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The Importance of School

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Published: Mar 6, 2024

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What Is the Purpose of School?

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This story is part of a special project called Big Ideas in which EdWeek reporters ask hard questions about K-12 education’s biggest challenges and offer insights based on their extensive coverage and expertise.

Very early on in the COVID-19 pandemic, in March 2020, I wrote a story to mark the shuttering of almost every single public school in the nation . It concluded on a hopeful note about a possible wake-up call regarding the incredible number of invisible ways schools serve 50 million children and their families that often go unappreciated.

“There is the specter of a rejuvenation in Americans’ attitudes toward schools, or at least a recognition that the role they play as a provider of social services is indispensable, and possibly even that those functions ought to be reinforced so that schools aren’t left alone to face future crises,” I concluded.

It hasn’t exactly worked out that way.

Instead, there are rumblings that schools could be standing on less solid civic footing than they were before the pandemic—at least when measured by the most tangible factor available: enrollment. It has notably declined, even as home schooling has increased and school choice advocates work to expand tax-credit scholarships and other programs , partly in response to schools’ perceived failings.

What in fact reemerged in public discourse is a long-standing debate that’s often papered over in K-12 education: Americans, including our educators, are divided on what they believe schools’ core role should be.

Is it to convey knowledge and information and prepare students for their futures? Is it to provide guaranteed child care so that the economy can hum along? Is it to provide indispensable welfare services?

How to balance these functions appropriately is a question that will probably never be definitively answered to the approval of all. But it is a key one for districts to revisit as they decide what to do with a mammoth, but time-limited infusion of federal funding.

After all, how districts choose to spend that money serves a symbolic role as well as reflects how they’ve weighed the question of their core role. It conveys what they value, how they plan to reach it—and, importantly, what they feel they can manage.

In part, this tension is reemerging because families depended on schools during the pandemic in large numbers and in big ways. Arguably, they were perhaps the only real infrastructure we had to reach 50 million students and their families. But what we also learned, if we hadn’t already, is that that infrastructure is stretched, creaky, and, yes, not particularly efficient.

Consider, for example, schools’ remarkable shift to remote learning programs in the space of just a few months. Most schools offer one-to-one programs, devices, or internet access—despite the United States’ pointed failure to invest in broadband as a public utility .

And many will be shouldering the responsibility for seamless online learning in perpetuity, especially because of the concerns wrought by the Delta variant.

Schools also rapidly expanded the other social services they offered. Thousands of them used school lunch flexibility to expand the distribution of school meals. Others set up home-visiting programs and knocked on doors to find missing students, and still others are trying to coordinate housing in response to an epidemic of homelessness .

A recent EdWeek Research Center survey showed just how far-reaching some of these services are. It found that 63 percent of administrators reported that their district provided or subsidized internet services; 38 percent work in districts or schools that offered food pantries above and beyond their regular school meal programs; 37 percent said the district or school offered health services; and a third provided laundry facilities.

The pandemic showed the cracks in this network as needs grew more acute and as urgency ran up against schools’ built-in bureaucracies and resources.

Is it fair to ask schools to serve all these roles? More to the point, is it good policy? Is it wise?

Even our nation’s debate over so-called critical race theory (now a thoroughly misappropriated term) points to what the public assumes about schools’ abilities: Believing that schools are capable of widespread indoctrination implicitly means believing that they possess an extraordinary power to teach these things coherently, even though the evidence suggests that core reading, math, and science instruction, even within the same school, lacked cohesion from grade to grade before the pandemic.

So, here I ask: Is it fair to ask schools to serve all these roles? More to the point, is it good policy ? Is it wise ?

School systems are by the very way they’re set up—via local boards with built-in turnover—slow to adapt to new roles. If society expects schools to take them on, we need to consider how to do it well.

The expanding role of schools into the largest social-welfare providers in the country is not a new phenomenon, according to education historians like Campbell Scribner, who teaches at the University of Maryland.

They point out that the transformation of U.S. schools from centers of teaching and learning into places that serve social-welfare functions accelerated between 1900 and 1930, even as other national policies like universal health care did not gain traction.

This is partly the result of the intellectual foundations of U.S. welfare policy, which were—and continue to be—structured by centuries-old ideas of dividing the “deserving” and the “undeserving” poor. Children fall into the first category—so much so that many programs, from the first cash-aid welfare program in 1935 through the recently expanded Child Tax Credit, are directly aimed at them.

Most of these school-based additions, like health centers, nurses, and social workers, have ultimately proved to be broadly popular with the public, even though they were all controversial at the time.

Less commonly understood, though, is that schools didn’t shed the responsibilities they already had during this expansion. And as politicians have scaled back supports for other social programs, the resulting challenges—drug epidemics, vaping, gun violence, severe weather events, a pandemic—have been foisted by default on schools.

The massive decline in referrals to child-welfare agencies during the pandemic testifies to the extent to which schools play an important role in protecting children via the multiple lines of view they have on them. But this surveillance cuts both ways, too, as the debate about school policing and racism in schools underscores .

If anything, the pandemic added yet another duty to the school district’s roster, that of epidemiologist. At least initially, state officials passed the buck on issues like masking and social distancing , forcing 14,000 districts with little health experience to make consequential health choices—and to endure furious backlash.

What is the best way to integrate academics and social services?

If you have gotten this far, you probably agree with me that it’s imperative, 18 months after COVID-19 changed the world, to consider anew the fundamental question of what schools are for.

We might, as a starting point, agree that academic learning should be their key function. And we might also agree that students will face difficulty learning if they are not fed, clothed, and nurtured. But we have to think about how schools can do all that they do sustainably and effectively, particularly as they cope with more mandates and expectations from legislators.

For a while, there was a trend both in the federal government and in cities toward interagency collaboration to coordinate an expanding roster of services. These do not, to put it frankly, have a great track record because of the siloed nature of agencies.

In one continually infuriating example, the U.S. departments of Education and Housing and Urban Development still do not agree on a common definition for homelessness, which means cities cannot serve the same populations via the two different funding streams.

Perhaps the most promising model is actually a bottom-up one.

The community schools movement aims to build academic and social-service partnerships on school campuses. And a recent review of 19 studies examining the approach found that on balance, the approach seems to produce academic benefits.

But the research also found that there’s no “concrete recipe” for how to structure these partnerships in ways that consistently produce results, no clear road map on how to deploy funding or personnel. (It’s a truism in education to say that we know the “what” but often lack the “how.” In this case, it applies perfectly.)

I was feeling quite blue about all this as I was researching, but I’m reminded that public schools are also resilient. The culture-war discussions and disagreements about how to reopen safely may be loud right now, but parents generally do value schools’ expansive roles and give their own schools good marks even during the pandemic.

The split among Black and white parents on their trust in schools, however, is a warning sign that this trust is not automatic. It must be carefully nurtured.

The funding is a turning point that we can either build on or one we can waste.

We have an opportunity to do that through the extraordinary $123 billion federal recovery package for schools. The funding is a turning point that we can either build on or one we can waste.

It’s a symbolically important investment, because it signals that there’s still a commitment to public schools. But it’s not really a solution to the definitional problem I’ve been discussing here, so much as it is a stopgap. It could create new dependencies—or expectations—if districts aren’t careful.

At bottom, districts will need to invest in efforts that they can sustain—or use the funding, in part, to launch partnerships with local social-service agencies to make their new investments stretch. They’ll need to devise some kind of organizing structure that doesn’t run up against the silos and dysfunction I’ve outlined above. And they’ll need to begin with an honest assessment of what their schools can do now and what they’ll need help doing in the future.

I know what your question is, and, no, I don’t know what this structure should look like or how it should be governed or staffed.

I do know, though, that it’s imperative to start thinking about one. Because the pandemic won’t be the last major crisis to strain schools—and I, for one, want them to be strong enough to outlast the next one.

A version of this article appeared in the September 15, 2021 edition of Education Week as What Is The Purpose of School?

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Importance Of School Essay | Essay on Importance Of School for Students and Children in English

February 7, 2024 by Prasanna

Importance Of School Essay: Education is one of the most important tools in our modern society. This is because education enables an individual to transform from an unskilled individual to a highly productive individual that can contribute to society. From the perspective of students, education can either be enjoyable or tedious. Regardless, it is important for their future, as well as the future of society. Moreover, education ensures that an individual is capable of earning a livelihood. This is done by imparting basic and essential skills which can be useful from a professional perspective.

Students can also find more  English Speech Writing  about Welcome Speeches, Farewell Speeches, etc

Essays are part of the academic curriculum and enable students to express their views on a plethora of topics. Some of these may be abstract while others may reflect real-world issues. In this article, we shall help you draft an essay about the importance of school, its guidelines, samples and more. We shall also reflect on current issues that plague the education system in India.

Importance Of School Essay Guidelines

Following are important guidelines to be followed when drafting an essay. Doing so will ensure that you can secure more marks and also deliver a good essay.

• Always do adequate research. This enables you to write in-depth content and also articulate effectively
• Prepare an outline of your essay. Doing so will enable you to provide form and structure to your essay
• Divide your essay into sections. This ensures that your essay is organised and easy to navigate for the reader
• Provide examples if necessary. State facts and numbers to support your opinion
• Avoid using jargon, slang and informal words. Doing so can make your essay seem unprofessional
• Avoid redundancy – this can include repeating the same points or ideas more than once in your essay
• Providing specifics – such as names, details and years, can provide context and ensure your essay becomes more meaningful.
• Lastly, if time permits, proofread your essay for grammar and spelling. Such errors can make even a well-written essay lose credentials/marks.

Sample Essay on Importance of School 500 + Words in English

Following is a sample essay about the topic – Importance of school. It has been drafted as per the above-mentioned guidelines. Feel free to use this essay and edit it according to your needs and preferences.

Spending 8-10 hours a day at a school learning new things might seem mentally exhausting. But for students, education is one of the most important things they need to focus on. However, we need to first understand the meaning of education:

Education is defined as the process of acquiring knowledge, values, skills, morals and beliefs. It happens through methods like teaching, training, storytelling, discussion and more. Usually, these methods are facilitated by teachers, trainers or educators. However, learners can also educate themselves. Furthermore, imparting education can happen formally or informally. Formal methods of education are commonly divided into stages such as kindergarten, primary, secondary, pre-university, university or apprenticeship. Informal education happens outside a formal setting – and these include libraries, museums and also homeschooling. Now that we have understood the meaning and methods of education, we shall explore their impact on society.

For eons, education has been seen as an instrumental tool that is capable of instilling social change and catalyse economic advancements, especially in developing countries. Even to this day, education helps people to carve out a life of their own – ending poverty and promoting economic growth. Hence, it is imperative that students learn the importance of education and embrace the same. Some students may not like formal education systems such as schools and colleges. This is due to the fact that this type of teaching may not be effective for all. Regardless, education is still an important tool to have when it comes to sustainability. India is currently a developing country, with millions of students graduating college every year. Compared to the last few decades, the number of students attending schools has exponentially increased. This has resulted in India’s economy booming ever since.

At the individual level, education helps a child to understand the world around them. It imparts knowledge and skills which might one day prove very useful. Moreover, education also imparts important values and moral beliefs. As an individual, this is paramount for personal growth and development. Another important aspect about education is that it enables children to socialize – such as students meeting other students and teachers. Basic education (primary and secondary) are essential if one wishes to pursue higher education. Hence, education could be seen as a kind of “ladder to success”. Lastly, education helps people to find employment, or become self-employed. Granted, one may not need a college-degree to start a business, but having basic education is a stepping stone to running a successful business. Many founders of billion-dollar companies are college dropouts. But this did not mean they are not educated. In fact, they may educate themselves, read books, and constantly keep learning new things, even if they only studied till high school. The point to take away from this is: even if education stops, learning must never stop.

In conclusion, school is one of the most important events you can come across in your life. It can help you build a career path, and also ensure that you are never without an option. Furthermore, there are various outlets that one can explore, be it math, science or even humanities. Lastly, schools help to develop and grow – it provides character and imparts morals beliefs.

FAQ”s on Importance Of School Essay

Question 1. Why is school important?

Answer: Schools impart basic education, which can act as a foundation for students – influencing their future career paths and more importantly, employment opportunities.

Question 2. What is the most important purpose of school?

Answer: Besides providing education, schools also impart important values and moral beliefs, and these will help mould children into responsible adults.

Question 3. Should you stop going to school?

Answer: If you stop going to school, or prevent something from going to school, you are essentially taking away an important aspect of your life. This can have consequences as you age, affecting your chances of employment as well as making a livelihood.

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2 What is the Purpose of School?

Jennifer Beasley and Myra Haulmark

What is the Purpose of School?

What is the purpose of school?  Neil Postman said that “without a purpose, schools are houses of detention, not attention” (1995, p. 7).  Most countries have systems of formal education and many of these are compulsory.  Although the names of schools differ, most include a primary school for young children and a secondary school for teenagers (Roser & Oritz-Ospina, 2019).

Objectives and Key Terms

In this chapter, readers will…

• Understand the basic purposes of school
• Describe several different understandings of the concept of “school”
• Define the nature of school for each level: elementary, middle, and high schools

Key terms in the chapter are…

• Formal Education
• Informal Education

Defining School

Before landing upon a definition for school, it is important to delineate the differences between education and schooling.

Education is a process of learning and growing as one gains understanding about the surrounding world.  This is a lifelong process. It is, as John Dewey (1916) put it, a social process – ‘a process of living and not a preparation for future living.’

Schooling can often look like an institution with a very specific motive – drill learning into people according to some plan often drawn up by others. Paulo Friere (1973) famously called this banking – making deposits of knowledge.  This type of “schooling” treats learners like objects.

Interested in learning more about this? https://www.gse.harvard.edu/news/ed/15/01/whats-worth-learning-school

What do you think?

Schooling vs. Education Sort

Sort the following phrases into the category where it best fits:

Choices:  Rigid, Structured; Facts, information to be absorbed; Life experiences; Personal, individual interests; Stops and starts, finite; May is not all that is learned; Always going on; Can exist without schooling; Can exist without education

School Culture

What makes a good school culture?  Shafer (2018) noted that it is all about connections. She describes five interwoven elements that support school structure, 1) Fundamental beliefs, 2) Shared values, 3) Norms (how people believe they should act), 4) Patterns and behaviors, and 5) Tangible evidence. To read more about those elements, you can find the article here: https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture

Purposes of School

Is school for knowledge.

If asked, most people would say that the purpose of school is to provide knowledge, but the question becomes what knowledge and who should decide. Is learning for the sake of learning what school is about? Learning expands the mind and school is a way for students to be exposed to different ideas and concepts. Knowledge obtained through school can provide students with a sense of personal fulfillment (Education).

  “It seems to me, that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life.” –Martin Luther King Jr (1947)  

It is argued that anything learned in school could be learned on your own (Gatto, 2005). In the modern-day of the Internet and with vast libraries of knowledge available to us, this is very true. There then becomes a problem of motivation. What would make someone want to learn math or science? Does a child just decide someday that they want to learn all about Chemistry? (Postman, 1995) It is not an issue of what information is necessary, but an issue of exposing students to different ideas that they can choose to grow and build on. It is teaching them how to learn. Education should expose students to information and teach them how to think, not tell them what to think. Martin Luther King Jr said, “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction” (1947).

Is School for Getting a Job?

Not everyone has the opportunities or wants to go to college. Therefore, the purpose of school must be to give students the skills to get a job. This means that education is a way for anyone to support him or herself and economically contribute to society (Education).  Some of these skills are taught in many of the basic classes: reading, writing, and arithmetic. There is also vocational education, which is extremely important to the lives of students who do not enjoy academia. Just because a student does not like school does not mean that the school should ignore them. It is the school’s responsibility to educate all students and prepare them for their future.

Is School for Socialization?

It is argued that any of the above items can be learned on your own (Gatto, 2005). As stated earlier, the issue of motivation and outside circumstances does provide a problem with this theory, but what can replace the socialization that a student receives in school?

Einstein said that the school’s responsibility is to educate the individual as a free individual but to also educate them to be part of society (Haselhurst, 2007). Students are around hundreds of people their own age and this teaches them how to act in society and how to communicate. This is helpful no matter what they do with their future and nothing can replace those skills. Being in a school with that many people also exposes the student to people who are different from him or herself and this is extremely helpful in anyone’s development as a human being and a better member of society (Postman, 1995). Professor Nel Noddings said that the school’s aim is “to produce competent, caring, loving, and lovable people” (Kohn, 2004, p.2).

Types of Schools

In most states, the school year is 180 days. School days often last a total of six and a half hours.  This means that a child may spend more than 1,000 hours in school each year.  In elementary school, how are these hours typically spent?  In these sections, we will discuss the teacher’s role, what students experience in elementary, middle school, and high school.

An elementary school is the main point of delivery of primary education for children between 5-11.  In elementary school, children are exposed to a broad range of topics and often remain together in one classroom. School districts and the state determine the curriculum, but generally, a student learns basic arithmetic, English proficiency, social studies, science, physical development, and fine arts.

The Role of the Teacher

An elementary school teacher is trained with an emphasis on human cognitive and psychological development as well as the principles of curriculum development and instruction.  Teachers earn either a Bachelors or Master’s degree in Early Childhood or Elementary Education.

The public elementary teacher typically instructs between twenty and thirty students of diverse learning needs.  These teachers use a variety of ways to teach, with a focus on student engagement (getting a student’s attention).

What Students Experience

Originally, an elementary school was synonymous with primary education.  Many students prior to World War I did not attend school past Grade 8.  Over the past few decades, schools in the USA have seen numbers of high school graduates rise and with it, changes in what students experience in school.

An elementary school typically contained one-teacher, one-class models, but this has been changing over time.  Multi-age programs, where children in different grades share the same classroom and teachers. Another alternative is that children might have a main class and go to another teacher’s room for one subject.  This could be called a rotation and it is similar to the concept of teams found in junior high school.

Middle School

Watch the following video from the perspective of a middle schooler.  What would you point out as part of her environment at school? Is there any evidence of her relationship with what she is learning or her relationship with educators at her school?

High School

While there is no set standard for an American high school, some generalizations can be made about the majority.  Schools are managed by local, elected school districts.  Students ages 14-18 participate in four years of school.  School years are normally around nine months and are broken up into quarters or semesters.  The High School curriculum is defined in terms of Carnegie Units, which approximate 120 class contact hours within a year.  No two schools will be the same, and no two students will have the same classes.  There are some general core subjects, but electives will vary by school.

Fill out the following to highlight was is important in each level: https://docs.google.com/document/d/1gAAwwsThkvlVNHrYcII_2m5PByo8ggC4JQe6QJy4dYw/edit?usp=sharing

Watch the following video with this question in mind:  According to this author, what do effective schools do differently? Does this align more closely with the notion of “schooling” or “education”?

The following resources are provided when “digging deeper” into the chapter:

Roser, Max; Ortiz-Ospina, Esteban (2019). “Primary and Secondary Education” . Our World in Data . Retrieved 24 October 2019.

Freire, P. (1972). Pedagogy of the Oppressed . Harmondsworth: Penguin.

Shafer, L. (2018) https://www.gse.harvard.edu/news/uk/18/07/what-makes-good-school-culture

Postman, Neil. (1995). The End of Education . New York: Vintage Books.

Education. (n.d.). Retrieved September 16, 2007 from http://en.wikipedia.org/wiki/Education

Gatto, John Taylor. (2005) Dumbing us Down: The Hidden Curriculum of Compulsory Schooling . (Rev. ed.). Canada: New Society Publishers.

Haselhurst, Geoff. (2007) Philosophy of Education . Retrieved September 19, 2007 from http://www.spaceandmotion.com/Philosophy-Education.htm

Hirsch, E.D. Jr. (2006). The Knowledge Deficit . Boston: Houghton Mifflin Company.

King, Martin Luther Jr. (1947). The Purpose of Education . Retrieved September 19, 2007 from http://www.drmartinlutherkingjr.com/thepurposeofeducation.htm

Kohn, Alfie. (2004). What Does it Mean to Be Well Educated? Boston: Beacon Press.

Modified from:

https://en.wikibooks.org/wiki/Social_and_Cultural_Foundations_of_American_Education/Philosophy_and_Ethics/Purpose

Introduction to Education Copyright © 2021 by Jennifer Beasley and Myra Haulmark is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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What is the purpose of school?

Philosophical

Philosophical Perspectives

Before formalized research, state constitutions, or legislative requirements, philosophers had already given a great deal of thought to the different purposes of education and schooling.

Philosophers as diverse as Aristotle , Plato , John Locke , Rousseau , Mo Tzu , and Confucius wrote extensively on the purpose and role of education and schooling in their respective societies (Noddings, 1995; Reed & Johnson, 1996). These early thinkers shared many common ideas about what it is that schools should exist to do, but each of them also had their own unique perspectives on the role of schooling within a given culture and civilization.

In more modern times, American educational philosophers such as John Dewey , George Counts , and Mortimer Adler have each proposed systematic and detailed arguments regarding the purpose of schooling in American society. In 1938, Dewey argued that the primary purpose of education and schooling is not so much to prepare students to live a useful life, but to teach them how to live pragmatically and immediately in their current environment. By contrast, Counts, a leading progressive educator in the 1930s, critiqued Dewey’s philosophy stating, “the weakness of progressive education thus lies in the fact that it has elaborated no theory of social welfare, unless it be that of anarchy or extreme individualism” (1978, p. 5). To Counts, the purpose of school was less about preparing individuals to live independently and more about preparing individuals to live as members of a society. In other words, Counts felt the role of schooling was to equip individuals with the skills necessary to participate in the social life of their community and to change the nature of the social order as needed or desired.

In the 1980s, the noted educator and philosopher Mortimore Adler put forth the Paideia Proposal (Adler, 1982) which integrated the ideas of Dewey and Counts, as well as his own. Specifically, Adler suggested that there are three objectives of children’s schooling:

• the development of citizenship,
• personal growth or self-improvement, and
• occupational preparation.

Historian of education David Tyack has argued that from an historical perspective, the purpose of schooling has been tied to social and economic needs (Tyack, 1988). More recently, some sociologists have argued that schools exist primarily to serve a practical credentialing function in society (Labaree, 1997). Expanding on the pragmatic purpose of school, deMarrais and LeCompte (1995) outlined four major purposes of schooling that include:

• intellectual purposes such as the development of mathematical and reading skills;
• political purposes such as the assimilation of immigrants;
• economic purposes such as job preparation; and
• social purposes such as the development of social and moral responsibility.

Adler, M. J. (1982). The Paidea proposal: An educational manifesto . New York: Collier Macmillan.

Counts, G. S. (1978). Dare the schools build a new social order? Carbondale, IL: Southern Illinois University Press.

deMarrais, K. B., & LeCompte, M. D. (1995). The way schools work: A sociological analysis of education (2nd ed.) . White Plains, NY: Longman Publishers.

Dewey, J. (1938). Experience and education . New York: Simon and Schuster.

Labaree, D. F. (1997). How to succeed in school without really learning . New Haven, CT: Yale University Press.

Noddings, N. (1995). Philosophy of education . Boulder, CO: Westview Press.

Reed, R. F., & Johnson, T. W. (Eds.). (1996). Philosophical documents in education . White Plains, NY: Longman Publishers, Inc.

Tyack, D. B. (1988). Ways of seeing: An essay on the history of compulsory schooling. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 24-59) . Washington, DC: American Educational Research Association.

Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

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Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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In the quest to transform education, putting purpose at the center is key

Subscribe to the center for universal education bulletin, emily markovich morris and emily markovich morris fellow - global economy and development , center for universal education ghulam omar qargha ghulam omar qargha fellow - global economy and development , center for universal education.

February 16, 2023

This commentary is the first of a three-part series on (1) why it is important to define the purpose of education, (2) how historical forces have interacted to shape the purposes of today’s modern schooling systems , and (3) the role of power in reshaping how the purpose of school is taken up by global education actors in policy and practice .

Education systems transformation is creating buzz among educators, policymakers, researchers, and families. For the first time, the U.N. secretary general convened the Transforming Education Summit around the subject in 2022. In tandem, UNESCO, UNESCO Institute for Statistics, UNICEF, the World Bank, and the Organization of Economic Cooperation and Development (OECD) co-authored “ From Learning Recovery to Education Transformation ” to lay a roadmap for how to move from COVID-19 school closures to systems change. Donor institutions like the Global Partnership for Education’s most recent strategy centers on systems transformation, and groups like the Global Campaign for Education are advocating for broader public engagement on transformative education. 

Unless we anchor ourselves and define where we are coming from and where we want to go as societies and institutions, discussions on systems transformation will continue to be circuitous and contentious.  

What is missing from the larger discussion on systems transformation is an intentional and candid dialogue on how societies and institutions are defining the purpose of education. When the topic is discussed, it often misses the mark or proposes an intervention that takes for granted that there is a shared purpose among policymakers, educators, families, students, and other actors. For example, the current global focus on foundational learning is not a purpose unto itself but rather a mechanism for serving a greater purpose — whether for economic development, national identity formation, and/or supporting improved well-being.   

The Role of Purpose in Systems Transformation   

The purpose of education has sparked many conversations over the centuries. In 1930, Eleanor Roosevelt wrote in her essay in Pictorial Review , “What is the purpose of education? This question agitates scholars, teachers, statesmen, every group, in fact, of thoughtful men and women.”  She argues that education is critical for building “good citizenship.” As Martin Luther King, Jr. urged in his 1947 essay, “ The Purpose of Education ,” education transmits “not only the accumulated knowledge of the race but also the accumulated experience of social living.” King urged us to see the purpose of education as a social and political struggle as much as a philosophical one.   

In contemporary conversations, the purpose of education is often classified in terms of the individual and social benefits—such personal, cultural, economic, and social purposes or individual/social possibility and individual/social efficiency . However, when countries and communities define the purpose, it needs to be an intentional part of the transformation process. As laid out in the Center for Universal Education’s (CUE’s) policy brief “ Transforming Education Systems: Why, What, and How ,” defining and deconstructing assumptions is critical to building a “broadly shared vision and purpose” of education.   

Education and the Sustainable Development Goals  

Underlying all the different purposes of education lies the foundational framing of education as a human right in the Sustainable Development Goals. People of all races, ethnicities, gender identities, abilities, languages, religions, socio-economic status, and national or social origins have the right to an education as affirmed in Article 26 of the 1948 Universal Declaration of Human Rights . This legal framework has fueled the education for all movement and civil rights movements around the world, alongside the Convention of the Rights of the Child of 1989 , which further protects children’s rights to a quality, safe, and equitable education. Defending people’s right to education regardless of how they will use their education helps keep us from losing sight of why we are having these conversations.   

Themes in education from the Sustainable Development Goals cross multiple purposes. For example, lifelong learning and environmental education are two key areas that extend across purposes. Lifelong learning emphasizes that education extends across age groups, education levels, modalities, and geographies. In some contexts, lifelong learning can be professional growth for economic development, but it can also be practice for spiritual growth. Similarly, environmental education may be taught as sustainable development or the balance among economic, social, and environmental protections through well-being and flourishing — or taught through a perspective of culturally sustaining practices influenced by Indigenous philosophies in education.   

Five Key Purposes of Education  

The purposes of education overlap and intersect, but pulling them apart helps us interrogate the dominant ways of framing education in the larger ecosystem and to draw attention to those that receive less attention. Categories also help us move from very philosophical and academic conversations into practical discussions that educators, learners, and families can join. Although these five categories do not do justice to the complexity of the conversation, they are a start.   

• Education for economic development is the idea that learners pursue an education to eventually obtain work or to improve the quality, safety, or earnings of their current work. This purpose is the most dominant framing used by education systems around the world and part of the agenda to modernize and develop societies according to different stages of economic growth . This economic purpose is rooted in the human capital theory, which poses that the more schooling a person completes, the higher their income, wages, or productivity ( Aslam & Rawal, 2015; Berman, 2022 ). Higher individual earnings lead to greater household income and eventually higher national economic growth. In addition to the World Bank , global institutions like the United States Agency for International Development and the Organization of Economic Cooperation and Development often position education primarily in relation to economic development. The promise of education as a key to social mobility and helping individuals and communities improve their economic circumstances also falls under this purpose ( World Economic Forum ).   
• Education for building national identities and civic engagement positions education as an important conduit for promoting national, community, or other identities. With the emergence of modern states, education became a key tool for building national identity — and in some contexts , also democratic citizenship as demonstrated in Eleanor Roosevelt’s essay; this motivation continues to be a primary purpose in many localities ( Verger, Lubienski, & Steiner-Khamsi, 2016 ). Today this purpose is heavily influenced by human right s education — or the teaching and learning of — as well as peace education, to “sustain a just and equitable peace and world” ( Bajaj & Hantzopoulus, 2016, p. 1 ). This purpose is foundational to civics and citizenship education and international exchange programming focused on building global citizenship to name a few.  
• Education as liberation and critical conscientization looks at the centrality of education in confronting and redressing different forms of structural oppression. Martin Luther King wrote about the purpose of education “to teach one to think intensively and to think critically.” Educator and philosopher Paolo Freire wrote extensively about the importance of education in developing a critical consciousness and awareness of the roots of oppression, and in identifying opportunities to challenge and transform this oppression through action. Critical race, gender , disabilities, and other theories in education further examine the ways education reproduces multiple and intersectional subordinations , but also how teaching and learning has the power to redress oppression through cultural and social transformation. As liberatory and critical educator, bell hooks wrote, “To educate as a practice of freedom is a way of teaching that anyone can learn” ( hooks, 1994, p. 13 ). Efforts to teach social justice and equity—from racial literacy to gender equity—often draw on this purpose.   
• Education for well-being and flourishing emphasizes how learning is fundamental to building thriving people and communities. Although economic well-being is a component of this purpose, it is not the only purpose—rather social, emotional, physical and mental, spiritual and other forms of well-being are also privileged. Amartya Sen’s  and Martha Nussbaum’s work on well-being and capabilities have greatly informed this purpose. They argue that individuals and communities must define education in ways that they have reason to value beyond just an economic end. The Flourish Project has been developing and advocating an ecological model for helping understand and map these different types of well-being. Vital to this purpose are also social and emotional learning efforts that support children and youth in acquiring knowledge, attitudes, and skills critical to positive mental and emotional health, relationships with others, among other areas ( CASEL, 2018 ; EASEL Lab, 2023 ).  
• Education as culturally and spiritually sustaining is one of the purposes that receives insufficient attention in global education conversations. This purpose is critical to the past, present, and future field of education and emphasizes building relationships to oneself and one’s land and environment, culture, community, and faith. Centered in Indigenous philosophies in education , this purpose encompasses sustaining cultural knowledges often disregarded and displaced by modern schooling efforts. Borrowing from Django Paris’s concept of “culturally sustaining pedagogy , ” the purpose of teaching and learning goes beyond “building bridges” among the home, community, and school and instead brings together the learning practices that happen in these different domains.  Similarly neglected in the discourse is the purpose of education for spiritual and religious development, which can be intertwined with Indigenous pedagogies , as well as education for liberation, and education for well-being and flourishing. Examples include the Hibbert Lectures of 1965 , which argue that Christian values should guide the purposes of education, and scholars of Islamic education who delve into the purposes of education in the Muslim world. Indigenous pedagogies, as well as spiritual and religious teaching , predate modern school movements, yet this undercurrent of moral, religious, character, and spiritual purposes of education is still alive in much of the world.  

Beyond the Buzz   

The way we define the purpose of education is heavily influenced by our experiences, as well as those of our families, communities, and societies. The underlying philosophies of education that are presented both influence our education systems and are influenced by our education systems. Unless we anchor ourselves and define where we are coming from and where we want to go as societies and institutions, discussions on systems transformation will continue to be circuitous and contentious. We will continue to focus on upgrading and changing standards, competencies, content, and practices without looking at why education matters. We will continue to fight over the place of climate change education, critical race theory, socio-emotional learning, and religious learning in our schools without understanding the ways each of these fits into the larger education ecosystem.   

The intent of this blog is not to box education into finite purposes, but to remind us in the quest for systems transformation that there are multiple ways to see the purpose of education. Taking time to dig into the philosophies, histories, and complexities behind these purposes will help us ensure that we are headed toward transformation and not just adding to the buzz.   

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What Is the Purpose of Education? Essay

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Introduction

Understanding the notion of education, the purpose of education, reasons to have education, features of an educated person, works cited.

Education has always been regarded as a significant part of the life of every individual. People had developed a particular understanding of education since the first civilizations appeared. Nowadays, primary education is mandatory for children in most of the countries. This necessity is predetermined by the fact that the individual should have the education to become a full value member of society. Also, education is vital for both personal and professional growth. The importance of education cannot be overestimated because it improves one’s potential and knowledge, promotes the development of society, and enhances the understanding of the surrounding world.

As it has been already mentioned, education became an important part of life since the beginning of humanity. Every epoch and civilization, starting from the Antiquity, shared the particular understanding of the notion of education and relationship between teachers and students. For example, the Ancient Greek understanding of the relationships between educators and learners may be described as follows: “The instructor is not noticeably older than the boys, but they appear to give him the respect and deference that would be due an honored teacher” (Austin 7). Such view of the learning process demonstrates the belief that the relationships between teachers and students should be based on the mutual respect. However, other ancient civilizations shared different views.

Hsun Tsu, a disciple of Confucius, saw education as a strict process of alternation. “He compared the process of educating a child to the process of straightening a piece of wood against a board or sharpening a piece of metal with a stone” (Austin 8). Such an approach is more teacher-centered in comparison to the other. Understanding of the notion of education is connected with its definition as well.

In Wikipedia, education is defined as “the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits” (“Education” par. 1). Such understanding of education usually presupposes that the individual studies at school or any other educational establishment to receive particular knowledge. Austin writes about Okakok’s argument that the word “education” should not be used interchangeably with the word “schooling” (79). The author writes that people are tended to speak about an educated person when they mean somebody who has received an official education. “Since all of our traditional knowledge and expertise is of this latter type, the concept of an ‘educated person’ has worked against us as a people, creating conflicting attitudes, and weakening older and proven instructional methods and objects of knowledge” (Austin 79). However, the controversial nature of education is described not only in the meaning of the word.

An interesting view on the nature of education was expressed by Paulo Freire in 1970. According to Freire, education reflects the political situation in the country. In authoritative countries, teachers have the absolute authority over learners who have to follow their orders. Freire considers that the interaction between the teacher and learner has a narrative character. Thus, the teacher is a person who narrates while the student listens. “Education is suffering from narration sickness” (Austin 63). Freire believes that the teacher should let students express their opinions and participate in the process. Ideas of Freire vividly describe one of the purposes of education.

It is difficult to understand and appreciate the significance of education without knowing its purposes. Many students are reluctant to study because they see no point in studying formulas and learning poems by heart. The problem is that not only students but many people are confused when they try to define the purpose of education. Philip Guo writes that many individuals use clichés (e.g. education teaches us how to learn) to explain the purpose of education. “The main purpose of education is to strengthen your mind” (Guo par. 1). Guo considers that permanent learning makes one’s mind strong. Thus, education lets people be prepared to challenging situations in life. Guo provides analog from sport to demonstrate his point of view. He writes that a good player has to work on his or her body all the time. The same is with mental conditioning. Mary Wollstonecraft, one of the first advocates of the rights of women, realizes that all people need to develop the strength of mind. Wollstonecraft writes that people always react to something new or unusual “because they want the activity of mind, because they have not cherished the virtues of the heart” (Austin 37). By asserting the rights of women, Wollstonecraft recognizes the importance of education to become an active member of society.

Education comprises a significant part of the social life. The purpose of education was explained by Nick Gibb, the Minister of Education in the United Kingdom in 2015. Gibb dwelled on that education formed a cornerstone of the economy and social life (Gibb par. 10). This statement describes the second significant purpose of education. Proper education is necessary for being able to live in society. When people study at schools, universities, or other institutions, they happen to be involved in various social situations. Also, educators provide students with knowledge concerning the proper behavior in society often. Seneca wrote, “they [liberal arts] are raw materials out of which a virtuous life can be built — such as they are indispensable to the functioning of a free society” (Austin 16). Thus, education is what makes people prepared to the life with others. It makes everybody familiar with the concepts of justice, equity, and freedom. Such identification of the purpose of education is rather limited at the same time if take into account that education is a much broader concept.

Kim Jones writes that when it comes to finding the solution to the particular problem, education becomes inevitable aspect of the proper decision. Education is crucial for addressing poverty issues or environmental problems. For example, Douglas contemplates that education is directly connected with freedom. The author takes slavery as an example. He writes, “Education goes hand in hand with freedom, and the only way to keep people enslaved is to prevent them from learning and acquiring knowledge” (Austin 46). Jones considers that there is no universal purpose of education because it is a too diverse phenomenon (par. 8). The aim of education is connected with the reasons to have it.

The importance of education cannot be overestimated. It is necessary to evaluate the reasons to have education in various spheres of life. First, education is vital for individual development. When the individual receives knowledge, it alters his or her vision of the world. Also, education promotes the development of critical skills. Thus, educated people know how to analyze different situations (“Why is Education So Important” par. 3). In addition, education is useful for the improvement of character. Education teaches individuals how to become civilized citizens and behave properly. Hsun Tzu uses the word “gentleman” to describe an educated man. Confucius’ follower believes that a proper education is necessary for staying human and making right choices in life. “Therefore, a gentleman will take care in selecting the community he intends to live in, and will choose men of breeding for his companions. In this way he wards off evil and meanness, and draws close to fairness and right” (Austin 10). Education makes the individual aware of the way the world works. An educated person does not believe in illusions.

The second reason to have the education is connected with the professional development. College graduates are more likely to find an interesting job in comparison to those who neglect education. People with education have the possibility to build careers and improve their financial situation (“Importance of Education in Society” par. 4). One may argue that education brings purely material rewards. Still, the feeling of personal growth from career achievements should not be overlooked as well. As Tzu states, “If you make use of the erudition of others and the explanations of gentlemen, then you will become honored and may make your way anywhere in the world” (Austin 12).

The third reason to have education refers to its significance to societies and nations. Kurniawan dwells on the connection of the lack of education with large scale problems such as poverty (1). The writer provides insights from the macroeconomic theory arguing that government’s investment in education results in a better productivity of the labor force. Consequently, people can perform better activities and receive high wages. Also, education makes the whole society aware of the challenges and ways of their overcoming. Even more, education leads to the achievement of the higher level of awareness. “It epitomizes the special characteristics of consciousness: being conscious of , not only as intent on objects but as turned in upon itself in Jasperian “split” — consciousness as consciousness of consciousness” (Austin 65).

The importance of education may be understood after the evaluation of the features of an educated person. Many people consider that an educated person knows a lot of facts and can remember information easily. Knowing facts does not make somebody an educated person. For example, one may memorize numerous things but fail to use them in practice. An educated person should have imagination and the ability to think and use acquired knowledge. Otherwise, no efficient result will be achieved. Al-Ghazali thinks that “effort to acquire knowledge is the worship of mind” (Austin 25). Thus, an educated person enjoys the process of learning something new and knows rationales for all efforts. An educated individual comprehends that education is not about having a diploma or certificate (Burdick par. 5). It is about learning how to live and become a better person.

McKay provides an interesting description of three features of educated people. The author believes that educated people do not wait for someone to entertain them. They always know what to do. Second, any educated person may entertain his or her friend. As far as such individuals know a variety of information, they face no difficulty in amusing others (McKay par. 8). The last distinctive feature of an educated person is open-mindedness. Such an individual is open to new suggestions and ideas. Educated people are not prejudiced or biased against something. They always enjoy learning something new even from the extremely different perspective because it broadens their scope of knowledge.

The role of education has always been important for people. Philosophers and educators of ancient civilizations realized the significance of knowledge acquisition. Nowadays, education has become an integral part of modern life. Education is often defined as the process of acquisition of new knowledge, skills, and habits. However, some scholars argue that such a definition does not reveal the true nature of education because it is more than having certificates or diplomas. Numerous views exist about the purpose of education, but most of them recognize the fact that education aims to improve lives of people. Reasons to have education also predetermine its significance. Thus, educated people are aware of many things in the surrounding world. They cannot be easily tricked. Also, they know the true value of knowledge. Besides, educated people have better opportunities for the professional development in comparison to those who do not have the education. Finally, education brings benefits to the nations. An educated society is a substantial advantage of every country. It is also important to be aware of what makes educated people better and different. Educated people are not only those who know a lot of facts. An educated individual realizes that being able to use knowledge is as important as having knowledge. All these factors demonstrate the significance of education in the modern society.

Austin, Michael. Reading the World: Ideas That Matter. New York City, New York: W. W. Norton & Company, 2010. Print.

Burdick, Eamon. An Educated Person . 2014. Web.

Education n.d. Web.

Importance of Education in Society n.d. Web.

Gibb, Nick. The purpose of education . 2015. Web.

Guo, Philip. The Main Purpose of Education . 2010. Web.

Jones, Kim. What is the purpose of education . 2012. Web.

Kurniawan, Budi. The Important of Education for Economic Growth . n.d. PDF file. 2016.

McKay, Brett. The 3 Characteristics of an Educated Man . 2011. Web.

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"The Purpose of Education"

Author:  King, Martin Luther, Jr. (Morehouse College)

Date:  January 1, 1947 to February 28, 1947

Location:  Atlanta, Ga.

Genre:  Published Article

Topic:  Martin Luther King, Jr. - Political and Social Views

Writing in the campus newspaper, the  Maroon Tiger , King argues that education has both a utilitarian and a moral function. 1  Citing the example of Georgia’s former governor Eugene Talmadge, he asserts that reasoning ability is not enough. He insists that character and moral development are necessary to give the critical intellect humane purposes. King, Sr., later recalled that his son told him, “Talmadge has a Phi Beta Kappa key, can you believe that? What did he use all that precious knowledge for? To accomplish what?” 2

As I engage in the so-called “bull sessions” around and about the school, I too often find that most college men have a misconception of the purpose of education. Most of the “brethren” think that education should equip them with the proper instruments of exploitation so that they can forever trample over the masses. Still others think that education should furnish them with noble ends rather than means to an end.

It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the ligitimate goals of his life.

Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

The late Eugene Talmadge, in my opinion, possessed one of the better minds of Georgia, or even America. Moreover, he wore the Phi Beta Kappa key. By all measuring rods, Mr. Talmadge could think critically and intensively; yet he contends that I am an inferior being. Are those the types of men we call educated?

We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge of the race but also the accumulated experience of social living.

If we are not careful, our colleges will produce a group of close-minded, unscientific, illogical propagandists, consumed with immoral acts. Be careful, “brethren!” Be careful, teachers!

1.  In 1925, the  Maroon Tiger  succeeded the  Athenaeum  as the campus literary journal at Morehouse. In the first semester of the 1947–1948 academic year, it won a First Class Honor Rating from the Associated Collegiate Press at the University of Minnesota. The faculty adviser to the  Maroon Tiger  was King’s English professor, Gladstone Lewis Chandler. King’s “The Purpose of Education” was published with a companion piece, “English Majors All?” by a fellow student, William G. Pickens. Among the many prominent black academicians and journalists who served an apprenticeship on the  Maroon Tiger  staff were Lerone Bennett, Jr., editor of  Ebony ; Brailsford R. Brazeal, dean of Morehouse College; S. W. Garlington, city editor of New York’s  Amsterdam News ; Hugh Gloster, president of Morehouse College; Emory O. Jackson, editor of the  Birmingham World ; Robert E. Johnson, editor of  Jet ; King D. Reddick of the  New York Age ; Ira De A. Reid, chair of the Sociology Department at Atlanta University; and C. A. Scott, editor and general manager of the  Atlanta Daily World . See  The Morehouse Alumnus , July 1948, pp. 15–16; and Edward A. Jones,  A Candle in the Dark: A History of Morehouse College  (Valley Forge, Pa.: Judson Press, 1967), pp. 174, 260, 289–292.

2.  Martin Luther King, Sr., with Clayton Riley,  Daddy King: An Autobiography  (New York: William Morrow, 1980), p. 143. In an unpublished autobiographical statement, King, Sr., remembered a meeting between Governor Eugene Talmadge and a committee of blacks concerning the imposition of the death penalty on a young black man for making improper remarks to a white woman. King, Sr., reported that Talmadge “sent us away humiliated, frustrated, insulted, and without hope of redress” (“The Autobiography of Daddy King as Told to Edward A. Jones” [n.d.], p. 40; copy in CKFC). Six months before the publication of King’s article, Georgia’s race-baiting former governor Eugene Talmadge had declared in the midst of his campaign for a new term as governor that “the only issue in this race is White Supremacy.” On 12 November, the black General Missionary Baptist Convention of Georgia designated his inauguration date, 9 January 1947, as a day of prayer. Talmadge died three weeks before his inauguration. See William Anderson,  The Wild Man from Sugar Creek: The Political Career of Eugene Talmadge  (Baton Rouge: Louisiana State University Press, 1975), pp. 226–237; Joseph L. Bernd, “White Supremacy and the Disfranchisement of Blacks in Georgia, 1946,”  Georgia Historical Quarterly  66 (Winter 1982): 492–501; Clarence M. Wagner,  Profiles of Black Georgia Baptists  (Atlanta: Bennett Brothers, 1980), p. 104; and Benjamin E. Mays,  Born to Rebel: An Autobiography  (Athens: University of Georgia Press, 1987), pp. 221–223.

Source:   Maroon Tiger  (January-February 1947): 10.  

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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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‘this is how school comes to be a place where you want to be’.

The start of a new school year brings anxiety for many students, on top of a growing mental health crisis in young people. How can schools help ease the pressure? For starters, says Stanford scholar Denise Pope, listen to what students say they’re facing. 

“If we want to understand what students are going through, we need to center their voices and really hear what they’re telling us,” said Pope, a senior lecturer at Stanford Graduate School of Education (GSE) and co-founder and strategic advisor at Challenge Success , a school reform nonprofit affiliated with the GSE. “Then we can take a look at strategies to respond.” 

Since 2010, Challenge Success and the GSE have been conducting surveys and focus groups with middle- and high-school students on many aspects of their lives, from the stresses of schoolwork and family expectations to the amount of sleep they get each night. In a new report , researchers at Challenge Success shared highlights of the data they’ve collected over the past two decades from more than 270,000 students at 380 high schools across the country. Their findings also informed the organization’s SPACE Framework for School Change , a set of policies and practices for schools to help improve student well-being, belonging, and engagement.

Pope is the author of Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students, and coauthor of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. She also co-hosts the School’s In  podcast with GSE Dean Dan Schwartz, discussing the future of teaching and learning with expert guests. 

Here, she talks about some of the issues weighing most heavily on students and offers some steps educators can take to address them.

Senior Lecturer Denise Pope

In your surveys, homework is one of the biggest sources of stress that students report. How do you recommend schools respond to that? 

The conversation about homework is usually about whether students have too much or not enough. But it really should be about the quality of homework and whether it’s meaningful to students. What’s the purpose of an assignment? Does it engage students and encourage them to apply what they’ve learned in different ways? Or is it just about practicing rote skills? 

There’s very little research on homework that shows a clear benefit, particularly in the younger grades. The impact is hard to measure, because once students go home, you don't know who's doing the work. People assume that if students’ grades improve or they do better on standardized tests, homework must be helping — but very few studies actually isolate the effects in a way that can be attributed to homework.

When students see homework as busywork, or if assignments are too hard or too easy, kids can become disengaged in school in general. In California we worked with legislators on a bill requiring districts to establish a homework policy that considers the impact on students’ health, and to get buy-in from not only the educators but also parents and students. The bill passed unanimously in the Assembly and will go to the Senate next.

Your surveys show that tests are also a major source of stress for students. But how can teachers assess students’ progress without regular testing?

In the real world, you’re almost never told that you’re going to be assessed tomorrow, it’s going to be timed, and you can’t use any of the resources you’d normally use, like your computer or talking to colleagues. And yet that’s how we assess students’ mastery. It’s ridiculous.

Tests and quizzes can only show so much about what a student knows, and they’re often stressful because they’re usually high stakes, connected to grades or the ability to move on to the next level. Many students suffer from test anxiety on top of that, so even if they know the material, the pressure may make them forget it or freeze up, and they don’t do as well. 

A much healthier and more accurate way to assess kids’ understanding is through what we call performance-based assessments, which might be a project, a research paper, a lab report, or a debate or exhibition. Or teachers can hold one-on-one meetings with students. We also suggest giving students opportunities to assess their peers and themselves. These performance assessments can be effective ways to get feedback and solidify concepts, and they more authentically replicate the kind of tasks students do outside of school, including work they’ll do in college and in their careers. 

Another big issue that comes up in your surveys is sleep. You found that students who get more sleep also say they have an easier time coping with stress, but many report that they don’t get enough. How can schools address that? 

High school students on average tell us they’re getting 6.6 hours of sleep on a typical school night, which is significantly less than the 8 to 10 hours recommended for that age group. It’s easy to pin the blame on cell phones and social media, and that’s part of it, but these findings have been consistent for over two decades. 

If you think about teens and their natural sleep patterns, they’re fairly nocturnal when they hit adolescence. Their circadian rhythms shift, and at night when your teenager says, ‘I’m not tired,” it’s probably true. But if the school day starts at 7 or 7:30am and kids have to get up around 5 or 6 to catch the bus, that’s too early for their well-being.

California recently passed a law mandating later school start times, and several other states are following with their own proposals. Students often tell us they treasure that extra hour. Many are using it to get more sleep, and others say they now have time to eat breakfast or use it to finish homework in the morning when they are more alert instead of late at night.

We’re not suggesting schools just take their current schedule and push everything by an hour. At Challenge Success we work with them to make their schedule more efficient within a later start time. For instance, does homeroom need to happen every day, or can you make it slightly longer and meet just once a week? Can you implement a block schedule, which cuts back on transition times throughout the day? Both of these changes can save minutes in the day, but if they’re implemented well can also improve student learning. We know schools might run into issues with things like parents’ schedules and after-school activities, so we get creative with schedules and tailor changes to what schools need. 

Many students you surveyed, especially historically marginalized groups, said they don’t feel a sense of belonging at school. What do you advise schools to do about that?   

It’s important for students to feel safe, seen, and supported. Students in our surveys who identify as girl/woman, or Black, or gender-diverse reported a significantly lower sense of belonging than other groups, which really highlights the need for more inclusive environments at school.

We encourage schools to look for ways to strengthen connections between students and teachers, and among students themselves. Try to build little moments of connection — a quick icebreaker at the start of class, or an advisory period where a teacher gets to connect with a small group of kids once a week. Check in with students who might feel marginalized. Even little things matter, like knowing students’ names and pronouncing them correctly, saying hi to them in the hallway, or checking in after they’ve missed a day of school. When school feels like a community, you're going to want to be there and be a part of it.

It was sobering to see the majority of students in your surveys reporting that, essentially, they don’t enjoy school. How can we get students more into learning?

Every assignment should have a clear purpose, where students know how the lesson can be applied outside the classroom. Even with students who are showing up, working hard, completing their assignments — a lot of them are just “doing school,” going through the motions but not seeing the meaning or purpose or value in it. 

We know how to design purposeful, exciting learning experiences for kids, but it takes effort. Where possible, try to connect activities to students’ personal backgrounds and interests, and offer them “voice and choice.” There are a variety of ways to do this, from allowing students to choose which problems to do from each section of a math worksheet to designing their own paper topic or revamping the curriculum around student-led projects. 

There’s a great example of a school where kids built their own skateboards and ramps because that’s what the kids were interested in. It’s a project that involves physics, math, engineering, critical thinking, teamwork — it becomes a very authentic learning experience, and the kids are motivated.

This is how school comes to be a place where you want to be, because you’re doing interesting things and you can see your place in the world.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Essay Writing

Welcome to the Purdue OWL

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This resource begins with a general description of essay writing and moves to a discussion of common essay genres students may encounter across the curriculum. The four genres of essays (description, narration, exposition, and argumentation) are common paper assignments you may encounter in your writing classes. Although these genres, also known as the modes of discourse, have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these genres and students’ need to understand and produce these types of essays. We hope these resources will help.

The essay is a commonly assigned form of writing that every student will encounter while in academia. Therefore, it is wise for the student to become capable and comfortable with this type of writing early on in her training.

Essays can be a rewarding and challenging type of writing and are often assigned either to be done in class, which requires previous planning and practice (and a bit of creativity) on the part of the student, or as homework, which likewise demands a certain amount of preparation. Many poorly crafted essays have been produced on account of a lack of preparation and confidence. However, students can avoid the discomfort often associated with essay writing by understanding some common genres.

Before delving into its various genres, let’s begin with a basic definition of the essay.

What is an essay?

Though the word essay has come to be understood as a type of writing in Modern English, its origins provide us with some useful insights. The word comes into the English language through the French influence on Middle English; tracing it back further, we find that the French form of the word comes from the Latin verb exigere , which means "to examine, test, or (literally) to drive out." Through the excavation of this ancient word, we are able to unearth the essence of the academic essay: to encourage students to test or examine their ideas concerning a particular topic.

Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.

The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from his or her purpose; the writing must be deliberate and interesting.

This handout should help students become familiar and comfortable with the process of essay composition through the introduction of some common essay genres.

This handout includes a brief introduction to the following genres of essay writing:

• Expository essays
• Descriptive essays
• Narrative essays
• Argumentative (Persuasive) essays

What Is School For?

The past two and a half years have brought disruption after disruption to America’s K-12 schools. It’s been … stressful. But these disturbances in our education equilibrium have also given us a chance to step back and ask, “What is school for?”

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Developing a Sense of Purpose in School

An essay prompt can help your students explore what drives them, showing them a reason to take on challenges in learning.

When students enter the schoolhouse without a sense of positive purpose, it is difficult for them to connect their varied learning experiences and other opportunities into a coherent whole that shapes their lives. Without a purpose, they may lack a strong reason to learn, to take on challenges, or to behave well. An enduring sense of purpose typically emerges in adulthood, but having a primary goal or a focus on something other than, and larger than, oneself and acting in alignment with these beliefs start to become particularly important in middle school.

Stanford University psychologist William Damon views purpose as a “stable and generalized intention to accomplish something that is at once meaningful to the self and of positive consequence to the world beyond the self.”

Not surprisingly, positive purpose is connected to social and emotional learning (SEL) skills:  

• You recognize your feelings and use them as a guide to your actions.
• You find your special task—what it is that allows you to excel.
• You recognize your achievements and those of others, both large and small, as they contribute to a positive purpose.

Getting Started With a Positive Purpose Essay

Writing an essay about positive purpose is an important way to build social awareness, as well as to provide direction and energy for learning. But students usually can’t just start writing such an essay on their own—you need to help them build up to it:

• Look at the positive purpose of well-known individuals. Use nonfiction books, biographies, documentaries, social studies texts, and news reports to get students thinking.
• Have them learn about, reflect on, and write about the positive purpose of someone they know, or know of, by interviewing a local hero, community leader, member of the clergy, first responder, family member, educator, or other staff member in the school.
• Have them write about their own positive purpose.

Use a Prompt to Guide Writing

You can use a grade-level-appropriate writing prompt suited to your students’ ability, and adapt it so a positive purpose is the subject of the essay. Here is a prompt example from a middle school in Jersey City, New Jersey:

In your classes and in your life, you may have learned about and encountered people with a strong sense of purpose. Similarly, you might feel your own sense of purpose. In a five-paragraph essay that includes an introduction, three body paragraphs, and a conclusion, please respond to the following: What is your definition of purpose? What might be your purpose? Why? How would someone know that is your purpose in life?

The following are excerpts from an essay written by an eighth grader based on the prompt above. (The student’s school is located in a high-poverty area of Jersey City, and the school has been deemed low achieving by the state.) 

Here is her introduction and definition of purpose :

“The purpose of human life is to serve, and to show compassion and the will to help others,” said Albert Schweitzer. I believe I was made to entertain, inspire creativity, and guide others. I think the definition of purpose means reason to do something, like when you say what’s your purpose for choosing a certain career, and you state your reasons. This is why I strongly am convinced that I was made to guide and entertain others because, having a strong passion for art and Broadway plays.... A purpose of doing something can lead you into realizing what you want to grow up to be, as you recognize what you like to do.

In the same essay, she responded to the prompt question, “How would someone know that is your purpose in life?”

Others would realize what my purpose in life is by knowing what my career and life goals are or, who I admire to be one day. I admire to be like Steve Jobs because I believe without mistakes you can never grow to be an exemplary person and, even though Steve Jobs failed many times he became one of the most successful men in our generation.

Try It With Your Students

The student’s essay opened her teacher’s eyes to the depth of her thinking, aspirations, and abilities. The teacher reported that many of the student’s classmates also produced insightful essays. 

Aside from an essay, there are also other way in which your students can communicate their positive purpose. Consider how they might do this through artistic renderings other than writing—with visual art or music, for example.

If you decide to embark with your students on the essay assignment, I recommend that as they write, you provide a space for them to share early drafts of their essays with classmates to get several rounds of feedback, and then practice reading aloud in small groups. And then take a powerful next step: Provide them an opportunity to share in front of the class, or at an assembly, or at a parent or community gathering. Making public their positive purpose is a wonderful way to celebrate the inspirations and aspirations of your students.

Guide To Writing Your Grad School Admission Essay

Updated: Jan 2, 2024, 5:46am

You’ve made a big life decision: applying to grad school . The transcripts are ordered, the letters of recommendation requested, and the interview is on the books. Now you just have to complete what might be the hardest part: write the perfect grad school admission essay. How do you get started? What should a grad school admission essay include? Follow our guide below to get started.

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What Is a Statement of Purpose for Grad School?

A grad school college essay , otherwise known as a statement of purpose, is a required part of the grad school admissions process that tells school officials who you are, your academic and professional interests, and how you might contribute to the program.

A statement of purpose should generally be between 500 and 1,000 words, but check with your individual program for length, font size and spacing preferences.

Why Does It Matter?

Most graduate schools require a statement of purpose as part of the application process because it allows them to learn more about you in a personal way and decide if you will be a good fit for the program.

Applicants should convey that they have a decent amount of experience in their desired field of study and will be successful in a graduate school program. If there’s anything lacking or missing in your GPA or transcripts, you can briefly address it in your statement of purpose and explain why it won’t be an issue. Schools also like to see that applicants are resilient and can overcome challenges, so bring up any personal anecdotes that pertain to that as well.

What Makes a Good Personal Statement?

A good personal statement should include information about your work and academic experience. It should be detailed but concise. Your statement also provides a chance for you to share a personal side of yourself with the admissions committee, explain why you’d be a good fit for the program and showcase how you could add value if accepted.

Shows You’re a Good Fit for the Program

Above all, your personal statement should demonstrate that your interests would fit in the program and that you would do well there. For example, if applying to a master of business administration program, you might want to talk about your undergraduate studies in business, internships with high-profile companies, past jobs you’ve held, or even future entrepreneurial ideas that you’re passionate about.

Demonstrates How Well You Handle a Challenge

Graduate school is no easy task, and admissions officers want to know that you’re up for the challenge. Talking about other times in your life when you’ve struggled but persevered through hard work and dedication can assure school officials that you’ll rise to the occasion at their program if given the chance.

Indicates How You Respond to Criticism

Receiving positive and negative feedback is important, especially in an environment of growth like grad school. Including experiences like rewriting a paper after getting a bad grade or stepping it up at a job after getting tips from a boss can show an admission committee that you’re able to hear hard things and learn from them.

Exhibits Open-Mindedness and a Desire to Learn

Convey that you’ve had previous academic success, while also admitting that you still have more learning and growing to do. Admissions departments often find these qualities appealing when assessing candidates.

How To Write a Strong Admission Essay

You’ve researched and brainstormed, but now it’s time to actually write the admissions essay. Make sure your personal statement is strong and stands out by understanding the prompt, outlining your essay, including a clear thesis statement, personalizing your essay and making it relevant to your desired program.

Understand the Prompt

Most schools will want to know about your academic and professional experiences as well as how you will add value to the program. However, every program and application is unique and your school might have a unique prompt or specific questions they want you to answer in your statement of purpose. Be sure to read the prompt carefully several times so you answer all of the questions it asks.

Outline Your Essay

Before you start writing, make a plan for your personal essay by creating an outline. Not only will this make the writing process easier and faster, but it will help you thoroughly address the prompt in a clear and cohesive way.

Include a Clear Thesis Statement

A thesis statement is the central idea or argument of your personal statement. Essentially, your thesis statement should preview the arguments for why you would be a good candidate for a particular program.

Personalize Your Essay

Applying to veterinary school? Be sure to include your lifelong love for animals or your time spent working in an animal shelter. Or perhaps you’re pursuing graduate studies in psychology. Experience with, say, a peer counseling program in high school or college, will help you stand out. The point is to make your essay so personal it only could have been written by you.

Make It Relevant

Admissions officials for a healthcare administration program will be perplexed if you talk about the time you set up a lemonade stand as a child. Similarly, a graduate engineering program probably isn’t too concerned about your recent dance recital. Make sure the information you include in your personal statement is relevant to the program and school you’re applying to.

Finalizing Your Grad School Admissions Essay

After writing your statement, it’s time to perfect and refine it before you attach it and click submit on your application.

Edit the Essay

Now it’s time to edit. Editing is different from proofreading as it focuses on structural changes and even content revisions. Read the prompt again. Make sure you’ve addressed all questions asked by your program. Then, look at the structure. Try reading it out loud. Does the information flow in a way that makes sense? Are there parts that should be moved up or down? Could sections be cut and new parts added?

Proofread for Grammar, Punctuation and Style

Run a spelling and grammar check in Microsoft Word or Google Docs. You can even use a program like Grammarly to make sure your personal statement is free of typos and errors and adheres to the formatting required by your application.

Get Feedback From Peers and Mentors

Fresh eyes will only improve your writing. Ask classmates and professors to read your personal essay and provide you with feedback. They might see something you missed or have ideas for ways to improve. Make sure you give any readers enough time to go over your personal statement before it’s due.

Revise as Needed

Writing is really all about editing and rewriting. No one gets it right on the first try and sometimes not even on the second try—don’t be afraid to revise your statement of purpose as needed before your grad school application deadline.

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• 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

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

College essays

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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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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.

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Avoid these common mistakes when writing an SOP for a foreign university

Are you aiming to pursue higher studies abroad? A crucial part of your application process is the Statement of Purpose (SOP). This essay plays a pivotal role in showcasing your academic achievements, career aspirations, and the unique qualities that make you a strong candidate for your chosen program. Crafting an effective SOP is essential for capturing the attention of admissions committees and demonstrating why you are the ideal fit for their institution. In this guide, we'll explore the key components of a successful SOP and offer tips to help you write a compelling and memorable essay.

The SOP is your opportunity to:

• Introduce yourself: Highlight your academic journey, work experience, and any personal or professional experiences that have shaped your interests and goals.
• Showcase your goals: Explain why you want to pursue graduate studies in your chosen field and how it aligns with your career aspirations.
• Demonstrate fit: Show why you are a good fit for the program and how the program aligns with your research interests or career goals. Mention specific faculty members, courses, or resources at the institution that appeal to you.
• Reflect on your experiences: Discuss any relevant research, projects, internships, or work experience that have prepared you for graduate study.
• Highlight your unique qualities: Emphasize what makes you unique as an applicant, such as your background, skills, or perspectives.

Key elements of a strong SOP 1. Introduction Start with a strong opening that grabs the reader's attention. This could be a brief anecdote, a personal story, or a statement that highlights your passion for the field.

Clearly state your purpose for applying to the program.

2. Academic background Discuss your academic achievements, relevant coursework, and any research or projects that have influenced your decision to pursue graduate studies.

Highlight any honours, awards, or publications that demonstrate your academic abilities.

3. Professional experience Describe any relevant work experience, internships, or professional roles that have contributed to your skills and knowledge in the field.

Explain how these experiences have prepared you for the challenges of graduate school.

4. Research interests Clearly outline your research interests and how they align with the program’s strengths.

Mention specific faculty members or research groups you are interested in working with and explain why.

5. Career goals Discuss your long-term career goals and how the graduate program will help you achieve them.

Explain how the program’s curriculum, faculty, and resources will support your career path.

6. Conclusion Summarize your motivations for applying and reiterate why you are a strong candidate for the program.

End with a positive and forward-looking statement that leaves a lasting impression.

Tips for writing an impactful SOP:

• Be specific. Avoid vague statements. Provide concrete examples of your achievements and experiences.
• Be honest. Don’t exaggerate or fabricate information. Authenticity is key.
• Tailor each SOP. Customize your SOP for each program you apply to. Mention specific aspects of the program that appeal to you.
• Proofread. Ensure your SOP is free of grammatical errors and typos. A well-written SOP reflects your attention to detail.
• Seek feedback. Have mentors, professors, or peers review your SOP and provide constructive feedback.

Common mistakes to avoid while writing an SOP

• Avoid generic phrases that could apply to any applicant. Make your SOP unique to you.
• Don’t overdo praise for the program or faculty. Focus on your qualifications and fit.
• Ensure your SOP has a clear structure with an introduction, body, and conclusion.
• If the program provides specific questions or prompts, make sure to address them directly.

A well-crafted SOP can make a significant difference in your graduate school application by showcasing your qualifications and demonstrating your fit for the program.

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