.

Next, we focus on developing well-structured paragraphs that support our thesis. Each paragraph must contain a topic sentence that introduces the main idea, followed by evidence, examples, and explanations. This structure not only boosts the clarity of our writing but also enhances the logical flow, which is essential for achieving a high score.

• Coherence and Cohesion: Using transitional phrases and linking words is essential to connect our ideas smoothly.
• Addressing the Task Properly: We need to ensure that we fully understand and address all parts of the prompt.
• Variety of Vocabulary and Sentence Structures: Demonstrating a range of vocabulary and grammatical accuracy is crucial for scoring high.

By mastering these key components of a successful IELTS Task 2 essay , we can significantly enhance our writing skills and our chances of securing a favorable score in the IELTS exam.

Common IELTS Task 2 Essay Types and Their Structures

As we prepare for the IELTS exam, understanding the common IELTS Task 2 essay types and their structures becomes essential for success. There are several distinct types of essays that candidates may encounter, each with its own specific requirements and characteristics. Below, we’ll explore these types in detail, helping us to grasp their structures and enhancing our writing skills.

The primary common IELTS Task 2 essay types include:

• Opinion Essays : These essays require us to express our viewpoint on a particular issue. The structure typically follows a clear introductory paragraph, followed by two or three body paragraphs that provide supporting arguments, and concludes with a summary of our stance.
• Discuss Both Views Essays : In this format, we need to discuss two conflicting perspectives on a topic. The structure should include an introduction outlining the issue, separate body paragraphs dedicated to each view, and a conclusion that may also express our personal opinion.
• Problem-Solution Essays : These essays focus on identifying a problem and proposing one or more solutions. We start with an introduction that introduces the problem, followed by paragraphs that elaborate on the problem and its significance, and conclude with a discussion on potential solutions.
• Advantages and Disadvantages Essays : In this type, we analyze the positives and negatives of a particular issue. We can structure it with an introduction, followed by two body paragraphs—one for advantages and another for disadvantages—and a conclusion that summarizes our findings.

By familiarizing ourselves with these common IELTS Task 2 essay types and their respective structures, we bolster our chances of achieving a higher score. Effective practice and understanding the demands of each type will enable us to articulate our thoughts clearly and cohesively in the exam.

Step-by-Step Guide to Crafting Your IELTS Task 2 Essay

Creating a successful IELTS Task 2 essay can be a daunting challenge, but with the right approach, we can simplify the process. This step-by-step guide will assist us in organizing our thoughts and structuring our essays effectively, ensuring we meet the examiners’ requirements while clearly articulating our arguments.

To start, let’s outline our essay with a clear plan. We should follow these essential steps:

• Understand the prompt: Analyze the question to identify what is being asked.
• Brainstorm ideas: Jot down our thoughts on the topic, focusing on relevant arguments.
• Structure our essay: Organize our ideas into a coherent outline, typically consisting of an introduction, body paragraphs, and conclusion.
• Write the essay: Begin with the introduction, followed by well-developed body paragraphs, and wrap it up with a compelling conclusion.
• Review and revise: Allocate time to proofread our essay, checking for grammatical errors and clarity.

Using this straightforward step-by-step guide , we can tackle our IELTS Task 2 essay with confidence. Each stage in this process builds upon the previous one, leading us toward crafting a well-structured and persuasive essay that showcases our skills and knowledge effectively.

Tips and Strategies for Mastering IELTS Task 2 Essay Structures

In our journey to excel in the IELTS Task 2 essay, understanding the structure is crucial. A well-organized essay not only helps in conveying our ideas effectively but also adheres to the assessment criteria that examiners use. Here are some essential tips and strategies we can implement to master the IELTS Task 2 essay structures.

• Familiarize ourselves with different essay types: It’s important to recognize that IELTS Task 2 includes various essay types such as opinion essays, discussion essays, and problem-solution essays. Each type has a unique structure that we need to follow.
• Craft a strong thesis statement: Our introduction should include a clear thesis statement that outlines our main argument or stance. This statement will guide the reader through our essay, setting the tone for the discussion.
• Utilize topic sentences: Each paragraph should start with a topic sentence that clearly presents the main idea of that paragraph. This strategy adds cohesion and helps us stay focused on the point we are making.
• Plan and outline: Before we start writing, it’s helpful to spend a few minutes organizing our thoughts. An outline can serve as a roadmap, ensuring that our arguments flow logically and coherently throughout the essay.

By adopting these strategies and continually practicing, we enhance our writing skills and boost our confidence in tackling the IELTS Task 2 essay. Remember, consistent practice will lead us to discover our unique writing style, making us more effective communicators in the exam.

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• Dr Sarvepalli Radhakrishnan Essay in English [300 Words]

Teachers Day is celebrated to pay tribute to Dr Sarvepalli Radhakrishnan. He was the first vice president and second president of India. Candidates should read Dr Sarvepalli Radhakrishnan Essay to know about his life and contributions. Check Essay on Dr Sarvepalli Radhakrishnan here

Table of Contents

You all must have celebrated Teachers Day in your school. In fact, in higher classes, you must have come dressed as your favorite teacher. But do you know why do we celebrate Teacher’s Day. It is celebrated to commemorate and pay tribute to Dr Sarvepalli Radhakrishnan. Dr. Sarvepalli was the first vice president and second president of India. In this article, we will learn about about his distinguished life by going through Dr Sarvepalli Radhakrishnan Essay.

Dr Sarvepalli Radhakrishnan Essay

The Dr Sarvepalli Radhakrishnan essay is one of the most asked essays in school exams as well as subjective competitive exams. Dr Sarvepalli Radhakrishnan is one of the most prominent figures in the field of politics and education in pre and post independent India. Dr. Radhakrishnan began his political journey after an illustrious academic career. Dr. Sarvepalli Radhakrishnan was also nominated for Nobel Prize in literature in the year 1937.

Essay on Dr Sarvepalli Radhakrishnan Importance

Below, we are presenting brief and extensive essays about Dr. Sarvepalli Radhakrishnan in the English language for children and students. The essays were written in a straightforward manner to help school students easily learn and recite them when necessary. By reading these essays on Dr. Sarvepalli Radhakrishnan, you will gain insights into his life, accomplishments, influence on students, and his reputation as both a teacher and President.

10 Lines on Dr Sarvepalli Radhakrishnan in English

Check the 10 lines on Dr Sarvepalli radhakrishnan in english herein.

• Dr Sarvepalli Radhakrishnan served as the inaugural Vice President of India and later became the second President of the country.
• He was born on the 5th of September 1888 in the small village of Tiruttani in Tamilnadu.
• Dr Radhakrishnan attended a school named ‘Lutheran Mission School’.
• He went on to further his studies at Madras Christian College and successfully finished his post-graduate studies.
• Every year, his birthday is commemorated as Teacher’s Day to recognize his impact on education and learning.
• Dr Radhakrishnan earned his Master of Arts degree in philosophy.
• Scholars from both East and West held him in high regard for his visionary insights and expertise.
• From 1952 to 1962, Dr Radhakrishnan held the position of Vice President of India.
• Dr. Radhakrishnan assumed the role of President of India in 1962.
• He died in 1975, and his birthday is commemorated as Teacher’s Day.

Short Essay on Dr Sarvepalli Radhakrishnan

Check the shorter version of Dr Sarvepalli Radhakrishnan Essay in English for Children and Students hereunder.

Dr Radhakrishnan, born on 5th September 1888 in Tirutani, a small village, was renowned as a teacher, philosopher, scholar, and idealist. He came from a modest background but was a shining student who thrived in his studies. Once he finished his schooling, he went on to instruct philosophy in different locations like Mysore, Andhra, and Calcutta. He also worked as a teacher at Oxford and was beloved by students wherever he taught.

He, as an intellectual who imagined an advanced India, wrote numerous books on Indian customs with a focus on eliminating the caste or class systems that suppress individuals. He advocated for a contemporary version of Hinduism as a philosopher. Three of the most well-liked books are East and West: Some Reflections, Eastern Religion and Western Thought, and The Philosophy of Upanishads.

He was revered as a beloved teacher and is now seen as a symbol of academia, with his birthday being commemorated annually as Teacher’s Day. He represented India at UNESCO post-independence and was part of the Constituent Assembly as well.

Essay on Dr Sarvepalli Radhakrishnan in 100 Words for Children and Students

Dr. Sarvepalli Radhakrishnan was a renowned educator. His birth took place in Madras, India, on September 5, 1888, into the humble Brahmin family in Tirutani. In his later years, he served as the first Vice President and then went on to become the second President of the nation. He excelled as a philosopher, individual, visionary, educator, and renowned writer.

He was a man who had a vision, a mission, and principles, and he served as the Executive Head of India. He was a prominent figure in the nation, whose birthday is commemorated as Teacher’s Day in India. He is the honourable man who we commemorate by observing Teacher’s Day.

Dr Sarvepalli Radhakrishnan Essay in 150 Words

Dr. Sarvepalli Radhakrishnan, born on September 5th, 1888 and passed away on April 17th, 1975, was a renowned Indian academic who held the positions of first vice President and second President of India. Throughout his career, he received numerous scholarships and taught at several prestigious institutions and universities, such as Oxford University. He was well-versed in Hindu philosophy and was instrumental in bringing Hinduism to the western world, earning him the title of a bridge builder connecting India and the western world.

Dr. Radhakrishnan received numerous accolades throughout his life, such as the Bharat Ratna in 1954, the British Order of Merit in 1963, the first person to receive the Sahitya Akademi fellowship in 1968, and the Templeton Prize in 1975. He received nominations for the Nobel Prize in literature and the Nobel Peace Prize a total of sixteen and eleven times, respectively. Teachers Day in India is celebrated on his birthday, 5th September.

Dr Sarvepalli Radhakrishnan Essay in 200 Words

Dr. Sarvepalli Radhakrishnan was a renowned individual and well-known educator. Every year on the 5th of September, students nationwide celebrate his birthday to honor him indefinitely. It is also observed as a way of showing respect to all the teachers in the nation for their outstanding and committed career. He entered the world on September 5, 1888, into a humble Brahmin family in Tirutani. Due to their financial struggles, he was able to complete his education with the help of a scholarship.

His initial schooling was completed at various missionary-run schools across the city. He obtained his bachelor’s and master’s degrees from Madras University. His thesis on the ethics of the Vedanta, titled “The Ethics of the Vedanta and Its Metaphysical Presuppositions,” gained widespread popularity and was eventually published. In 1909, he was selected for a position in the Department of Philosophy at Madras Presidency College, and in 1918, he went on to become a teacher and Professor of Philosophy at the University of Mysore.

He had attended the Congress of the Universities of the British Empire in 1926 and the International Congress of Philosophy at Harvard University in the same year, representing the University of Calcutta. Following his significant contributions to the nation, he died on April 17, 1975.

Dr Sarvepalli Radhakrishnan Essay in English 300 Words

Dr. Sarvepalli Radhakrishnan was a renowned educator and writer. He was born into a humble Brahmin family in Tirutani, India on the 5th of September in 1888. His father’s name was Sarvepalli Veeraswami and he was employed in a zamindari at a low salary. His mother’s name was Sitamma. Due to his low economic situation, he pursued his education through scholarships. He finished his education at Tirutani and Lutheran Mission School in Tirupati with success.

He finished his undergraduate and graduate studies in philosophy. He married Sivakamuamma when he was 16 years old. In 1909, he was appointed as an Assistant Lecturer at Madras Presidency College. He had a thorough understanding of the Upanishads, Brahmasutra, Bhagvad Gita, and commentaries by Sankara, Madhava, and Ramunuja, as well as a deep knowledge of Buddhist and Jain philosophy.

Later in his life, he delved into philosophical writings by Plato, Kant, Bradley, Plotinus, Bergson, Marxism, and Existentialism. In 1914, on his way to Cambridge for studies, he encountered the math prodigy called Srinivasa Ramanujan to receive Radhakrishnan’s blessings. In 1918, he was appointed as the Professor of Philosophy at University of Mysore. He also achieved fame as an author, writing numerous articles for prestigious journals such as The Philosophy of Rabindranath Tagore, The Quest, The Reign of Religion in Contemporary Philosophy, the International Journal of Ethics, Journal of Philosophy, etc.

His renowned writings captured the attention of Ashutosh Mookerjee (Vice Chancellor at Calcutta University) and led to his nomination for the George V Professor of Philosophy at Calcutta University in 1921. At the request of Prof. J. H. Muirhead, he penned a book titled Indian Philosophy for the Library of Philosophy, which was published in 1923. His birthday is commemorated annually on September 5th in recognition and admiration of his enduring contributions. He passed away on April 17, 1975.

Long Essay on Dr Sarvepalli Radhakrishnan

Candidates can check Dr Sarvepalli Radhakrishnan Essay in 500+ words below for various exams.

Dr. Sarvepalli Radhakrishnan was a great individual. He was appointed as the inaugural vice-president of the nation and the subsequent president of independent India. Additionally, prior to serving as vice-president and president, he worked as a philosopher, a teacher, and an author. Moreover, the 5th of September is commemorated as Teachers Day in India annually due to his birthday. He was recognized as one of the country’s outstanding leaders, and his birthday is commonly referred to as teachers’ day because of his impact on education.

Early Life and Education of Dr Sarvepalli Radhakrishnan

Born in 1888 in Madras, he came from a Brahmin Family who lived in poverty. Because his family was experiencing financial difficulties, he received assistance from a scholarship to finish his studies. He finished his primary schooling at multiple missionary schools situated across different areas of the city. Moreover, he has a strong passion for philosophy and obtained both his bachelor’s and master’s degrees in the subject.

Upon finishing his Master’s degree, he began his career as a junior lecturer at Madras Presidency College. Additionally, he was intrigued by religious mythologies and became proficient in various Hindu philosophical texts like Bhagavad Gita, Brahmasutra, Commentaries of Sankara, Upanishads, Ramanuja, and Madhava. In addition to these, he also became proficient in numerous other traditional Hindu philosophies. He also had a good understanding of the teachings of Jainism and Buddhism. Additionally, he had a good understanding of the philosophers in the western world.

Academic Career

In 1918, he was appointed as a professor at the University of Mysore, and shortly thereafter, Calcutta University proposed him for the position of philosophy professor. In his later years, he was summoned by Oxford University to give talks on Hindu Philosophy. Moreover, following extensive efforts, he successfully elevated Indian philosophy to a global platform. His efforts have allowed Indian Philosophy to make a global impact.

Career as Vice Chancellor and Politician

Following the 1930s, he experienced numerous significant changes in his life and assumed the role of vice-chancellor at several universities, including Banaras Hindu University and Andhra University. At a later time, before India gained independence, he was designated as the ambassador for UNESCO (United Nations Educational, Scientific, and Cultural Organization). And, following independence, he was appointed as the ambassador for the Soviet Union.

Additionally, in 1952, he was appointed as the Vice President of India and in 1954, he was honored with the Bharat Ratna award. Also, he held the position of Vice President of India for two full terms and in 1962 was elected President of India. He stepped down shortly after finishing his tenure as the President of India. He dedicates himself to the nation through his exceptional efforts and the aristocrat passed away in 1975.

Memorial and Awards

In addition to receiving the Bharat Ratna, he was also awarded numerous other awards during his lifetime. He was the recipient of the Templeton award, which he gave to Oxford University as a donation. In addition, he was also awarded the German Book Trade Peace Prize. To permanently honor him, the university established the Radhakrishnan Scholarship, which was later rebranded as the Radhakrishnan Chevening Scholarship.

In conclusion, we can state that Dr. Sarvepalli Radhakrishnan was a wonderful individual who had a passion for education. We honor his birthday as Teacher’s Day in India because of his dedication to teaching. Additionally, he excelled as a teacher, philosopher, and writer.

Sharing is caring!

How is Dr Sarvepalli Radhakrishnan a significant personality?

Dr. Sarvepalli Radhakrishnan was a famous Indian philosopher and politician. He was a notable scholar who held the positions of the initial Vice President and subsequent President of India. We celebrate Teachers Day in India in his loving memory.

What was the speech of Sarvepalli Radhakrishnan?

The famous speech of Dr. Sarvepalli Radhakrishnan is: “I want my country to be free. I do not want a fallen and prostate India, I want an India which is free and enlightened. Such an India, if necessary, should be prepared to die so that humanity may live.”

How was Radhakrishnan as a teacher?

He wasn't just a famous instructor and thinker, he also served as the second President of independent India. Dr. Radhakrishnan was a firm believer in the transformative impact of education and its importance in shaping society. He closed the divide between Eastern and Western ideologies and wrote multiple books on philosophy and faith.

Hi there, I am Ashish and have completed my education from Science Domain. I have 2 years of experience in content creation, catering to the demands of young students. I provide written content related to NEET, JEE, Board Exams, CLAT, CUET (UG & PG) and management exams in a simple manner. My content provides important insights on several topics in depth.

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Dr. Sarvepalli Radhakrishnan Essay: Short And Long Essay Ideas For School Students

Teacher’s day 2024: this article discusses short and long essay ideas in english on dr. sarvepalli radhakrishnan for teacher’s day. find some of the best ideas to write on dr. sarvepalli radhakrishnan in 10 lines, 100 words, 150 words, 250 words, and long format..

Dr Sarvepalli Radhakrishnan Short and Long Essay Ideas: Are you also a student who is looking for some of the best short and long essay ideas on Independence Day? We have got your back! This article is all about the best lines on Independence Day along with a short and long essay to help you out for the special day.

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  Dr. Sarvepalli Radhakrishnan's Essay In 100 Words

Good Morning! Today, I am going to speak some lines about Dr. Sarvepalli Radhakrishnan on the special occasion of Teacher’s Day. Dr.Sarvepalli Radhakrishnan is a renowned Indian philosopher, scholar and statesman. Born on 5th September 1888, he made a significant impact in the society. Not only this, he also served as the first vice president and second president of India. 

Dr. Sarvepalli Radhakrishnan's Essay In 150 Words

Dr. Sarvepalli Radhakrishnan, born on September 5, 1888, in Tamil Nadu, India, was a distinguished philosopher and educator. He played an important role in shaping the education system of the country. He also earned international recognition for many of his international works and projects. Radhakrishnan also served as India’s first vice president from the year 1952 to 1962. It was his deep commitment to education that made this day an important day to celebrate Teacher’s Day in India. 

Teachers are the pillars of society and they impart their knowledge to shape the future generations of the society. A gifted teacher himself, Dr. Sarvepalli Radhakrishnan emphasised the importance of ethical and moral education. 

Dr Sarvepalli Radhakrishnan's Essay In 200 Words

Good Morning! Today, I am going to speak some lines about Dr. Sarvepalli Radhakrishnan on the special occasion of Teacher’s Day. Dr. Sarvepalli Radhakrishnan was born in 1888 on the 5th of September in Tamil Nadu at Tirutlani, India. He had a great personality and was a famous teacher as well. 

He completed his school at the Christian Missionary Institution of Tamil Nadu and graduated from Madras Christian College. After this, Dr. Radha krishnan got a job as an Assistant Lecturer in the College. He then went on to further jobs and at the age of 30, he was honoured with King-George V chair of Mental and Moral Science by the vice-chancellor at Kolkata University at that time. 

He was an excellent teacher and an inspiration for today’s generation. Those students who want to become teachers in the future can take inspiration from Dr. Sarvepalli Radhakrishnan. He also became a famous author and continued to write many articles on different subjects. His exemplary work has been famous worldwide.

Dr Sarvepalli Radhakrishnan's Essay In 500 Words

Students can take the ideas from the above lines and then add on the below lines to complete the essay in 500 words. 

Dr. Sarvepalli Radhakrishnan, one of India’s most prominent philosophers and statesmen is best for knowing his important contributions to education, philosophy and the understanding of Indian culture. He was born in 1888 in a small village in Tamil Nadu and yet created a significant impact on society with his intellectual brilliance and unwavering dedication or commitment to the betterment of society. 

Top 10 Additional Lines On Dr. Sarvepalli Radhakrishnan

• Dr. Sarvepalli Radhakrishnan was born on September 5, 1888, in a small village in Tamil Nadu and he is widely recognised as one of the greatest philosophers and teachers of his time. 
• Ramakrishnan also served as the first vice president of India from 1952 to 1962. He also served as the second president from the year 1962 to 1967. 
• His birthday is celebrated as Teacher’s Day on September 5 to honour him and the work he did for the betterment of society. 
• Dr. Sarvepalli Radhakrishnan has also served as a professor of philosophy at prestigious institutions. 
• He was also awarded the Bharat Ratna,  India's highest civilian honour, in the year 1954.
• The projects and impeccable work of Dr. Sarvepalli Radhakrishnan have helped to bridge the gap between  Eastern and Western thought, making Indian philosophy more accessible to the world.
• The interpretations of Dr. Sarvepalli Radhakrishnan on Hinduism have helped change Western perceptions of Indian spirituality. 
• Radhakrishnan is best known for his interpretation of Indian philosophy, particularly Advaita Vedanta.
• He believed that education should not only impart knowledge but also instil moral and ethical values. 
• His legacy as a teacher, philosopher, and statesman continues to inspire generations in India and around the world.
• Dr Sarvepalli Radhakrishnan's Speech and Life History for Students
• शिक्षक दिवस पर पढ़ें कविताएँ और दोहे - Teacher’s Day Poem in Hindi

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New Jersey Student Learning Standards

2023 njsls-ela: grade 5, language domain (l), foundational skills: reading language, phonics and word recognition.

L.RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words; use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

L.RF.5.4. Read with sufficient accuracy and fluency to support comprehension.

• Read grade-level text with purpose and understanding.
• Read grade-level text orally with accuracy, appropriate rate, and expression.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Foundational Skills: Writing

Sentence composition (grammar, syntax, and punctuation).

L.WF.5.2. Demonstrate command of the conventions of writing, including those listed under grade four foundational skills.

• Avoid fragments, run-ons and rambling sentences, and comma splices.
• Maintain consistency in verb tense; place phrases and clauses; choose between adjectives and adverbs.
• Ensure agreement between subject and verb and between pronoun and antecedent.
• Distinguish between frequently confused words.
• Use idiomatic language and choose words for effect; use punctuating for meaning and effect.
• Use punctuation to separate items in a series; use commas in a series of phrases or clauses.
• Use a comma to separate an introductory element from the rest of the sentence; use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Emma?).
• Spell grade appropriate words correctly, consulting references as needed.

L.KL.5.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
• Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.VL.5.2. Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

• Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.VI.5.3. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Interpret figurative language, including similes and metaphors, in context.
• Recognize and explain the meaning of common idioms, adages, and proverbs.
• Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Reading Domain (R)

RL.CR.5.1. Quote accurately from a literary text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.

RI.CR.5.1. Quote accurately from an informational text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.

RL.CI.5.2. Determine the theme of a literary text (e.g., stories, plays or poetry) and explain how it is supported by key details; summarize the text.

RI.CI.5.2. Determine the central idea of an informational text and explain how it is supported by key details; summarize the text.

RL.IT.5.3. Analyze the impact of two or more individuals and events throughout the course of a text, comparing and contrasting two or more characters, settings, or events in a story or drama, drawing on specific textual evidence (e.g., how characters interact).

RI.IT.5.3. Analyze the impact of two or more individuals and events throughout the course of a text, explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific evidence in the text.

RL.TS.5.4. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RI.TS.5.4. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RL.PP.5.5. Describe how a narrator’s or speaker’s point of view influences how events are described, and how that may influence the reader’s interpretation.

RI.PP.5.5. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent and how that may influence the reader’s interpretation.

RL.MF.5.6. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RI.MF.5.6. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.AA.5.7. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RL.CT.5.8. Compare and contrast the authors’ approaches across two or more literary texts within the same genre or about the same or similar topics.

RI.CT.5.8. Compare and contrast the authors’ approaches across two or more informational texts within the same genre or about texts on the same or similar topics. opportunity to integrate climate change education.

Writing Domain (W)

W.AW.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. opportunity to integrate climate change education.

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate.
• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
• Provide a conclusion related to the opinion presented.

W.IW.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• Introduce a topic clearly to provide a focus and group related information logically; include text features such as headings, illustrations, and multimedia when useful to aid in comprehension.
• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
• Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially).
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Provide a conclusion related to the information of explanation presented.

W.NW.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
• Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
• Use concrete words and phrases and sensory details to convey experiences and events precisely.
• Provide a conclusion that follows from the narrated experiences or events.

W.WP.5.4. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• Consider audience, purpose, and intent before writing.
• Plan appropriately to use specialized, topic-specific language appropriate for the audience, purpose and subject matter.
• Consider writing as a process, including self-evaluation, revision and editing.
• With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, evaluate whether the writing achieved its goal and make changes in content or form as necessary.
• After initial drafting, expand, combine, and reduce sentences for meaning, audience, and style.

W.WR.5.5. Establish a central idea about a topic, investigation, issue or event and use several sources to support the proposed central idea.

W.SE.5.6. Gather relevant information from multiple valid and reliable print and digital sources; summarize or paraphrase information in notes and finished work, making note of any similarities and differences among ideas presented; and provide a list of sources.

W.RW.5.7. Write routinely over extended time frames (time for research and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Domain (SL)

SL.PE.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.
• Follow agreed-upon rules for discussions and carry out assigned roles.
• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.II.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally).

SL.ES.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.PI.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. opportunity to integrate climate change education.

SL.UM.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.AS.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

2023 NJSLS-ELA K–12 (Word)

2023 NJSLS-ELA

• Kindergarten
• Grades 9–10
• Grades 11–12

Symbols Key

icon of hand holding a plant to denote opportunity to integrate climate change education. : opportunity to integrate climate change education

English Language Arts Learning Standards

• Contact Information

Praxia Apostle Associate Director of Secondary English Language Arts 564-999-3259

Carey Kirkwood Associate Director of Elementary English Language Arts 360-995-3232

Maja Wilson English Language Arts Assessment Specialist 360-725-4979

In 2011, Washington formally adopted the Learning Standards (Common Core State Standards) for English Language Arts (ELA) and Mathematics. The Washington Learning Standards for ELA provide a rich depth of knowledge and skills that young people will need to succeed in technical school, college, careers, and life. The standards are vital to ensuring our students can be successful in their communities and global society.

Washington State ELA Learning Standards

At the core of the Washington Learning Standards for ELA , four shifts in practice were identified:

• Range, Quality, and Complexity of Text
• Regular practice with complex texts and academic vocabulary
• Reading and writing and speaking grounded in evidence from the text both literary and informational
• Building knowledge through content-rich nonfiction

Learning Standards Review Project

The ELA (along with the parallel SLA standards used in Spanish literacy instruction in Spanish-English dual-language programs), Math, and Science learning standards will be reviewed starting in the 2022–23 school year! Learn more about the goals and timeline of this project.

Menu of Best Practices & Strategies

The ELA menu offers best practices for students in grades for K-4 (2022) and K–12 (2020). At the heart of the menu is a focus on accelerating student ELA performance. The practices align with Washington State K–12 Learning Standards for English Language Arts (Common Core State Standards).

Best Practices for Instruction

In their report, The Power Of Culturally Responsive Literacy Instruction , Achieve3000 outlined practical tips to help you navigate challenging issues and ensure you’re addressing the needs of all students while accelerating literacy growth. Achieve3000 brought together these best practices from three respected educators, Dr. Pedro Noguera , Dr. Gholnecsar (Gholdy) Muhammad , and Dwayne Reed .

The Science of Reading

“The Science of Reading is a vast, interdisciplinary body of scientifically-based* research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.” (The Reading League 2021)

The evidence is clear, explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension with a foundation of oral language, ensure students will excel in their literacy development. ( National Reading Panel, 2000 and What Works Clearinghouse, 2016 ). Explicit skill development along with exposure to great literature and read alouds (ELA Standards: Appendix A, page 27), ensures that students will be able to access any type of reading, independently.

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"We can show that sustainable progress in literacy learning will be made when local educators have the freedom to collaborate and choose how best to approach critical instructional decisions." -- Keith Gilyard, NCTE President, February 9, 2012

• NCTE / IRA Standards for the English Language Arts

Standards for the Assessment of Reading and Writing

Ncte/ira standards for the english language arts.

These standards are designed to complement other national, state, and local standards and contribute to ongoing discussions about English language arts.

These standards were originally published in 1994 by NCTE and IRA. They were updated in 2009. The revised document aims to improve the quality of assessment by providing standards to guide decisions about assessing the teaching and learning of literacy in 21st-century classrooms.

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English Language Arts (ELA) & Literacy Standards

In September 2017, the Board of Regents approved the New York State Next Generation Learning Standards for English Language Arts, which will become  effective at the beginning of the 2022-2023 school year for grades PK-8 . The 2010 P-12 Learning Standards for English Language Arts & Literacy will remain effective for grades 9-12. Please refer to the Implementation Timeline for more information regarding the standards alignment schedule.  The following are available resources related to the standards.

New York State Next Generation Learning Standards for English Language Arts (2017)   (current for grades PK-8)

• New York State Next Generation Learning Standards Website
• New York State Next Generation English Language Arts Learning Standards​
• New York State Next Generation Grades 6-12 Learning Standards for Literacy​
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New York State P-12 Learning Standards for English Language Arts & Literacy (2010)  (current for grades 9-12)

• Appendix A: Common Core Standards for ELA/Literacy: Supporting Research and Glossary
• Supplemental Research to Appendix A of Common Core State Standards for ELA/Literacy
• Appendix B: Common Core Standards for ELA/Literacy: Text Exemplars and Sample Performance Tasks
• Appendix C: Common Core Standards for ELA/Literacy: Samples of Student Writing
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Previous Standards

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Common Core State Standards Initiative

English Language Arts Standards » Introduction » How to Read the Standards

Overall document organization.

The Standards comprise three main sections: a comprehensive K-5 section and two content area-specific sections for grades 6-12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document.

Each section is divided into strands. K-5 and 6-12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6-12 history/social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

Standards for each grade within K-8 and for grades 9-10 and 11-12 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.

Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title.

Who is responsible for which portion of the Standards?

A single K-5 section lists standards for reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6-12 are covered in two content area-specific sections, the first for the English language arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s).

Key Features of the Standards

Reading: text complexity and the growth of comprehension.

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Writing: Text types, responding to reading, and research

The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

Speaking and Listening: Flexible communication and collaboration

Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

Language: Conventions, effective use, and vocabulary

The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

Appendices A, B, and C

Appendix A contains supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. Appendix C includes annotated samples demonstrating at least adequate performance in student writing at various grade levels.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

AP English Language and Composition

Ap english language and composition course and exam description.

This is the core document for the course.

New for 2024-25: MCQs Will Have Four Answer Choices

Starting in the 2024-25 school year, AP English Language and Composition multiple-choice questions (MCQs) will have four answer choices instead of five. This change will take effect with the 2025 exam. All resources have been updated to reflect this change.

Course Overview

AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.

Course and Exam Description

This is the core document for this course. Unit guides clearly lay out the course content and skills and recommend sequencing and pacing for them throughout the year.

Course Resources

Ap english language and composition course overview.

This resource provides a succinct description of the course and exam.

AP English Language and Composition Course and Exam Description Walk-Through

Learn more about the CED in this interactive walk-through.

AP English Language and Composition Course at a Glance

Excerpted from the AP English Language and Composition Course and Exam Description, the Course at a Glance document outlines the topics and skills covered in the AP English Language and Composition course, along with suggestions for sequencing.

The Difference Between AP English Language and Composition and AP English Literature and Composition

Learn the similarities and differences between these two courses and exams.

Course Content

The course skills are organized within nine units that scaffold student development of the analysis and composition skills required for college credit. For each unit, the teacher selects a theme or topic and then chooses texts, typically short nonfiction pieces, that enable students to practice and develop the reading and writing skills for that unit. This course framework provides a description of what students should know and be able to do to qualify for college credit or placement. Teachers have the flexibility to organize the course content as they like.

Course Skills

The updated AP English Language and Composition framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like writers.

AP and Higher Education

Higher education professionals play a key role in developing AP courses and exams, setting credit and placement policies, and scoring student work. The AP Higher Education section features information on recruitment and admission, advising and placement, and more.

This chart  shows recommended scores for granting credit, and how much credit should be awarded, for each AP course. Your students can look up credit and placement policies for colleges and universities on the  AP Credit Policy Search .

Meet the AP English Language and Composition Development Committee

The AP Program is unique in its reliance on Development Committees. These committees, made up of an equal number of college faculty and experienced secondary AP teachers from across the country, are essential to the preparation of AP course curricula and exams.

AP English Language and Composition Development Committee

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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!

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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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Reading: literature, reading: informational text, write arguments to support claims with clear reasons and relevant evidence., write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content., write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences., draw evidence from literary or informational texts to support analysis, reflection, and research., speaking & listening, engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly., speaking and listening, demonstrate command of the conventions of standard english grammar and usage when writing or speaking., demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing., use knowledge of language and its conventions when writing, speaking, reading, or listening., determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies., demonstrate understanding of figurative language, word relationships, and nuances in word meanings., add to collection, create new collection, new collection, new collection>, sign up to start collecting.

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